Tag Archives: education

DREAM Act for the future of undocumented youth

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by Kim Jina

Immigrants could be classified in two groups, legal immigrants and undocumented immigrants. There are over 30 million legal immigrants in the United States. On the other hand, no one exactly knows how many undocumented immigrants are in the United States. There is only the estimated number of undocumented immigrants in the United States and it is 11 million. Undocumented immigrants in the United States are confronted with various situations. Among them, many young people have no idea why they are undocumented immigrants, because they live most of their life in the United States, have lots of American friends, and attend American schools. Most of them were brought to the United States when they were young by their parents. Some of them realized that they are undocumented immigrants when they had to prepare their passport for a school trip or tried to get a driver’s license.

They fall deep into despair with the fact that they are undocumented immigrants because they are not supposed to be in the United States where there is almost their whole life. If they are forced to go back to their home country, it is like they lose almost everything in their life.

The DREAM Act began in 2001 for giving chance to live legally in the United States to certain immigrants. The certain immigrants with good moral character would be granted temporary residency, if they meet some requirements of the DREAM Act. The requirements is that heir age must be at least 15 but less than 31, they must graduate from American high school, they arrived in the United States as minors, and they lived in the United States continuously for at least five years. Plus, if they complete two years in the military or two years at a four years’ institution of higher learning, they could gain conditional permanent residency for a six-year period and at the end of the six-year conditional period, they would be allowed to become legal U.S. citizens.

Every year, almost 65,000 undocumented students graduate from American high schools and most of them want to have higher education or join the military. However, with their illegal status, they cannot make their dreams come true. Of course, there is some criticism regarding this DREAM Act. They said that it is unfair to legal immigrants and it would create additional illegal immigrants. However, it is not like what the critics said, because the DREAM Act requires strict conditions.

In 2012, the president Barack Obama announced the administration would accept request for the DREAM Act. Even if they are classified into undocumented immigrants, they did not know that they were breaking the law and almost their whole life is in the United States. What is more, they think they are the U.S. citizen. Many of them are brilliant and their talents could contribute to the growth of American economy. It could be considered in a positive way. Hence, DREAM Act should be more supported to give opportunities to young undocumented immigrants for their future in the United States.

DREAM Act a solution for undocumented immigrants

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by Yurika Chiba

According to the U.S. Census Bureau, Mexican Americans were 10.8% of the population of the United States in 2011. There is a huge number of immigrants from Mexico in the U.S. because the distance is very close between Mexico and the U.S. In addition to Mexican immigrants, America has more than 50,000,000 immigrants. However, it is a fact that America has also a lot of “undocumented immigrants.” One of the reasons is that the pay in America is better than that in their home countries. But, why are they “undocumented”? In America, it is hard for foreigners to get VISA.

ALBS JAPAN explains that the American government does not want to increase the number of immigrants because it thinks that undocumented immigrants cause American economy a great loss. In addition, America pays careful attention to immigration after 9.11 attacks. I think that the system of immigration intake in America has a problem to increase the number of undocumented immigrants.

Of course, they are illegal immigrants because they do not have the permission to get into America. However, some undocumented immigrants are doing jobs which American citizens do not want to like the 3Ds: Dirty, Dangerous and Difficult. In fact, their workings sustain the American economy even though some American citizens discriminate against them. It is clear that a lot of undocumented immigrants have a hard time in America.

How about their children, called “undocumented children”? They do not have their own passport. They can’t prove their nationality and can’t work legally. It is difficult for them to get their own driver licenses. Before they graduate from the high school, they can take the education. However, entering the university is difficult for them because most state university do not accept their entrance and they do not have enough money to enter the private university. That is why college-going rate of undocumented immigrants is really low. I watched the video about Jose Antonio Vargas whose parents are undocumented immigrants during the class. He hadn’t known he was an undocumented immigrant until he was 16 years old. After that, he has lived in America with hiding his citizenship. He is talented. But, he could not do an internship because he did not have American citizenship. In other word, he missed a lot of chances to do what he wanted. I think these children should be given the equal opportunity to live in America because they are innocent.

