Ibaraki University studies English at McGill University

Ibaraki University studies English at McGill University

Joyce Cunningham

Abstract

After six successful excursions to McGill University in Montreal, Canada for five-week English language courses, this valuable study abroad programme which focuses on linguistic and cultural immersion may be nearing an end in the Department of Communication Studies. It is therefore fitting that the highlights and challenges be examined. It is hoped that this personal assessment will benefit others who may plan such trips for Ibaraki students in the future.

Introduction

Initially, the idea of sending our students abroad for intensive English language immersion was discussed and agreed upon prior to the creation of the Department of Communication Studies of Ibaraki University, some 9 years ago. After considering several options, it was decided that our learners would study English intensively at the Centre for Continuing Education of McGill University in Montreal, Canada. In addition, a cultural component including outings to museums and theatres along with special trips and extracurricular activities planned on the weekends were to further enrich the classes. To date, there have been six study trips in all and, overwhelmingly, students have been appreciative of their five-week stays in Canada, having gained international friends, rich experiences and many warm memories. This article will examine the various excursions to McGill University focusing above all on the last four trips when I accompanied our students to Canada.

Finally, it will focus on the highlights, challenges and modifications that occurred in the study abroad programme over the years with a view to making personal recommendations for similar undertakings, should these occur in the future.

A. Rationale for creating a study abroad programme

At the time of the creation of the Department of Communication Studies in April 1996,

our university had no existing study abroad programme while as other nearby competitors

had established active ties with American universities

. Initially, two professors from Ibaraki University traveled to Montreal to interview professors from McGill and Concordia Universities in order to fill four positions in the English Workshop Programme of the Department of Communication Studies. To create the study abroad programme, Dr. Morty Yalovsky, then Dean of Continuing Education and Dr. James Archibald, then Director of the Department of Languages and Translation in the Centre for Continuing Education at McGill, met with the Ibaraki professors to negotiate the basic plan that is now in place. Details such as the length of stay, tuition fees, methodology, and size of classes were discussed at that time.

Over the years, students in the study abroad programme have hailed mainly from the Communications Department. It was decided that students from our Department should obtain four credits upon return to Japan in recognition of the efforts they had made to improve their English. As a result, Communication students have been exempted from two year-long courses: English Seminar1 (ES1) in third year and English Seminar2 (ES2) in the fourth and final year of the English Workshop Programme. Those from outside this Department would receive credits in English classes of General Education. Certainly, enrollment in the McGill courses has been probably higher due to this special dispensation.

B. Early trips

１. First trip to Canada

After recruiting was completed for the first excursion in 1997, over 30 students signed up for the initial trip to Montreal. This figure represents over half of the students then enrolled in the freshmen year of Communication Studies. It was fortunate that the Head

１

Ibaraki Christian University (ICU) has had a mutual exchange programme for quite some time.

In a personal email on September 22nd, 2005 Professor J. D. Batten, Chairman of the Department

of Contemporary English at ICU wrote: "

( ) ( )

."

of the Communications Department accompanied the first two study groups to Montreal in the summers of 1997 and 1998 to see to the many needs of those participating in the programme.

In general, during this and the other courses that followed at McGill University, the 25 hours of classes per week have above all focused on increasing communicative competence in the areas of active listening, speaking and pronunciation. Group and pair work have centered on project-based activities both in and out of the classroom in order to increase the general comfort level around English-speaking people. As Dr. Marilyn Steinbach, the teacher of the 2005 McGill course, explains in her final report:

.

Thus, communicative activities, discussed in more detail in section C.1.c., have included a wide variety of assignments with tasks such as interviews and surveys involving willing staff, teachers, host families and the public at large as well as daily student journals, research on the Internet in preparation for oral or video presentations, and so on. Exiting out-of-class excursions to local museums and other points of interest have exposed learners to the cultural and historical aspects of Montreal, Quebec and Canada. Finally, direct contact with other classes in the regular 9-week programme at the Centre has fostered an authentic exchange of language and customs, and has helped to create warm friendships with learners from all over the world.

During those first two trips, our students were able to increase their awareness of the social, cultural and historical knowledge of Canada by attending the Opera and the Place des Arts (the centre for classical arts in Montreal) as well as the Chateau Ramezay Museum and Notre Dame Cathedral in Old Montreal, and so on. These outings were valuable for, in being exposed to such aspects in another culture, our students were learning not only more about that culture but also more about themselves. It goes without saying that in doing so, they would also be preparing themselves for heightened interaction with foreigners in Japan for as Kajiura and Goodmacher (2000) mention they would be

"

" upon their return.

