Tag Archives: learning

The Beauty and Dissonance of Learning Another Language

By Cody Uyeda

As a fourth generation Japanese American, one of the most common questions I get from others is whether I can speak Japanese. However, aside from some basic vocabulary and simple phrases, I’m always forced to admit that I can’t. Growing up in a predominantly non-Asian neighborhood, this lack of linguistic ability rarely posed much of a problem. In fact, it wasn’t until college that I even thought about the fact that I couldn’t speak Japanese. 

As a native English speaker, natural-born fluency is both a blessing and a curse. Because English is the standard form of international communication across the world, fluency in it opens doors that no other language can. However, this advantage also lulls one into a false sense of complacency. When the world caters to your language, there is often little incentive to see the value in others.

In undergrad I began taking classes in Japanese to fulfill my major requirements. However, I never felt that I truly understood the language. Whenever I found myself confused or lost, I knew I could retreat to the safety of English, covering up my embarrassment with nervous laughter and offhand comments. In short, I wasn’t really learning; I was picking up words and phrases, sure, but I was relying too heavily on having the safety of English at arm’s reach, knowing that when the professor dismissed me, I could simply leave my foreign language learning anxiety behind.

I might have gone through college never knowing any other perspective, but what changed my understanding was when I decided to study abroad in Japan the summer of my junior year. As my plane touched down that gray, cloudy morning at Narita Airport, I walked out of the terminal full of expectations, the biggest of which was the expectation of being accepted. As someone who is ethnically Japanese, I expected to feel at home among the people of my ancestral country. However, it was not the homecoming I had imagined. 

Within minutes, I realized just how lost I was. For the first time in my life, I couldn’t read the signs around me. I couldn’t understand anyone on the street. I couldn’t even write down what I wanted to say. With barely a rudimentary understanding of Japanese, rather than feeling accepted, I felt like I didn’t belong. 

Throughout my time in Japan, there were many instances where I would walk out of a store and feel like crying because I felt so stupid; a faker with a Japanese face but no words to match. In the middle of Tokyo, I was surrounded by people, yet I had never felt more alone. There were nights where I would wander the neon-lit streets, wondering what I was doing here when I was so illiterate that I could barely get by on the subway, much less ask anyone for directions or figure out where the nearest bathroom was. 

This isn’t to say my time in Japan was unenjoyable. On the contrary, it was one of the most enjoyable experiences of my college career. Nevertheless, when I landed back in LA, I returned with a newfound respect for other languages. I realized that in order to fully appreciate Japanese, I needed to let go of my English language crutch, and feel the full discomfort in just how much I didn’t understand. I was forced to confront the weaknesses in my own learning, and appreciate the amount of privilege I had as a native English speaker attending a school where so many others lacked the fluency I took for granted. As I continue to explore Japanese, as well as other languages, I am reminded to be patient and humble; that the dissonance and discomfort of not understanding is not a detriment; and that appreciating the beauty and complexity of a language is only possible when you put aside your fears and step out of your comfort zone.

Featured image by Xuan Nguyen on Unsplash

Cody is a second year JD student at USC’s Gould School of Law. He is originally from Orange County, CA, and also completed his undergraduate degree in English and Communication at USC. On campus, Cody has been involved in a number of organizations, from Greek life to the Trojan Marching Band, and in his free time enjoys reading, writing, and exploring LA. As someone who has also studied foreign languages (Japanese & Korean), Cody understands the challenges of learning another language, and as such, has the patience and diligence to help others practice and improve their English skills.


Be Brave: Speak Up in Class

By Masae (Emily) Yamanaka

An Overview

In many Asian cultures, it is very common for students to not speak at all in a classroom setting. They are merely in schools to absorb as much knowledge as possible from the teachers. Absolute obedience is viewed as a virtue. “I don’t want to waste other people’s time.” “Nothing I share can be that important to interrupt the flow of the lecture.” “Teachers know best.” Almost all the Asian international students I have had resonated similar sentiments.

On the contrary, in a traditional American classroom, you will find the teacher picking on students to voice their opinions. With that being said, it does not mean blurting out anything you can think of in class. Your responses should be relevant and contribute to the topic under discussion. This system strives to build young independent leaders and focus on sharpening critical thinking skills of the youths.

The Two Systems

A main difference between Eastern and Western educations lies in its prime focus. Asian systems utilizes teacher-centric classes where the teacher serves as the main authoritarian figure and answers questions directly from the pupils. Lecture is the main mode of instruction. Students are often dissuaded from exchanging ideas with each other.

The American system employs a student-centered setting where students share ideas with each other and actively participate in the learning and teaching process. Originality is greatly stressed upon and valued. Since each student is unique and no two students have the exact ways of thinking, students can learn from each other and stimulate self-understanding by listening to others’ questions.

Personally, I think Eastern educational institutions offer a wider breadth of knowledge, as teachers who specialize in specific topics get more time to instruct without disturbance. However, being given more content does not equate to the amount of substance pupils actually absorb on average. This one-way direction hinders solidarity as youths are taught to unquestionably oblige to what is given. A more collaborative setting not only promotes critical thinking but serves as a built-in check-and-balance within the classroom since teachers would need to take into account inquiries of everyone and could not simply recycle previous teaching material. At the end of the day, humans are individually unique and each class’s batch of students are different from another.

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The Universality of Human Connection

By Anthea Xiao

At a young age, I was introduced to and fascinated by Japanese culture through the channel of Japanese animations such as Studio Ghibli films and Doraemon. Eager to learn more about the Japanese language and customs, I enrolled in Japanese as my foreign language class and took the initiative to study Japanese culture on my own. My Japanese teacher recognized my passion and introduced me to an exchange program, which allowed students to live with host families and experience life as a Japanese High School student. I quickly seized the opportunity, and in the summer of 2016, I embarked on an unforgettable journey to Kanazawa, Japan.

Prior to flying to Japan, I diligently memorized Japanese phrases applicable for specific situations, read countless articles regarding Japanese etiquette, and even watched host-exchange “horror-stories” online from other students to prepare myself for any undesirable scenarios.

My heart was leaping out of my chest with anxiety and excitement when I saw my host-family waving the sign “ようこそ, アンセア!” (Welcome, Anthea!) at airport gate. During the initial stage of my stay, my host-exchange experience was exceeded beyond my imagination and expectations. I tasted a diverse array of authentic Japanese cuisines (a superb bowl of ramen was only $5 USD!), I quickly bonded with classmates through organizations such as the student acapella and traditional tea ceremony club, and I was able to improve my language ability through practicing colloquial Japanese outside of a classroom setting.

However, despite enjoying my host situation, I found it difficult to feel completely at ease with my host-family. I had read in textbooks that it is impolite to address Japanese people in an intimate or casual manner upon initial greetings. Therefore, although my host-parents asked me to address them as “mother” and “father” just like my host-sister did, I insisted on calling them Mr. and Mrs. Yoshida in fear of breaching their existing family structure.

The phrase “迷惑” (meiwaku) means to burden or to cause inconvenience for others. In Japan, a collective and harmony-focused society, causing meiwaku is a taboo and could signal a person as self-centered and uncouth. To avoid being seen as a meiwaku to my host-family, I refrained from seeking for help when I had trouble finding the way home from school or did not understand how to operate machine devices at home.

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