In order to help these children, the American government has suggested the “DREAM Act”, the idea of giving the right of living in America. Recently, the president of America, Obama, promotes this bill. It provides permanent residency to undocumented children. For example, the condition of application is given to people who enter into America until 16 years old and have lived in there for more than 5 years. Even though there are some more conditions to apply it, this bill is really beneficial to undocumented children. However, it has not passed yet in the U.S. If it does, undocumented immigrants who contribute to America would increase more and more. I think that this bill will give advantages to both American government and undocumented children.

On the other hand, opponents against DREAM Act insist that undocumented immigrants should get the green card by the legal process. They also explain that the opportunities of having green card should be equal to legal immigrants. However, in my opinion, undocumented immigrants do not have equal opportunities from the beginning. For undocumented immigrants, having the green card is much harder than other immigrants. I think DREAM Act has very important role to correct the gap between undocumented children and documented children because they did not do wrong at all.

In conclusion, the problem of undocumented immigrants in America should be solved as soon as possible. I do not mean that American government has to force undocumented immigrants to away from the U.S. Rather, American government should consider the policy which these immigrants can live in there at ease. As one of the solution, DREAM Act needs to pass for undocumented children. If undocumented children can have the right of permanent residency, next generation can live in America as American citizens. I believe that it would lead to a positive outcome for undocumented immigrants.

 

References

U.S. Census Bureau:

Retrieving June 23, 2013 from

http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?src=bkmk

ALBS JAPAN: Retrieving June 24, 2013 from http://www.usavisa.jp/howto/faq_visa07.html

NYT, Mexican Data Show Migration to U.S. in Decline: Retrieving June 24, 2013 from http://www.nytimes.com/2009/05/15/us/15immig.html?pagewanted=all

NYT, My Life as an Undocumented Immigrant: Retrieving June 24, 2013 from http://www.nytimes.com/2011/06/26/magazine/my-life-as-an-undocumented-immigrant.html?pagewanted=all

Bilingual Education in Japan

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by Misa Fukutome

In Japan it has become popular to send one’s child to a bilingual school along with the increase of foreigners. Hence, there is an increase of bilingual schools in Japan. However, there is a problem that occurs that the expectation of the parents and the children tend to misunderstand, because when the children are young and have not developed a sense of identity, going to a bilingual school is not a problem. Then children grow up and realise that they have their own identity and become more self conscious, which leads to the next problem of their imperfection of their second language they are speaking. For example if the children are going to a English bilingual school, because of their environment around them is in Japanese they don’t find the need to speak English, or having an education in English because it is easier in Japanese.

Yasuko Kanno wrote “Imagined Communities, School Visions, and the Education of Bilingual Students in Japan,” in which she compares 4 different types of bilingual schools.

The first one is an English bilingual school where the majority of the students have no bilingual background and their knowledge towards English is zero. The reason why those Japanese students are sent there is because the parents enroll their children in the bilingual school, because they believe that it is important for the 21st century children to be able to bilingual. However, the problem is that as mentioned above they have no use of English in their everyday life that their language perfection is very low.

The second type of bilingual school is Chinese-Japanese. Their curriculum is that they start off with mainly Chinese and then gradually the main focus goes to Japanese by the time the students are in junior high. This school is designed for the 4th- and 5th-generation Chinese children whose native language is Japanese. Not to to forget to mention even though most children attending are 4th or 5th generation, there are also children that have just moved from mainland China, and there is a minority of full-Japanese students attending this school. Here too the problem of the main communication language occurs, because of this system of fading into main Japanese courses their ability to express themselves in Chinese becomes limited.

The third type is the other way around in terms of main language, because this is an international school. If one looks at where the international schools are located, one might see that it is placed where there are a lot of international businesses, diplomatic work, or where there are hāfu (half-Japanese and half-foreign). Because financially those groups of people are able to afford expensive education, the children going there are expected to have a high level of English, since it is an international school. However, since the school is located in Japan, there are some Japanese programs such as arts and social studies, and of course Japanese language courses. Here the problem is that the western, or English-speaking students do not make an effort in learning Japanese, since at home they do not necessarily speak Japanese or they can get by in their daily life with English.