Bus tours helped familiarize the students with the city and there was even an opportunity for a stimulating visit to a local T.V. station. Weekend trips were organized to take the group to Ottawa, Toronto/Niagara Falls, and Quebec City. Lastly, both a welcoming and final reception were given in honour of our students who enjoyed meeting Canadians from different walks of life at these special events.

On those first two trips, participants stayed in a centrally located apartment-style hotel downtown in order to cut down on costs. Each room had kitchen facilities so that meals could be cooked in the rooms to save money further but of course, students were free to venture out together to a nearby restaurant. Classes at the Centre were within easy access and they could choose to either walk to and from classes or take a short 3-4 minute subway ride.

２. Second trip

During the second summer trip of 1998, students were once more accompanied by the Head of the Department of Communication Studies. The same procedure was again followed with members of the Ibaraki group sharing rooms in the same apartment-style hotel as previously, participating in the same type of intensive English language programme at McGill and enjoying more stimulating excursions.

After the second trip, however, it became evident that modifications to the annual excursions to Canada were needed. First, flying at peak times during summer months meant that airfares are at their highest. Second, the hotel experience was not ideal for our students as they were being constantly thrown together both in and out of classes.

They mentioned wanting direct daily contact with Canadians in order to practice their English in a more natural and authentic way. However, the problem was not that easy to solve. The homestay option was initially considered but our large Ibaraki groups were arriving quite late near the end of the summer. It is important to understand that the majority of foreign students wishing to enroll in study abroad programmes arrive in Montreal at the very beginning of July to study English for the entire summer period.

Consequently, most of the choice homestay families are immediately snapped up in the

downtown area. This resulted in few places being available close to McGill for our Ibaraki students who wished to avoid long commutes from outlying areas of the city.

In light of the above, and based on insights during the trips as well as feedback from the students, our Department came to the conclusion that it would be advantageous to make changes in the study abroad programme if it were to continue to be cost effective and succeed in attracting the necessary numbers to open classes at McGill. These adjustments were duly carried out and will be discussed in the next section.

B. Later trips (2000-2005) １. Recruiting

In preparation for the third trip, there were several recruiting sessions where, as in times past, notices were posted outside on campus bulletin boards or handed out. Two to three 1 hour information sessions were held in which highlights of the excursion were described, life and customs in Canada explained, costs outlined, and so on. Promotional videos and photo albums of previous excursions were shown. Forms were distributed and students advised to take them home to discuss with parents or guardians prior to committing definitely.

Gradually, it became clear that students were enrolling in the programme for a variety of reasons based on a 2005 questionnaire which was distributed to students who had participated in Ibaraki's study abroad programmes to Montreal. Respondents indicated that one of the strongest motivations they had for participating was to improve their speaking and gain confidence when communicating with foreigners. They also felt that it would be helpful when looking for jobs requiring the use of English. A few mentioned the desire to strengthen their chances of becoming English teachers. Some wanted to join in order to understand English speaking countries and cultures better. Many wanted to increase their English skills in the areas of pronunciation and vocabulary. Some hoped to obtain higher grades in the TOEIC and, finally, of course, the programme was especially attractive to those who would receive a third and fourth year credit for their study, freeing them up to search more actively for jobs after graduation.

The 1999 summer trip was again promoted in the usual way but, this time, things ground

to a sudden halt: only four students signed up for the excursion. The culprit? Rising

costs were causing potential participants (and parents) to seriously question whether they could afford to travel abroad. It was therefore decided to investigate whether students would be willing to go during Ibaraki's spring break in February and March. Cold Canadian winters seemed to pose no threat to the twenty-one students who were interested and eager to participate, especially since the projected cost of the trip would be reduced to almost half that of the summer programme. The show would go on!

A careful budget had to be prepared to anticipate all costs and unexpected emergencies or needs which might occur. When numbers were finalized, once again, a bank account was opened for the express purpose of collecting and depositing student fees. Upon reception of invoices, these fees had to be forwarded to all the various organizations involved:

McGill, the Minerva Homestay Company, the travel agency for airfare, and so on. Students were reminded to obtain their passports and a travel agent contacted to reserve the flights to and from Montreal. Special travel insurance was arranged. Application forms were sent to McGill, which in turn prepared for student letters of invitation to be processed and sent to Japan since the latter are required when passing through Canadian customs on the way to Montreal.

２. Adjustments to the programme

On the third excursion in the winter of the year 2000, I was encouraged to accompany the Ibaraki group. During this my first trip, I was fortunate indeed for Professor Shinko Fushimi, a lecturer at this university, was in Montreal at the same time doing research.

It was very helpful to have her support and advice when needed.

As mentioned above, the 2000 winter trip was a major departure from the two previous summer trips. To name but a few of these changes, the excursion in 2000 was also the first year that a homestay company could be contracted. The general foreign student population is considerably lower during Canadian winters and it was therefore much easier to find good accommodation with tried and true families in the downtown area during this period.

