AALL: Japanese Transfer Course Information

Waseda University

Homestay Option: Semester - yes / Summer - No
Maximum Language Credit: 1

Strong Points:

There were plenty of opportunities to talk to Waseda undergraduate students. These students were volunteers and were in the class helping the foreign students with whatever activity they had us do. Being able to practice with them, inside and outside of the classroom, was very helpful and educational.(summer, 2007)
Constant exposure to and practice with volunteers in class time helped solidify speaking skills. The pace was quick enough to be challenging, but thorough enough to retain material. (summer, 2005)
Really focused on speaking and listening comprehension. Excellent instruction at level 1. (summer, 2005)
The instruction was clear and helpful. The pace was appropriate and well matched to the Duke curriculum. The volunteers were very helpful. (summer, 2005)
The schoolwork is pretty intensive. However, there is lots of time to talk to Japanese volunteers in and out of class and the personal relationships between the students and Japanese are very strong, which also help in learning Japanese. (summer, 2004)
Learn to speak Japanese like a Japanese college student. Extremely close interaction with college students. Lots of freedom of time. (summer, 2004)
In Tokyo. Lots to do, lots to see. Waseda is well-known throughout Japan. Lots of good students, good friends. (fall, 2004)
The program was in Tokyo so there were a lot of places to go (ie pubs, shopping malls, restaurants). Became very close with people in the program (explore the city of Tokyo together). Transportation is very important (tagadanoba ba station). Material is very challenging (textbook used). A lot of interactions with RA and volunteers. (summer, 2003)

Weak Points:

The classes were not very useful. They offered “workshops,” which were, in essence, small courses that met 4 times during the whole program for 2 to 3 hours at a time that covered subjects such as Japanese Pop Music or Japanese Language in a Business Setting. (summer, 2007)
This year, at least, there was a large disparity between levels 1&2 and levels 3&4 (many students knew more than level 2 but not enough to enter level 3). Vocabulary retention was not emphasized enough. (summer, 2005)
Not being fully immersed in the language because of living in dorms. (summer, 2005)
No vocabulary practice. Too short. (summer, 2005)
Cannot receive full year of credit (summer, 2004)
In Tokyo. Commuting can be difficult, focusing on school can be difficult. Not quiet. Very fast paced, high energy. Can be high stress. (fall, 2004)
Not enough exposure to Japanese (because you can just speak English in Tokyo). There were 5 instructors teaching my class (level 4 only). More reading, not too much speaking (the program). (summer, 2003)