The fourth type of school is also focused on  location. There are Japanese public schools that are located in a community that has a lot of foreigners, who have mainly blue-collar jobs. Since there are few programs to support bilingual education in Japanese public schools, those schools must find their own solutions, including supporting the children who must learn Japanese as a second language by providing extra Japanese lessons, but those supports are limited.

In the end I would like to say that education is very important but I think we get off-track because of this idea of being INTERNATIONAL or BILINGUAL, so we do not look at our children and see what is best for them. I have gone through Japanese school (NOT BILINGUAL SCHOOL) and international school and what I have learned is that I am glad that I could perfect my Japanese first then my English, but I am not saying that this is right for all children. I imagine that it is very hard for the schools too, to make a curriculum for children who are bilingual and who are not, and the level comes into play too. We can always have ideals and expectation for the best but it is not always right for everybody.

Language education against emigrants in Japan

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by Minori Takada

Today, in the world (especially in multicultural countries), the education of the language for the emigrant becomes the problem. Therefore, I report the actual situation of the Japanese education for emigrants in Japan, and in the end I would like to make a suggestion “what we need” for its improvement.

As you know, Japan shows severe posture for immigration intake, and the ratio of foreigner residing in Japan is remarkably lower than other countries. According to OECD, the ratio of the foreigner among the total population in Japan was 1.7% in 2009.

Many of them came to Japan as “emigrants” to get job. And some of them get married after having a job in Japan and get a child, so the linguistic education for the child of the emigrant often becomes the problem in Japan.

To say it plainly, the Japanese education for the children of emigrants is not enough. We can understand this situation from looking at this chart. （Economic and Social Research Institute Cabinet Office Tokyo, Japan. 2012）

Citizenship School attendance (%) Students who go on to high school (%)
Korea 99.8% 93.0%
China 99.4% 85.7%
Philippine 98.1% 59.7%
Brazil 98.1% 42.2%
U.S. 94.3% 87.7%
U.K. 99.5% 98.1%

This is the percentage of students who go on to a higher stage of education.

There are six nationalities’ data, Korea, China, Philippine, Brazil, U.S. and U.K. Here is the average percentage of schools that are compulsory education, and all of them show high numbers. However, percentages of students who go on to a high school greatly falls. This is why that they cannot keep up with classes, because some of children cannot understand Japanese well.

Why does such a result appear? I checked what kind of linguistic education for emigrants is done in Japan.

According to the Agency for Cultural Affairs research, the number of the facilities that teach Japanese to immigrants was 1,832 in 2011. And in addition, more than 70% are accounted by public facilities. And there are four main supports that are done by the Japanese government.

  • Financial support for the administration of the Japanese classroom.
  • Working-out of the research expense about the Japanese education.
  • Maintenance of the teaching materials about the Japanese education.
  • Holding of the Japanese education meeting for the study.

From this, we can understand that “support” by the Japanese government is only basically financial or superficial things.

Then, what kinds of policies do countries (where a lot of emigrants succeed in their linguistic education) perform?

I nominated Germany for an example, because it is said that Germany resembles Japan.

The biggest difference is that there is an enforcement of the native language education at government level. This is called as “intensive teaching methods”, and children can use only German all the time when they are at school. And in addition, German government holds special measures against children who do not have enough skills to speak and write.

“The education for the emigrant” is established in a school law clearly in Germany, and it may be said that such an education is accomplished well.

In conclusion, based on these things, I point out a refinement of the linguistic education for the emigrant in Japan.

I think the government should be concerned with support more directly. The government should perform not only the support that indirect and financial, but also a more concrete support.

And to plan an opportunity to learn Japanese for as a public thing, as the agency for cultural affairs says, it is necessary to calculate numbers from the results of conventional various educational fronts and accumulation of future data, and research about the language use situation of the foreigner and the Japanese ability.