Minerva Homestay Inc., headed by its dynamic director, Rosalie Hodson, was contacted.

Her company came well recommended by McGill University since many of its foreign

students were using Minerva extensively. During the 2000 recruitment, this new option

probably helped attract more students to the programme given the novel experience it affords to all. Once in Montreal, although nervous prior to being introduced to their host families, our students responded well to this new challenging situation and were satisfied with the added exposure it gave them to being more directly involved with Canadians and to have to communicate in English. In the 2005 study abroad questionnaire, Kentarou Hayashi (2005) writes about his homestay family emphasizing that the "

[ ]

[ ] ".

Hiromi Oshima (2005) likewise in the same questionnaire supports this opinion:

"

."

Of course, occasionally for some, there were times that the homestay experience could be more demanding to adjust to. Again, in the section on homestay in the 2005 questionnaire, Nana Yonekawa (2003) describes her feelings openly and honestly: "

." Such circumstances are to be expected

and students do learn from them. Luckily, Nana was able to discuss these feelings with me so that we could brainstorm strategies to begin conversations. Gradually, she grew more comfortable with her host family as they all bonded together. Anticipating this kind of situation may remind future organizers to talk about such aspects with the group and prepare its members for the trip via role plays or meeting with students who have participated previously in the programme.

Another resource was the teaching staff at McGill who collaborated with this escort to

brainstorm and act out dilemmas (such as those just mentioned) in class to familiarize

learners with Canadian society. One useful strategy they taught our students was how

to avoid entering into a conversation with a stranger if they thought it could lead to

trouble. To this end, a big, burly staff member volunteered to come to the class so that

students could practice on him. Often, comments written in learner journals were helpful

in locating potential problems and I am grateful to the McGill teachers who have been

so caring and conscientious in quietly drawing my attention to these. This enabled me

to observe, ask questions, guide and step in if necessary.

Again, in the winters of 2001, 2003 and 2005, I accompanied three more groups of Ibaraki students on the study abroad programmes to McGill University. There was a hiatus of two separate years when decisions were regretfully made to refrain from traveling to Canada during troubled times: the first came in 2002 after the World Trade Centre attack in New York City and again in 2004, after the SARS scare in Toronto. On both occasions, it was judged that the risks were too great given the fact that our university was responsible for the lives and health of our students. Otherwise, the trips have taken place regularly. At time of press, there may be one more excursion in the winter of 2006, although students are still being recruited and it is too early to tell if the numbers will be sufficient.

C. Highlights of the trips

Let us now turn our attention to the highlights of the six trips focusing principally on the last four trips when I was escort. Each excursion has provided valuable experiences and insights upon which to build and improve the next consecutive trip, not only prior to leaving Japan but during the stay in Canada as well. In this section, we will examine above all the contributions of the McGill programme and the Minerva Homestay Company.

１. McGill University

a. General description of the programme

Depending on the number of students in any given trip, there have usually been between one to two classes with a maximum of 15 students per class. In a lean year, that figure could dip as low as 12-13 with the bumper crop being that of the first year of the Communications Department when over 30 students enrolled. ( Leaner years occurred especially after the programme had been discontinued for a year as there was consequently less word-of-mouth advertising among students to promote it). Of course, the number of participants directly affects the price of the programme: fewer students inevitably mean higher costs. Thus, it goes without saying that every effort has been made to recruit a sufficiently large group each year.

At McGill, classes are conducted from 9:30 am to 3:30 pm each day with an hour off for

lunch. This schedule exposes the students to a total of 25 hours of classes per week in

English. The courses have consisted of a variety of projects and activities designed to make the classes communicative so that the students will be using their English as actively and as much as possible. In addition to time spent in the classroom, students attend a language laboratory 2.5 hours a week to hone their listening skills and, in more recent courses, have also worked in the computer lab focusing on their reading and writing in email and video exchanges.

b. Pre-testing

With the exception of the 2005 trip, the former programme director of the English as a second language section at the Centre for Continuing Education, Dr. David Levy, traveled to Ibaraki University to test our students prior to their classes. The results of the reading, writing and speaking tests were then transmitted to the Centre and to the teacher(s) in question. The latter were then in a position to prepare a course based on the special needs of the Ibaraki students containing a healthy balance of the four skills but emphasizing, above all, listening, speaking and pronunciation.

This past year, upon the retirement of Dr. Levy, the system for testing was changed in an attempt to continue to keep general costs lower. Under the new system, the McGill Diagnostic test was sent to and administered by myself. Until 2005, McGill teachers had found it necessary to give further speaking tests during the first morning or afternoon of our arrival in Montreal, especially when two classes were involved. Therefore, during the 2005 oral interviews at Ibaraki, it was decided that the students should be videotaped.

