Some students at CHS have broken away from Spanish and French, the “traditional” foreign languages offered, in order to take Japanese instead. The program at CHS has had many complications in the past. However, things this year are looking up.
Students interested in taking Japanese at the high school level have to have participated in the Japanese language magnet program at Sudbrook Magnet Middle School, since CHS only offers levels 4 - 7. The middle school program offered students a trip to Japan and a chance to participate in a foreign language magnet program. Other students had different motives.
Students started with the program for a variety of reasons.
“One of my friends is Japanese and I wanted to be able to communicate with her in her own language,” said sophomore Chelsea Lee.
For some students, Japanese is a way to enroll in a school for which they are not originally zoned, based on residency. According the to Baltimore County’s World Language Department website, CHS and Owings Mills are the only two high schools in the area that offer Japanese. Students can use the program in order to enroll in one of those schools.
Freshman Elizabeth Karpoff is one such student.
“I used to be really into anime so I had the dream of going to Japan, but that kind of died in seventh grade. Taking it now means I get to go to school here instead of Lansdowne,” she explained.
Students taking the program have had a different experience with the program in high school. High school students focus on getting high scores on the AP test, instead of waiting for fun trips.
“The students that are preparing for the AP test get extra packets for the listening, reading, writing and speaking parts. If we’re in the library, our teacher will give us extra links to work on,” said junior Seth Kramer.
Having a good teacher is a crucial part in getting ready for these tests
In order to teach Japanese at CHS, teachers must be certified with the county or be working towards a certification. Finding teachers to remain with the program has proved to be a challenge in past years.
“It’s a part time position and sometimes teachers want full time positions. Our last teacher decided she wanted to go back to Japan. Very few teachers in the area are certified, so we were lucky to obtain [Chie Tamaki] who teaches part time at Owings Mills in the morning,” explained foreign language department chair Cheryl Rosenfeld.
Until this year, Japanese 4 Honors and 5 GT/AP have been one class and Japanese 6 and 7 (both GT/AP) has been the other. This year, all three levels (no students are currently enrolled in Japanese 5) are in one classroom during one period. The class holds 24 students.
“Budget restrictions at the county level have prevented us from being able to offer classes with small numbers of students,” said Rosenfeld.
The combined class has proved to be advantageous for the people that are taking the lower levels.
“Having a combined class makes it easier for the younger students because the older students are there to help,” said Lee.
However, the many levels have posed a challenge in constructing lesson plans that will engage everyone and keep them interested.
“They learn new verb forms like we do; the teacher has to pick things that everyone doesn’t know and find a balance,” explained Karpoff.
Ms. Tamaki explained that the curriculum and goals set by BCPS are intended for “year round, 90 minute, four separate level classes”. Because the class at CHS is only for half a year and in one class, the curriculum requires adaptations to fit the needs of CHS students. Fortunately for students, Ms. Tamaki has had experience with the objectives of the AP program.
“I have written AP curriculum for Owings Mills High and Baltimore County and am familiar with the elements, but I also know that I cannot cover it all,” said Ms. Tamaki.
Even though the program has had obvious signs of improvement, many students dropped out of the class days after the start of second semester.
“Having all the levels in one room makes it difficult for the teacher and the students however, the teacher plans very well for the students. Past that point, it’s up to the students to be mature with the situation,” explained Rosenfeld.
Students claimed that the past of the program showed a lack of concern by the administration and guidance, and it was not worth trying to take again. However, some students currently involved in the program felt that the signs of improvement were a little intimidating.
“People left in the beginning because no one wanted to do anything,” said junior Sam Gruber.
Despite signs of improvement, some students decided to try continuing their Japanese education at CCBC instead of at the high school level.
“The classes are smaller and more convenient. I also am guaranteed to get college credit,” said junior Sean Molony.