References

移民統合における言語教育の役割 ―ドイツの事例を中心に― （金箱秀俊 pp.50-76. 2010. 国立国会図書館調査）

日本における外国人の定住化についての 社会階層論による分析 ‐職業達成と世代間移動に焦点をあてて‐ （是川夕 2012. ESRI Discussion Paper Series No.283）

文化庁 海外における移民に対する言語教育www.bunka.go.jp/publish/bunkachou_geppou/2011_08/special/special_04.html

文化庁 世界、日本、地域から見る日本語教育www.bunka.go.jp/publish/bunkachou_geppou/2011_08/special/special_01.html

The Atlas for Emigration: emigration-atlas.net/society/emigration.html

Chinese immigrants in New Zealand: A case of educational optimism?

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by Yuriko Otsuka

New Zealand is not only known for sheep and agriculture, but it is also known as a country which has a lot of immigrants. The population of New Zealand was about 4,252,277 people in 2010, and in that, the Chinese immigrants were about 85,477 people, which placed them as second among the immigrant nationalities in New Zealand (Peoplemovin, 2010). I stayed in New Zealand for a year since I had an opportunity to study abroad, and when I interacted with my Chinese friends, they told me about their life in China. Their parents had high expectation of their child’s grades, and told me that one of the reasons they came to New Zealand as an exchange student is to avoid the pressures from their parents; especially their mother. Chinese mothers, parents are way strict compared to ordinary Japanese moms and dads.

Tiffany (2007) indicated the reason why Chinese parents encourage their children’s education even though they are out of their home country by saying, high achievement and university degree will eventually lead their child to have a good job, and having a good job “represent the access to financial, professional and life success”. From that we could see that Chinese parents are really strict to their children’s education because they think it is good for their child in the long run. In “Chinese immigrants children’s first year of schooling: an investigation of Chinese immigrant parents’ perspective”, Li (as cited in Tiffany, 2007) said that “Although these [Chinese] families have resided in the new country for several years, they still connect themselves to their motherland and indigenous Chinese cultural values”. These ideas and actions make people call the Chinese mothers “tiger moms”, being strict in order for their children to have high academic achievement.

Considering about tiger moms, people may think becoming like them will enhance their child’s academic achievement, due to the results of Chinese immigrants ranking at the top in the classes in New Zealand. However, we should know that being strict and encouraging children do not mean that the child will achieve high academic scores. Colleen (as cited in Heather and Lois, n.d.) find that 87% of the Chinese students had high expectation towards getting good grades from their parents in New Zealand. However, only 37% said they are achieving their parents’ expectation. From this it is not 100 percent sure whether having a tiger mom is a guarantee of their children to achieve high academic expectation.

Not only having a guarantee of a child having a high academic achievement, but there are some problems of tiger moms in New Zealand. For instance, there is a possibility of a clash between the child and the parent. Similar to the Japanese society, I think the Chinese always makes their child to do work instead of letting them have a break time. I think being in to the slow life in New Zealand may make the Chinese immigrants think whether it is necessary to work this hard? Since I experienced the slow life in New Zealand, I felt like that. Acculturating to the host country will let people know another type of the society where the environment might be the opposite of the motherland. I think it is a good thing to have good grades, and parents to interfere their child’s education. However, interfering too much does not mean that the child will achieve high academic expectations. Furthermore, does not mean that children will become happy by having a tiger mom and achieved high academic expectations.

References

Kao, Grace, & Marta Tienda. (1995). Optimism and achievement: The educational performance of the immigrant youth. Social Science Quarterly, 76, 4.

Kavan, Heather & Lois Wilkinson. (n.d.). Dialogues with dragons: Assisting Chinese students’ academic achievement. Retrieved from http://www.massey.ac.nz/massey/fms/Colleges/College%20of%20Business/Communication%20and%20Journalism/Staff/Staff%20research%20files/hkavan_Dialoguing%20with%20dragons.pdf

Peoplemovin. (2010). Migration flows across the world. Retrieved from http://peoplemov.in/

Black and White in Brazil? – It’s hard to identify race

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by Aya Murakami

flagWhile the US has been importing a racial system from Latin America, Brazil is going in an opposite direction. It has imported the traditional US way of classifying race. The system called ‘Black movement’, and it divides people into two categories: black and white. Even though there are another two classification systems, this idea has been rapidly spreading over Brazil and having huge impact on people’s idea of race.