This added visual element was useful to the McGill instructors having to make decisions prior to meeting the students. Assigning them to a particular class was sometimes problematic in some cases since the oral production and active vocabulary of Ibaraki students is usually weaker than their written abilities. In addition, since students with a varying exposure to English from outside the English Workshop Programme were being included in the programme, the McGill teachers could not assume that the students all had similar strengths in English.

Prior to the courses, McGill teachers have often contacted me via email to inquire about textbooks, projects, activities and approaches used in the English Workshop Programme.

Their attention to such details is appreciated, as they are then able to structure their

courses with less redundancy and more relevancies.

c. General course description

This last year, Dr. Steinbach, the 2005 teacher at McGill, used the Center's regular course manual for level 3

for the first time. In the past, photocopies and tapes had been more the norm. Students seemed to enjoy this text and were glad to have an official book to bring back to Japan. During each trip, tests and homework have been given regularly but teachers are always careful to avoid drilling and rote learning. Class activities have ranged widely from vocabulary building/oral discussion activities, readings on various topics, both paper and Internet quizzes, rotating discussion pairs, debates, and daily journal writing to viewing videotapes on such topics as Canada, and so on. Projects have consisted of individual and group poster presentations on Canada or other areas negotiated by the learners, student-generated skits, email and video exchanges with Dubai and Oman, small group presentations about information gathered on shopping research (interviewing store clerks in the underground shopping mall next to McGill ) , food customs surveys conducted with the general public in the underground, and so on. There have even been interesting interview tasks with the host families. In general, activities overlook errors, and promote experimenting with language and risk-taking. Dickinson (1995) asserts that

'

." With such a wide choice of

topics and activities as well as considerable personal control as to content and style in presentations, skits, video projects, and so on, our learners have been challenged to work together creatively in small groups, prioritizing plans, making effective use of their time and delegating responsibilities while using their language actively.

As mentioned above, McGill teachers have strived to balance class activities with short weekly, out-of-class excursions which expose our learners more directly to Canadian customs, history and culture, thereby, encouraging them to use their English more actively.

As Smith (2003) points out, such assignments and projects combined with out-of-class

activities "

"

２

There are a total of five levels in the regular intensive nine-week English programme at the Centre

for Continuing Education at McGill University. These are conducted four times a year giving the

students a total of 220 hours of classroom practice.

On the very first day at the Centre, students are greeted warmly and given a special welcome reception where they meet the various directors and staff involved in the programme.

In the 2005 course, Dr. Glenn Cartwright, Associate Dean (Academic) of the Centre for Continuing Education, made an exciting PowerPoint presentation on Canada. Other highlights have included visits to such places as heritage houses where the group has learned how to bake delicious fresh bread on an open hearth from ingredients used at the beginning of the colony. Depending on the teacher, guided tours by have also taken place on the McGill campus, at Pointe- -Calliere Archeology Museum, the Montreal Museum of Fine Arts and the National Film Board of Canada where the 2005 students were challenged to make actual film footage during a fascinating animation workshop.

In addition, our students have always been graciously included in the Centre's annual all- day bus trip to a sugaring off at a Quebec maple sugar shack and the annual Valentine's party where all can mix, dance and enjoy interacting socially with students from regular classes. The international brunch with one-two other 9-week classes at the Centre pushes our students to use their language actively while making small talk with foreign students from all over the world. They can enjoy freely exchanging their opinions, ideas and learning from/with others while savoring typical ethnic food from many different countries.

As Brown (1991) states: "

."

Although varying from teacher to teacher, final exams have usually consisted of an audio or videotaped listening exam and open-ended oral interviews with the students. As well, individual or small group oral presentations may be videotaped and self-assessed. The final mark consists of in-class work in the form of homework, weekly quizzes, and project work such as the Dubai/Oman exchange or student skits, and so on. Approximately 40%

of the mark is composed of in-class activities (although again, this may vary with each instructor) while 60% of the grade is allotted to the final exams.

d. Pronunciation component

A pronunciation component has always been offered as an integral part of the courses and students have truly appreciated this special focus. To date, the pronunciation section has been taught by either Marie Melenca

or Gregory Glidden. Both have had long

３

Very sadly, Marie Melenca has passed away from us all.

experience in this field and employ a variety of methods to help our students improve their pronunciation. These include such techniques as mirrors, mouth exercises to strengthen the tongue and cheek muscles using popsicle sticks and other similar objects, kinesthetic pacing or tapping out the rhythm, clapping, and so on. Aided by the small size of class, the copious visual feedback and individual attention given to the progress of each member of the group, students can truly sense their improvement. This does much to bolster confidence about communicating in English.

