WLC 400: Capstone
Description
Students work with the instructor and WLC faculty advisors to research, synthesize, write and present their Capstone projects. Students will also assemble a Graduation Portfolio reflecting how each MLO was met. This course is required for all Japanese, Spanish and World Languages and Cultures majors.
Units: 4
Reflective Narrative:
World Language and Culture 400: Capstone was completed in Spring of 2017. This course fulfills several MLO’s; MLO 1: Language and Communication, MLO 2: Culture and MLO 4: Research and Technology. By writing and presenting our Capstone project in Japanese, this course meets MLO 1. Through this project, we learn key phrases, proper language and grammar structure for making Japanese PowerPoints, presentation scripts and papers. Without learning these aspects, we would not be able to speak and write at an academic level. As for MLO 2, since my Capstone topic revolves around culture and how it is taught and used as motivation, it can meet this MLO as well. In my research, I have found out how foreign language is taught in Japan and America and how well the countries incorporated culture lessons in their classes. I also surveyed students to get their opinion on the matter and to see what cultural elements they enjoyed learning that also fueled their motivation. MLO 4 is meet through the research, data collecting and analysis and creating the PowerPoints necessary for this project. Without learning how to these, I would not be able to complete Capstone to high degree. Additionally, since this course worked mainly on the Capstone project, which is started the semester before and is worked on until the end of this semester, and this E-portfolio, it incorporates all aspects of the MLO’s mentioned.
The biggest AHA-moment from this course for me was how the process of getting all the pieces of Capstone done. First, as we are doing the research on our topics and gathering data from our surveys, we create the PowerPoint in both English and Japanese. Once these have been approved, we then used the change the language on the Japanese PowerPoint from casual to polite for the script. After that is approved as well, we then once again alter the sentence structure of script so that it follows the rules of an academic paper. Doing the project in this way, made it easier to get all done, but also incorporated the two main MLO’s, 1 and 4, into the project well. As a result, my goal is to continue to practice this way of doing projects in Japanese. It is faster to as start in a casual, more familiar language and then increase its politeness for each step as you would already know what you want to write.
Work Completed:
~Capstone Web-page
Students work with the instructor and WLC faculty advisors to research, synthesize, write and present their Capstone projects. Students will also assemble a Graduation Portfolio reflecting how each MLO was met. This course is required for all Japanese, Spanish and World Languages and Cultures majors.
Units: 4
Reflective Narrative:
World Language and Culture 400: Capstone was completed in Spring of 2017. This course fulfills several MLO’s; MLO 1: Language and Communication, MLO 2: Culture and MLO 4: Research and Technology. By writing and presenting our Capstone project in Japanese, this course meets MLO 1. Through this project, we learn key phrases, proper language and grammar structure for making Japanese PowerPoints, presentation scripts and papers. Without learning these aspects, we would not be able to speak and write at an academic level. As for MLO 2, since my Capstone topic revolves around culture and how it is taught and used as motivation, it can meet this MLO as well. In my research, I have found out how foreign language is taught in Japan and America and how well the countries incorporated culture lessons in their classes. I also surveyed students to get their opinion on the matter and to see what cultural elements they enjoyed learning that also fueled their motivation. MLO 4 is meet through the research, data collecting and analysis and creating the PowerPoints necessary for this project. Without learning how to these, I would not be able to complete Capstone to high degree. Additionally, since this course worked mainly on the Capstone project, which is started the semester before and is worked on until the end of this semester, and this E-portfolio, it incorporates all aspects of the MLO’s mentioned.
The biggest AHA-moment from this course for me was how the process of getting all the pieces of Capstone done. First, as we are doing the research on our topics and gathering data from our surveys, we create the PowerPoint in both English and Japanese. Once these have been approved, we then used the change the language on the Japanese PowerPoint from casual to polite for the script. After that is approved as well, we then once again alter the sentence structure of script so that it follows the rules of an academic paper. Doing the project in this way, made it easier to get all done, but also incorporated the two main MLO’s, 1 and 4, into the project well. As a result, my goal is to continue to practice this way of doing projects in Japanese. It is faster to as start in a casual, more familiar language and then increase its politeness for each step as you would already know what you want to write.
Work Completed:
~Capstone Web-page