Traditionally, Brazil had been identifying itself as “racial democratic” country. Brazil is one of the most racially mixed societies. It counts 2nd largest black population and the largest Japanese population outside of Japan. There was no legislation to divide people into racial groups and people could claim their own racial categories. As a consequence of these reasons, racial groups in Brazil were very ambiguous and elusive.

However, even in Brazil, the racial democratic country, statistic revealed that discrimination toward darker skin people exists. Although afro-Brazilians occupy at least 50% of total population, there were less than 5% of blacks in the government. Also, nearly two third of poverty was made up by Blacks. The average income gap between white and black was huge, black only gained 40% of which white did in 1980. Moreover, blacks were unlikely to be able to get higher education.

These are some of my Brazilian friends.

These are some of my Brazilian friends.

Since 2001, some of the state and federal universities have provided a certain percentage of seats to blacks. As a result, the number of black students in the university has been bigger and bigger. It has certainly given chance to blacks and in the long run, people are expecting it to reduce the gap between black and white.

However, it is true that these actions are providing equal opportunities for blacks? Or rather, it is increasing the gap between white and black? There remain some questions. Since most of the people are mixed race hence it is very difficult to draw a line between two categories. In fact, it is still ambiguous who is black and who is white. Sometimes family members, such as siblings are categorized in different racial groups.

Also, the system made people to think whether they are black or white whereas most of people have never thought about it. Thinking about it and assigned in a racial group increased awareness of race. As people started to have sense of belonging to either black or white racial groups, some white people felt that the black were taking benefit from the system. Actually, there were some violence attacks toward African students from white students.

Therefore, it can be said that it is difficult to define racial categories especially a country like Brazil where most of people are racially mixed. In my opinion, without clear classification I think it would be very difficult that the system work efficiently. Although the quota system might bring brighter future for blacks, there are still some controversial questions to be answered.

See Also:

Movies

Black in Latin America E02, Brazil: A Racial Paradise http://www.youtube.com/watch?v=Gh7c46U5hhY

WIDE ANGLE | Brazil in Black and White | PBS http://www.youtube.com/watch?v=g29P3-xj7GQ

Articles

Guardian. (2011, November 17). Brazil census shows African-Brazilian in the majority for the first time. Retrieved from http://www.guardian.co.uk

The Economist. (2012, January 28). Race in Brazil: Affirming a divide. Retrieved from http://www.economist.com

Hafu in Okinawan Society

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by Mei Satoi

My Japanese friends told me “I want hafu kids! Hafu child is very cute!” Hafu’s images are cool, cute, bilingual, and frequently speak English or other language. Nowadays, a lot of Japanese have positive images of “Hafu”. The reason why is that a lot hafus are active as famous person in TV or fashion magazines. However it images are almost stereotype. In fact, hafu have a dilemma as hafu. In the last class, I reminded my hafu classmate of high school in my hometown Okinawa. Therefore I try to think hafu case in Okinawa.

There are a lot of hafus who have American father and Japanese mother in Okinawa. Actually hafu of this parent pattern exist large number in Okinawa because of existing military bases. This type hafu are called “AmerAsian”. There is AmerAsian school in Okinawa. This school respect American and Japanese culture as equal. In this school, hafu children are educated by using English and Japanese. This school’s curriculum makes children have pride as “double”. However in normal school like my high school could not take enough care of hafu students. My hafu classmate was considered as special. He was not normal friend in our class society. We thought he is American, he can speak English without studying. However I noticed that maybe he also did him best studying and distressed his position.

In my experience, “Okinawan” is the most superiority in Okinawa. Japanese society is said to be a racially homogeneous nation. Japanese seek similarity as Japanese. In Okinawa, many Okinawan people feel that we are minority and discriminated by Japanese from their experience of base and Okinawan war in 1945. However Okinawan also discriminate against hafu, minority people in the society. Hafu is considered as foreigner. People think that hafu can speak English frequently and they have ability as foreigner. Many people have stereotype. Following that they judge hafu before they communicate with them. It is unfair for hafu to arrive in Okinawan community. They have little opportunity to reveal real voice as themselves. In this situation, hafu would be distressed about their identity which countries they belong. It is dilemma of hafu.