The excellent results produced by this pronunciation class can be best grasped by referring to a disheartening situation, which occurred at the very start of the 2005 trip when an Ibaraki student with a particularly strong katakana accent asked the flight attendant for orange juice. Even after several tries, she failed to make herself understood and quite naturally, her confidence was in tatters. Gradually, due to the patient efforts of Gregory Glidden, the pronunciation instructor, she became more aware of her thick accent and made efforts to improve. Such students are to be commended for their determination in the light of such obstacles for as Dickinson (1995) states: "

." About the above mentioned

situation and the pronunciation workshop in general, Noriko Murata (2005), writes in the 2005 questionnaire:

"

"

d. Sing-along activities

Thanks to the ongoing efforts and energy of the new directors of the Centre, Professor

Herv de Fontenay, Director of English and French Language Programs and Effie

Dracopoulos, Program Coordinator, Part-time Credit Program (English) & Special Projects,

a musical component was offered for the first time in 2005. On three different occasions

after class during our 5-week stay, our students were invited to join other learners from

the regular programme for an exhilarating hour of great song. Jerome Sestak has been

doing these kinds of sing-along activities voluntarily for years at the Centre but this was the first time our students had participated. Jerome is a gifted pianist and animates the audience skillfully. All were constantly standing, sitting, waving or linking their arms, repeating chorally from slower to faster in order to focus on pronunciation, vocabulary, and so on. Our students attended these sessions en masse and thoroughly enjoyed all the fun and excitement, as did their escort. It was a special, unexpected privilege and a sweet memory of time spent at McGill.

In general, students are usually very happy with their McGill experience, as can be seen in some of the comments below taken from the 2005 questionnaire. To list but a few,

a. Of the main teachers in the courses:

Midori Otake ( 2003 ) writes: "

."

Kanako Hirama (2005) describes it as: "

."

b. Of Gregory Glidden and the pronunciation component:

Nana Yonekawa (2003) believes: "

."

Noriko Murata (2005) states that the classes are "

."

c. Of the song sessions: Unidentified (2005) mentions: "

."

e. Farewell reception

Finally, a special mention should be given to the reception that has always been offered

to our students on their final day at McGill. Various dignitaries are invited such as the

Director of the homestay programme, Rosalie Hodson, Kevin Severin, Minerva Programme

Director, and Assistant Director, Patrick Desnoyer. At times, Dean Ratna Ghosh of the

Faculty of Education of McGill has attended as well as others who have been associated

with the students in one way or other during their stay. In 2005, both Herv de Fontenay

and Effie Dracopoulos made touching speeches in honour of our students as did their

teachers, Dr. Marilyn Steinbach and Gregory Glidden. Certificates were handed out,

accompanied by warm hugs and smiles.

Each time, our students manage to make short but tearful speeches in English as to the highlights and special memories they have enjoyed during their stay. Photos are taken;

souvenir albums made by the students are signed with special messages and autographs added to each page. Presents offered by the group as a whole often surprise and delight unsuspecting teachers. Snacks and beverages prepared by the Centre are served and it is truly a very precious and moving end to the 5-week course.

2. The Minerva Homestay Company

It is also fitting that we focus attention on an equally important component of the study abroad experience - that of homestay. It was with relief that a reputable homestay company was found in the year 2000 when the programme changed officially from summer to winter. As Arnold (2003, autumn) suggests: "

" The host families have been a very integral and important part of the authentic practice our students so desperately need and it has greatly added to both their academic progress and personal development in a foreign country.

The Minerva Homestay Company came highly recommended by both McGill and Concordia Universities and it was eager to accommodate our group in the February-March period when choice host families were much more easily available. Their homepage at http://

www.minervahomestay.com/ initially filled us in on details of services and/or rules such as making phone calls, doing laundry, eating meals, and expectations of host families and students alike. In general, Minerva has endeavored to place our students in families that matched their interests and needs as closely as possible. Minerva offers each participant a comfortable room in addition to a full range of activities, especially on weekends. Our students can and have! taken full advantage of the many wonderful excursions and activities organized by Kevin Severin, Minerva Programme Director and counselor. By the end of the stay, the group is often exhausted but always happy with their numerous adventures and travels. Nana Yonekawa (2003) expresses this aptly in the 2005 question-

naire by writing: " ".

a. Selection of families

Prior to departure, each student is urged to fill out the homestay application form in as much detail as possible to aid in the selection process. A little later, one-page descriptions, accompanying photographs and email addresses of perspective families are sent back to Japan to be read, understood and discussed with parents. The vast majority of host families have been acceptable to all but, occasionally, a Japanese father may balk at the fact that his daughter or son would be staying with a teenager of the opposite sex in Montreal and of course, the family has been changed. The use of the homestay family company compares favorably to other universities in Japan where students may stay in international dormitories or with Maysuyama Shinomonme College which uses a hotel while at Pitzer College, California.

