Using Technology for Japanese Advocacy
Michaela Kennedy
Middletown High School, Rhode Island
Short description of the presentation
Internet Technology is the quickest way to reach a wide audience. Recently, more parents and taxpayers are tapping in to their local community page to find out what is happening in
their schools. This venue can be used as a tool to advocate curricula. This paper offers an example of how a Japanese program fights to stay alive -- using IT -- in a public school
Using Technology for Japanese Advocacy
Introduction
Four years ago, I was hired at Middletown Public Schools in Rhode Island as the Japanese instructor. The high school is fairly small with about 800 students total, and the class numbers were quite small. Thanks to the hard work of the previous teacher who had been working only part-time, the Japan Foundation awarded a grant to the school, a grant that would provide funding for a feeder Japanese program at the middle school level. That money ran out last year, and my district held to its obligation to continue the program in the middle school.
This year brings new budget concerns, and like many American public schools across the country, the first budget cuts bring hard hits to the art and foreign language programs. What interesting timing this discussion has for me, since I was handed a pink slip two weeks ago and told that the administration was considering plans to phase out the Japanese program in the next two years. When school budgets are cut, arts and foreign languages are often the first to suffer.
Learning from history
Statistics from high schools and colleges in America historically show over the last few decades that when a foreign language is no longer a requirement, enrollment plummets. Paul Turner of the University of Arizona wrote an article about the historic problems of foreign language requirements and foreign language dropouts. According to Turner, many colleges are reducing or dropping their foreign language requirements because of student complaints. Once requirements are eliminated, attendance in foreign language classes tend to drop anywhere between 75 to 90 percent.
On the other hand, our school district has a perfect example of what requirements can do for a curriculum. The school has had a computer technology program for a number of years now. The first few years showed little growth for the department, and enrollment was weak. But with research, and cajoling from the state department of education, the decision makers decided it was important enough to add technology standards to the list of graduation requirements. Of course, enrollment suddenly skyrocketed, and a once weak department is thriving now with full classes.
Get the word out through the "net generation"
Internet technology has transformed so many aspects of our thinking in the last ten years. The term globalization, which became a popular catch phrase in Japan in the late eighties and early nineties when I lived in Tokyo, is only now becoming more commonplace in homes across the country. Through the American government's vision of a technological society, and the generosity of our own philanthropist Bill Gates, who was awarded knighthood last month by the Queen of England, Americans are finally realizing the importance of thinking globally. We have the world right in our own homes through the Internet. Education think tanks at the government level are looking at increasing foreign language requirements in the wake of the No Child Left Behind Act.
Our global society is made up of a vast majority of visual learners. Phrases such as "Show me" and "Let me see" are common, especially before any sort of decision-making. Public school districts across the United States are tapped in to their community websites with links to administrations, faculties, school committees and other aspects of school life. Nothing speaks more loudly than a visual display.
By linking IT with foreign language learning, we "show" the parents and the taxpayers the productivity of their youth on a grand scale. Student work can be posted, and students show their technical and international savvy through multimedia. Electronic portfolios are powerful advocacy tools in real time. Shown as an example is one of my student's e-folio for perusal.
Attitude evolution for the future
With dozens of foreign languages available on the Internet and instant access to the taxpayers in our local communities, we as teachers have for the first time in our history technology tools to show the public just how important foreign language study is. In a post 9/11 world, global understanding is crucial to the security of our country. Japan is our number one ally, and Asia is the hotbed of the new millennium. How many Americans are aware of how Japanese is emerging as an international language in the Eastern Hemisphere? We have a responsibility as educators to get out and advocate our curricula. Technology is a positive way to do it. Americans can no longer ignore the importance of world arenas and language when it is in their own living rooms. I strongly feel that foreign languages finally are gaining permanent ground and the respect due in America.
Concluding remarks
By no means do I consider myself an expert in this field, and I applaud the beautiful websites that other members of Sensei Online offer us for language learning. These technical tools do not have to say the word advocacy - they live advocacy through example. I am happy to say, nevertheless, that I have started a master's degree program in Educational Technology, and I hope to launch my respect for Japanese, languages and linguistics into a global forum. Many thanks to all of you for attending this benkyoukai, and to Schneider sensei for all her support.
I welcome comments, questions, and critique. Please contact me at
tracymichaela@cox.net
References
The Japan Foundation online: http://www.jpf.go.jp
Carl M. Freeman Foundation: www.freemanfoundation.org
Arts, Foreign Languages Getting Edged Out. By: Manzo, Kathleen Kennedy, Education
Week, 02774232, 11/5/2003, Vol. 23, Issue 10
Advocacy: It's Part of Our Job. By: Werner, Peter. Teaching Elementary Physical
Education, Jul2003, Vol. 14 Issue 4.
Web-based tools: http://www.taskstream.com
Interrogation Comprehensive Evaluation , Military Intelligence Professional Bulletin, 00264024,
Jul-Sept.90, Vol. 16, Issue 3
Critical Skills for National Security and the Homeland Security Federal Workforce Act
(S. 1800) , FDCH Congressional Testimony, Mar 12, 2002
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