In conclusion, we should build society which is able to consider hafu as one human. Actually hafu has two identities but they are only human like Okinawan or Japanese. Before judge person by surface or race, we have to try to get sympathy through communication. I believe we will be able to have respect hafu through good relationship with them.

Reconsidering about hafu

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by Kim Jina

How much do you know about hafu in Japan? Hafu means that they have a Japanese parent and a foreign parent. Actually, I have never thought about hafu, because there were no hafu around me and there are not many mixed blood people in Korea (I am a Korean). However, through my English class, I have learned a lot regarding hafu and how Japanese society treats hafu. I read some articles stories about how hafu are treated in Japan, how do they feel and so on.

There are bunch of hafu who are suffering from the way they are treated in Japan and even in some other countries. Even if hafu have Japanese nationality and fluency in the Japanese language, Japanese people divide them into non-Japanese because of their non-Japanese look. Although many hafu have Japanese nationality by law, they have difficulty to fit in Japanese society and to be admitted by other Japanese as Japanese. Then, is the law not an important thing? Why are they treated differently in Japan?

On occasion, a fixed idea plays a more powerful role in treating people. Japan is so-called a homogeneous society and that is why Japanese people feel uncomfortable with others and fine it hard to understand others. Many of hafu said that they feel they belong in Japan and try to fit in Japanese society. However, somehow Japanese people do not recognize them as Japanese. Therefore, the most important thing to change the situation facing hafu is conversion of the way people think about hafu.

To change over the way people think about hafu, people should reconsider that all of us have a unique gene which is make us different from others and at the same time we all have something in common. To put it simply, people should stop othering hafu and dividing them into non-Japanese due to the foreign look so that the situation facing hafu will be improved. Letting people know regarding hafu might be a very useful work to make new progress and improvement for hafu such as The Hafu Project.

In addition, making more interchange programs with hafu in school educations helps students to understand hafu and expand their point of views. Without any information about hafu, it is hard to understand them. Even if the situation facing hafu in Japan seems difficult to be solved, globalization is widely spread in Japan and many of Japanese young people have an open-minded and flexible attitude, hence, the situation could be improved in Japan.

With the efforts of hafu, change of times, and conversion of a fixed idea, hafu could be provided better environment to live in Japanese society without being othered or classified.

Douglas Kim’s “I’m Asian American” Challenges Stereotypes

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by Robert Moorehead

Let’s turn the lens from racial stereotypes Japan to those in the United States, to appreciate Douglas Kim’s music video “I’m Asian American.” Parodying Ben Fold’s “Rockin the Suburbs,” Kim takes on the stereotypes that all Asians look alike and don’t speak up, that they’re all on track to becoming doctors, pressured by Amy Chua’s Tiger Mothers, and ignored by Asian American women.

As Kim writes in the YouTube description of his video, “Our friendly neighborhood American Asian is just a regular guy trying to get through life in America without getting hated on by Asians and Americans, is that too much to ask?”

I’m thinking of showing this video in my upcoming class on Race and Mass Media, between the Slanted Screen and Better Luck Tomorrow. For my Japanese students, these American stereotypes of Asians are completely foreign. My students often struggle to imagine the experience of being in the minority and subject to such stereotypes. When I’ve shown clips of yellow-face characters like Mr. Yunioshi from Breakfast at Tiffany’s or Long Duk Dong from Sixteen Candles, I expected students to get angry. Instead, they dismiss the images as simply inaccurate. Some even say they understood that others might stereotype the Japanese and other Asians, just like the Japanese and other Asians stereotype other people.

At first, I was struck by how seemingly blasé they were to the images, but gradually we realized that these images were but one of many images of Asian people that those living in Asia see everyday. They see Asian actors playing every role, from doctors and lawyers, to janitors, mechanics, and office workers. From this perspective, seeing one ridiculous caricature might not seem like such a big deal.

In the US, on the other hand, Asian characters in film and on television have been much fewer and farther between. So those few portrayals carry much greater weight—just there are few non-Japanese on television and in film in Japan, and many foreigners seethe when they see a gaijin playing the fool. Tarento (performers) such as Bobby Ologun and Rola make viewers laugh with their misspoken Japanese and silly expressions, and the ability to entertain others is a great thing—but not at the exclusion from other performing other types of roles.