In preparation for the trip, students have been encouraged to introduce themselves by letter or email. Expectations, customs and culture, and host families are discussed over several meetings prior to departure. After the meetings, students have always been encouraged to drop by to discuss any future worries or questions. At such times, preoccupations may include such aspects as concern about becoming homesick since for many, this may be the first time away from home. Others may want to inquire further about warm clothes, international telephone cards, laundry, appropriate presents for the host families, and so on. One student, Yumi Harada wrote in an email (January 22

,

2005): "

In a personal conversation on September 29

, 2005, Yutaka Sugiura (2001) pointed out that he had been very afraid of flying, as it was his first time ever in the air.

One particularly good aspect of the homestay company has been that the Director, Rosalie

Hodson, with her vast experience in providing quality families, has always held one-two

families in reserve during the first week. Students are informed that they must decide

whether they have bonded with their family, are satisfied with meals, interaction, and

so on within the first seven days. As Japanese students may find it difficult to voice a

direct complaint about their host families, this is certainly an excellent idea and an escort

needs to be particularly attentive to subtle reactions. Needless to say, individual and

whole group meetings are held to verify that all are settling in well during that first

week in Montreal (and indeed, throughout the stay). In all of the time that Ibaraki

University has been involved in the study abroad excursions, only once during the past trip, did a student decide that she wanted to change families and the Minerva Director remained true to her word. Afterwards, the student was deeply grateful and fully enjoyed the rest of her stay.

b. Pickup and delivery

Part of the service offered by the Minerva Homestay Company is to meet us at the airport upon arrival and deliver us to the first night hotel as well as pick us up on the last afternoon of our stay to deliver us to a hotel near the airport. The director, Rosalie Hodson is always present at the airport when we arrive and it is truly appreciated.

Hiromi Oshima (2005) writes of her in the questionnaire: "

." First impressions are important and even though we arrived in 2000 nervous and exhausted just after a heavy snowstorm with flights delayed and cancelled, Rosalie Hodson and her crew were there to greet us and take us to the hotel.

Since students are weary after more than fourteen hours of flying to Montreal, introductions to the host families take place only on the following day. In 2005, unexpectedly, two students' suitcases arrived in Montreal on a much later plane and Rosalie Hodson jumped in to shuttle the group to the hotel while I stayed behind to sort out the suitcase problem. These extra hands on deck have made it so much easier to get all settled in for the first night.

The Minerva Director has also negotiated convenient hotels at lower rates nearby and is willing to help students shop at a recycle store that first morning in order to outfit the students with cheap warm coats, boots and ski clothes. In addition, with Montreal winters as unpredictable as they are, she has strongly advised us to spend the last night in a hotel within easy reach of the airport. Consequently, our students are picked up and delivered to the hotel during the day preceding departure and it is then a simple matter of a shuttle bus delivering the group to the airport on the morning of the flight back to Japan. This reduces the stress of trying to get all to the airport on time from various parts of the city and in all kinds of weather.

c. Homestay accommodation

Under the Ibaraki-Minerva agreement, families provide three meals a day for our students:

breakfast, lunch (boxed if at school) and supper. Should students decide to eat downtown

or travel on the weekend, they are to simply notify their families in advance. Supper times are especially looked forward to since it is at that time that there is the best opportunity to talk over the day, exchange ideas and discuss customs at a more leisurely pace. Of course, each host family varies in what they offer our group but among others, students have mentioned enjoying such activities as shopping with their host families, going to the supermarket or short outings around the city and even sometimes further afield to Toronto, Ontario or to the Gaspe Peninsula in the eastern part of the province.

Families are situated mostly within a 20-30 minute bus or subway ride to school. There have been a few exceptions but, in such cases, that particular student did not mind when the host family or couple was kind and accommodating. However, prior to their arrival in Montreal, a few students have asked to be changed (and were). Each student is assigned to an individual family and they are scattered throughout the city. Upon occasion, should another foreign student be staying in the same home, Rosalie Hodson verifies that they are of different nationalities.

