Statement of Purpose
Ever since I was a young, middle school student sitting in world history class, I knew that I wanted to learn a new language, travel far away to another country and immerse myself in a foreign culture. Last year, I was given this opportunity when I left California to study abroad for a year in Okayama, Japan. My stay in Japan not only improved my Japanese language skills and opened my eyes to a culture vastly different to that of my own, but it also helped me realize my career goal of becoming a language teacher. I believe that working as an ALT for the JET Program is the perfect opportunity for me to once again immerse myself in a culture that I have grown to love, gain valuable teaching experience, and hopefully along the way, inspire some of my students to go out into the world to gain valuable, life-altering experiences.
I came to have a deep respect for the language-learning process during my studies at Okayama University, especially after joining the Shorinji Kempo Club where I was the only foreigner in a club of over sixty members. Having only a lower-intermediate level grasp of the Japanese language, I had to use any means necessary to communicate with my fellow club members, including hand gestures and a little English. The first couple of weeks were difficult and sometimes embarrassing, but I persisted and ended up making some very close friends with whom I exchanged cultural knowledge. For example, I explained to them that not all people from California surf and know Tom Cruise, and in turn they showed me some funny ways to spell my name in kanji including the characters for vinegar and tea. As an ALT, I hope to create this same atmosphere of curiosity amongst my students because I know that when learning a foreign language, getting to know the culture helps give that language a context which in turn enables even better language acquisition.
At the beginning of my second semester at Okayama University, the manager of the Language Cafe asked me to be a teacher for one of the Cafe’s English conversation classes. For the following four months I met with about nine, Japanese, university students once a week for two hours at a time. I had complete freedom in teaching this class, so it was my responsibility to come up with original lesson plans every week and to get every student in class to participate and improve their English speaking skills. It was during these classes that my thoughts of becoming a teacher were solidified. When I saw my students laughing and smiling because they enjoyed debating the pros and cons of school uniforms, even though they were speaking in English, I knew that this was something I could do for the rest of my life. I believe that the flexibility and creativity that I employed in making and executing my English conversation lessons are the same skills that one needs to become a good ALT, and I know that given the opportunity, I will give my utmost to create an ideal English-learning atmosphere.
For me, the JET program is much more than just an opportunity to gain teaching experience. It is also an opportunity for me to immerse myself in the local culture and participate in the community in a way that I otherwise could not hope to accomplish as a tourist. I plan to continue practicing Judo at a local club and hopefully participate in activities like cherry blossom viewing and other local festivals. I am aware that some communities in Japan don’t have many opportunities for contact with people from other countries, so I will take it upon myself to act as a representative for my country and while participating in the aforementioned activities, convey some of my own culture to the people I come in contact with. If given the position of ALT, I know that I can become a valuable asset in furthering the good relations between Japan and America.
I came to have a deep respect for the language-learning process during my studies at Okayama University, especially after joining the Shorinji Kempo Club where I was the only foreigner in a club of over sixty members. Having only a lower-intermediate level grasp of the Japanese language, I had to use any means necessary to communicate with my fellow club members, including hand gestures and a little English. The first couple of weeks were difficult and sometimes embarrassing, but I persisted and ended up making some very close friends with whom I exchanged cultural knowledge. For example, I explained to them that not all people from California surf and know Tom Cruise, and in turn they showed me some funny ways to spell my name in kanji including the characters for vinegar and tea. As an ALT, I hope to create this same atmosphere of curiosity amongst my students because I know that when learning a foreign language, getting to know the culture helps give that language a context which in turn enables even better language acquisition.
At the beginning of my second semester at Okayama University, the manager of the Language Cafe asked me to be a teacher for one of the Cafe’s English conversation classes. For the following four months I met with about nine, Japanese, university students once a week for two hours at a time. I had complete freedom in teaching this class, so it was my responsibility to come up with original lesson plans every week and to get every student in class to participate and improve their English speaking skills. It was during these classes that my thoughts of becoming a teacher were solidified. When I saw my students laughing and smiling because they enjoyed debating the pros and cons of school uniforms, even though they were speaking in English, I knew that this was something I could do for the rest of my life. I believe that the flexibility and creativity that I employed in making and executing my English conversation lessons are the same skills that one needs to become a good ALT, and I know that given the opportunity, I will give my utmost to create an ideal English-learning atmosphere.
For me, the JET program is much more than just an opportunity to gain teaching experience. It is also an opportunity for me to immerse myself in the local culture and participate in the community in a way that I otherwise could not hope to accomplish as a tourist. I plan to continue practicing Judo at a local club and hopefully participate in activities like cherry blossom viewing and other local festivals. I am aware that some communities in Japan don’t have many opportunities for contact with people from other countries, so I will take it upon myself to act as a representative for my country and while participating in the aforementioned activities, convey some of my own culture to the people I come in contact with. If given the position of ALT, I know that I can become a valuable asset in furthering the good relations between Japan and America.