Diary+for+Semester+3

Diary: It is now October and life follows its busy daily routines in the same way as it would at home. The second semester has passed and I passed all but one test, hence I am back in the same class. During the second semester I have tried to find ways that would not only support my oral progress but be something that I could not do in New Zealand. The most obvious thing of course is to speak with Nihonjin on a regular, preferably daily basis. However, this is not easily achieved. Firstly, the Yamasa community comprises totally of gaikokujin apart from the teachers and the common language is English. Yamasa is like a fish bowl in your lounge. Those that reside in the fish bowl can only observe and not participate with those in the room. There is no natural avenue for finding and mixing with Nihonjin to get the speaking practice that is so vital. Nihonjin don't go to the shopping malls to spend time with gaikokujin no matter how kindly they are. Another issue that exists is the Nihonjins' desire to speak English when they meet you. This is because they are looking for practice in the same way I am and they also don't expect me to be able to converse in Nihongo.

To overcome this lack of speaking practice I have needed to put myself in places where Nihonjin go when they are not working or attending to family matters; so I have done the following:

====**Firstly**, I have joined a Monday afternoon group for kaiwa practice with 2 or 3 Nihonjin tutors. (Their time has to be shared between those of us who attend.) From this activity we have met at a shabushabu restaurant where our Nihonjin tutors have continued to extend our language and experiences. Even after the meal we changed locations and continued to talk for about another 2 hours.====


 * Secondly**, I have joined a taiko (drumming group) that is wholly Nihonjin apart from me. There are two members who assist me when I absolutely don't understand, but generally I cope. It is a great physical workout as well as mentally challenging.


 * Thirdly**, I attend church weekly. At church I endeavour to follow the service with the prior knowledge I have; the songs I can usually sing because they usually print them in hiragana. Following the service we share lunch, a time in which we can talk. Sometimes there is also a social chit-chat session afterwards, in which we all sit around the table (about 20 of us) and converse. They are so kind and understanding and gear their language so that I can participate. Even when just listening it is beneficial as they use plain form as opposed to the polite form that I have been learning. The switch to plain form requires a sound knowledge of the verb conjugations. Not so easy. I have met many people at church who are seeking English speakers with whom to practice so we agree to give each other time and it works.


 * Twice weekly** for the past 15 weeks I have attended private lessons with Koyama-sensei. This has been valuable and I am continuing these this semester.


 * I have also joined** an online community for kaiwa practice via Skype. It has met with limited success because I am cautious and selective. I prefer older women because not only do they use the feminine form but we also have a little more in common. Although, in having said that, I have chatted with a young woman from Tokyo and a young man from Kyoto.


 * Also**, I have made friends with two lovely women who have arranged and taken me to an elementary school for a day. Whilst there I offered to read a story to the children (aged 7) and talk to them so that as partners we could practice our language. Using a picture book form within the classroom, my friend Tatara-san read it in Nihongo whilst I relayed it in English. Following the reading the children would practice their English and ask me questions then I in turn asked questions in Japanese. It was wonderful. At the finish they all lined up to shake hands and say thank you.


 * On another occasion** I was taken to Daijuji elementary school for the day. The Deputy Principal was my host and showed me her school. On our tour we came across a classroom of 10 year old students whose teacher had left to deal with a difficult situation, so I volunteered to teach some Maori/English action songs. Following this the students 'taught' me how to read from a text they were currently studying. They read to me and I had to read back to them. In all we must have spent an hour together finishing up with autographing books, rulers and even a straw. It was wonderful. During the lunch hour we returned to the classroom to finish the signings and encountered some of them playing a keyboard. A young lad played for us and we then continued our conversations. I was also able to see first hand how the students are organised to distribute lunches and clean up their designated areas. Every child from the youngest classes was expected to attend to the cleaning and so they did.

My friends Tatara-san and Okamoto-san have made further contact with me and asked for my assistance. Firstly, I will assist Okamato-san with her English language students on Halloween. They are having a fun Halloween day; Halloween being the context for their learning. They do not often get the chance to hear an English speaker so I have been asked to take part. Secondly, Tatara-san has asked me to visit another school and talk about NZ. This also I shall do.


 * Lastly**, some months ago I started an informal gathering on a Friday evening. We gather at my place to share a meal, talk in Nihongo and watch a Japanese anime. The numbers attending fluctuates and of course some students come and go from Yamasa. A bonus occurred last Friday when my main teacher made time after class to talk freely for about an hour with us. It was good but also showed us how far we have to go. He actually lived for two years in Auckland about 3 kms from my home when he was teaching Nihon children in Panmure. What a small world.

My endeavours at the library met with limited success because it was difficult to break in on obvious family occasions. But I did attend the children's time when they are read to and told stories. I offered to become an informal reader at the library but they have certain structures in place and they must be followed.

Although the above may make it sound easy and exciting let me assure it is hard work not only learning the language but trying to establish oneself within the community.