Canadian host families come from all walks of life and all parts of Montreal ranging from luxurious Westmount to more normal east or west-end homes not far from the downtown area. Students may end up living with a married couple in a duplex or sharing a two-three storey home with a family having one-two small children or teenagers. The situation varies considerably from couples without children to families complete with dog or cat, and to single mothers. There is also a wide selection of nationalities who have immigrated long ago or more recently to Canada and who serve mouth-watering, home-cooked ethnic food. Some of the host families are bilingual French-Canadians who can offer their particular take on the political and social issues in the province. However, what has mattered the most is the bonding through the warm, ongoing communication and the efforts of each family to integrate our students into their homes. In an interview on September 29

, 2005, Yutaka Sugiura (2001) said: "

"

d. Minerva weekend activities

Another of the strong points of the homestay experience has been that of the weekend

activities. Minerva Programme Director, Kevin Severin, has organized these after consultation with the students in Japan prior to their trip. An attractive brochure of activities and approximate prices has been sent to Ibaraki University so that plans and prices can be discussed. Students then inform him as to their interest in the proposed trips. It has been important to stress to the students that each is free to accept or decline and a few have done just that, occasionally with regards to ski trips, the one-day Ottawa trip or, for an activity near the end of the 5-week stay when student budgets are beginning to wear thin. During my first two years as escort, the excursions consisted mostly of one-day trips during which an occasional homestay student from another country joined our group. However, in 2003 and 2005, two-day trips to Quebec City as well as to Toronto and Niagara Falls became the norm and were very well attended and popular.

In the year 2000 and 2001, Minerva had organized a movie night during the week since movies were half-price once a week in Montreal and students were glad to take advantage of the low entrance fees. However, this often cut into time that could be spent with host families. In addition, with the usual homework to complete, this late evening could cause students to feel tired the next day. As escort, I needed to emphasize to the students again, that it was quite acceptable to stay home with their families apart from the group if they wished. Given the Japanese mentality of usually doing things together, this always required several attempts before they realized that the decision was truly up to each individual. It was only during the last trip (given the feverish pace of the 2005 activities) that some decided to have the best of both worlds: go to a matinee immediately after class in order to return to their host families earlier in the evening.

e. Active listening in times of trouble

Finally, one of the best approaches for an escort is to participate actively in activities

with one ear to the ground as it were, listening for any situations where students might

not be enjoying their homestay family as much as hoped. More often than not, this has

arisen from a lack of confidence or knowledge on the part of a student in asking about

a particular custom or activity or indeed, differences in culture. In the past, an occasional

student has not understood why if at all possible, Canadian couples may do the shopping

in winter only once a week or once every two weeks. At such times, the food may

sometimes appear to be less fresh when compared with Japan where groceries may be

purchased each day. Elsewhere, they might not have understood why a pet was present

in the house having failed to mention this dislike of animals in the application form.

One student wanted a larger breakfast. Another expressed the desire for the family to spend more time with him after supper in conversation. In both cases, they did not know how to go about approaching the families and expressing their needs. In general, when we clarified the cultural differences, and brainstormed strategies to help the student deal with the situation, the problem usually subsided or was solved. However, if all else failed, there was always Rosalie Hodson who has listened well and has approached the family gently with the situation.

Sometimes, the problem has simply been a smoke screen for homesickness and, as time passed, and the student got more involved in activities, it became less important and/or disappeared. In such circumstances, the Minerva staff has been particularly helpful. The Programme Director, Kevin Severin, doubling as a counselor, has always been active in encouraging students to open up and talk. Both Kevin Severin and Patrick Desnoyer, Assistant Programme Director, have been very adept at paying special attention to such students as well as to quieter members in the group, drawing them into the fun. Patrick Desnoyer can be very zany in his teasing and this usually goes a long way in easing the stress or culture shock a student may be experiencing. Participants are given crazy names such as "Captain McGill", "Cookie Kanako" and so on, and can explore or make new personalities created by their nicknames. Both young men collaborate well together and inevitably plot with others in the group to surprise someone: they have celebrated the same birthday two times on different weekend trips even though, in truth, it was not that student's birthday at all. They have crept into a room in the early morning during a weekend trip and shaken the bed surprising and confusing the sleeper who thought it must be an earthquake to the great amusement of all. Shared laughter helps bring down cultural or linguistic barriers and encourages the students to be more tolerant and try on new behaviors. Such enjoyment is the stuff of wonderful memories and students can gain confidence in this gentle, loony teasing.

f. Wishes, hopes and challenges

Of course, it is natural that a few would have liked still more communication with

Canadians and that is honest of them. On the other hand, some have confessed that they

should not have spent as much time with friends in the group when shopping after class

or eating out at a restaurant. Others realized that first and foremost, they needed to

help themselves by becoming more extroverted. No name (2005) writes honestly about this habit in answer to the 2005 questionnaire: "

." Little, Ridley & Ushioda (2002) write that for some there

is a "

… " It is important that some of these

participants did recognize their self-defeating patterns and in the future, would hopefully learn from them. Perhaps, with a little more confidence, a little more English, and a little more time in Canada, for these students, this would have happened. It is hoped that during the next trip, exchanges could happen with undergraduates studying Japanese at McGill. If the latter could be paired up with our students, it could benefit both sides considerably.