Kim’s video highlights the stereotypes of Asian Americans, and then smashes them, like the cello he destroys at the end of the video. And just as his Tiger Mom shifts to rocking out with him, hopefully Kim’s viewers will come to see past the stereotypes.

Here are the lyrics:

Let me tell y’all what it’s like

Being Asian we all look alike
It’s a bitch if you don’t believe
Read about it in a magazine
Sham on

I’ve got Tiger momma on my brain
So intense that I can’t explain
All alone in my Asian pain
You know they’ll punish me if I complain

I’m Asian American
And my friends are all pre-med
I’m Asian American
Get a B and I’ll be dead
I’m Asian American
I take the grades and face the facts
Some advisor with computers puts me on some shitty track

I’m pissed off but I’m too polite
When Asian girls all want a guy who’s white
Mom and dad you made me so uptight
Can’t ever party on a Friday night

Don’t know how much I can take
Give me something I’m allowed to break

I’m Asian American
Doing what my parents said
I’m Asian American
And it made me talented
I’m Asian American
I write on facebook and face the facts
Typing wall posts on computers is the only way I mack

In a haze these days
I’m cursing my poor eyesight
And I can feel something’s not right
I can feel someone’s trapped me in a lame cliche
Sending dirty vibes my way
Cause I would not be their robot
And I would not be a white collar slave

It wasn’t my idea
Never was my idea
Just drove to the store for some ramen and jap chae

Y’all don’t know what it’s like
Being Asian we all look alike
It gets me real pissed off and makes me wanna say

“Oh hello! Being Asian American has had profound unique effects on one’s psychological disposition, and as such, they’re not always able to effectively communicate their feelings in a way that doesn’t seem contrived, irrationally angry, oh thank you, or insecure. Wait, what’s that…”

Stuck in someone else’s song
I’m Asian American
Where the pho do I belong
I play some ball and face the facts
Can’t just sit behind computers
Gotta take it to the rack these days

Yeah yeah
I’m Asian American

You better watch out because I’m gonna say

Immersion school for multicultural society

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by Sungryoung Yoon

In 1960s, public schools in Canada started to introduce “immersion schools” where children can study French, and in 1970s public schools in US also started to introduce a new education system, “immersion schools” to public school. Today, children in the US and Canada can study a second language or third language in public schools by this system. We did discussion about “immersion school” for children to be bilingual by the end of elementary school. However, I think that this system is one of important roles for multicultural society. I would like to write about what background made US to introduce this system and how Japanese society can change to be multicultural society by using this system.

We generally think that the US is one of big countries of multicultural society. However, almost people of immigrant encouraged dropping their native language. For instance parents don’t teach their native language to children and making them to study English. Why these actions happen to the society? I guess it is disadvantage for people who don’t have an English ability to live in the US society for education and job. It is necessary for people to get to full English skill and I think this action does not lead multicultural society anymore. Not dropping native language and knowing other language are one of the big ways to be multicultural society. Today, in the US, many public schools have “immersion school” and give a lot of opportunities to children to learn their native language and also to know other culture of countries. I think this system has been helping the US society to coexist with different countries and it has been a big role for multicultural society in the US.

While the US society has struggled to introduce the new education system for multicultural society since 1970s, I think that children are limited to learn language in Japanese society. For example, we could not get to chance to study English when I was an elementary school. At last Japanese Ministry of Education, Culture, Sports, Science and Technology introduced English education system to elementary school in 2008 but it is not enough to say Japan is multicultural system. For instance, how children who came to Japan as immigrant learn their native language? Today, Japanese society has to try to coexist with languages and culture of each country like the US since a lot of immigrants live together in Japan and I think it will be one of a big role for Japanese society to be multicultural society.

I think that children could get know their identity, and they could understand about cultures and language of other countries by introducing “immersion school” to Japanese society. We need multicultural society since more immigrants would come to Japan in the future. “Immersion school” will help Japanese society to be multicultural society.