Elizabeth Walko Interviewing Ally Abrams 1. Ally is studying abroad in Japan as a college aged student. 2.

Yes, because Ally studied abroad in Japan, she didnt receive as much respect in the classroom, as some of the other male students did. This may be due to the fact that in Japan most women do not receive a post-secondary education. If a woman does attend school after high school, they usually go to a junior college, or trade school. 3. There were some cultural norms that Ally found to be important when she studied abroad in Japan. She noticed when she arrived in Japan that manners were very important, and she quickly realized that she would need to learn the basics in order to be respectful of those around her. Ally mentioned a couple manners she practiced that were different from the U.S. which were, to bow when you great someone, you dont sit until you are told where to sit, you cant stand until the highest professional in the room stands, and you can only use blue or black pens when taking notes. Ally found some of these customs odd because they were vastly different from what is done in the United States. 4. Ally did not think that the content of what she was learning was changed, but she noticed that the teacher put some of the information in a different context for her, in the hopes that should would be able to better understand the material. 5. Allys teacher was very helpful when it came to teaching the material, and helping Ally understand. the teacher would try very hard to find a common knowledge to relate the material to, she also adapted some of the testing, by finding a translator, or allowing also to take it online. Lastly the teacher adapted some of the homework to accommodate Ally. 6. Something that I think would help in the classroom, when a student does not understand the primary language, would be to have visuals such as pictures, and maybe even tangible objects, in order for the student to be able to make some sort of connection. 7. No, I dont think I would need to use new classroom management techniques. 8. I expect Ally to do very well, due to her determination and impressive work ethic. With the tools given to her and the small adaptations we made to help her, she will do a fantastic job.

Lesson plan. Grade: College Level Subject: Japanese History. Students will research Japanese history from the year 1940 to the year 1970. The students will then hand in a list of important events that happened with in that time frame. Students will then pair up and pick an event from their lists to investigate more, lastly the groups will present the information they found on the event they chose. Students will be able to use any credible source they can find, and will be graded on their final presentation of the event they chose to research in more detail. Adaptations: - Students can primarily use the internet, in English to help with their research. - Also the student from a different country could research the event from the perspective of the country they are from in order to help with their research, and to also provide a new point of view.