Other problems, perhaps inevitable when traveling abroad with a big group, have included such incidences as a 2003 student being bitten by a little dog she had teased when dangling its food just out of reach. Several stitches were needed in a finger and later, she honestly admitted she was at fault. A few head colds have always made their appearances during each trip but a day of rest and plenty of liquids have usually worked their miracles. On two separate occasions, pickpockets have approached our students successfully although fortunately, in both cases, no large sums of money or passports were stolen. On different trips, several students have been sorely tempted to travel with host families during the school week although they have had to be discouraged from this as university credits were being received for work done and attendance in class. New York City especially has always exerted a strong attraction on the groups but, since such a trip has not officially condoned by the university, students have had to be reasoned with. These and other such challenges have presented themselves to the escort in the course of the trips and have been dealt with to the best of her abilities. However, I have been fortunate in that Professor Shimaoka has kindly and patiently supported me via email during these trips to Montreal as has Professor Kojiro Fushimi, and I have been continually grateful to them each year for their ongoing assistance and gentle guidance from afar.

D. Back to Japan once more

At the airport on the final day, upon checking in, a few students have had to pay excess

baggage even though the travel agency has forewarned them of this danger. Sometimes,

they have narrowly escaped this fate, lucky to have been served by an understanding employee of the airline. At other times, they have had to pay the piper. When the group has gelled well, they may help each other when packing in the hotel prior to leaving.

The flight back to Japan is very quiet. Most sleep deeply as, each year, the Minerva Homestay Company has organized a lovely goodbye supper for the students, host families and friends at a local restaurant. This event is usually well attended and truly enjoyed by all. Later, at the hotel, partying and packing have often continued well into the night.

Back at Ibaraki University, bills and receipts have been tabulated very capably by Professor Shimaoka for he has consistently closed the bank account in the black. To the considerable delight of the students, he has somehow always managed to return a part of the money deposited to them with each participant receiving on average between 3-6 man yen. This is indeed a happy conclusion and has probably aided word-of-mouth advertising in succeeding programmes. Transcripts of marks from McGill are solicited and, upon reception, are processed in order for students to receive their credits.

E. Lasting influences

After their return, students have continued to enjoy each other's company and friendships, meeting occasionally for parties and suppers. Many have enjoyed themselves sufficiently and have gained enough confidence that they plan to travel to Canada once more and challenge themselves to communicate with those they may meet during their journeys.

Four students from the last two trips have made a return trip in the summer to Canada and Montreal. Minori Yokata (2005) and Kanako Hirama (2005) went across Canada from Vancouver, Banff, Toronto and finally, to Montreal. Even more surprising, 3 out of the 15 Ibaraki students from the first trip returned to North America for study purposes:

one female student enrolled in an MA programme in America. Another male was accepted at the M.A. level in the Faculty of Agriculture at McGill University after completing one year in the intensive language programme at the Centre for Continuing Education.

Asuka Sato (2000) also returned for a year to the Centre to study more English and is now working at the head office of NTT Tokyo. Finally, Midori Ohtake (2003) has been working as a JHS Engish teacher in the Mito area, and the list goes on.

In conclusion, it may be best to let the students speak for themselves. In the 2005

questionnaire, Noriko Murata (2005) points out the following:

"

… ."

Yutaka Sugiura (2001) states: "

"

Minori Yokata (2005) writes:

"

."

Keiko Hisano (2005) mentions:

"

"

References

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Benson, P. ( 2001 ) . Teaching and researching autonomy in language learning. Essex, Pearson.

Brown, H.D. (1991). Breaking the language barrier. Yarmouth: Intercultural Press.

Dickinson, L. (1995). Autonomy and motivation: A literature review. System, 23(2), 165-

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Kadota, L., Toji, T., Matsui, S, & Nishimura, H. (1999, October).

Handout. Korea, Seoul. Second

Pan Asian Conference.

Kajiura, A. and Goodmacher, G. ( 2000 ) . Considerations in teaching language and intercultural communication. Proceedings of the JALT CUE Conference 2000. (19- 22).

Little, D., Ridley, J., & Ushioda, E. (2002). Towards greater learner autonomy in the foreign language classroom. Dublin, Authentik.

Smith, R.C. (2003). Pedagogy for Autonomy as (becoming-) appropriate methodology in Learner autonomy across cultures: Language Education Perspectives. In D.

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Steinbach, M. ( 2005, March ) . Final report: Ibaraki University at McGill. Centre for

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