Rudi Edward Urdaneta Jorissen, student Lerarenopleiding Engels.

In late March we were invited to go on a studio exchange with another language school in Sapporo. This event is organized yearly between both studios. Thinking we would teach a whole group of children English through immersion we organized our lesson. But later, during dinner, we were informed that it was an ‘open day’ where several other teachers and expats tell something about themselves. This was a perfect opportunity to represent the Netherlands, as the assignments requires. With only two weeks to prepare we set off to work.

Fortunately we came prepared, we had brought some souvenirs, typical snacks (stroopwafels) and a children’s book (in Dutch). Around these objects the lesson was prepared. Since parents would be there with their children they had to be informed too. Knowing this, the lesson was structured around this scheduling we were given. Starting with who we were, what we did and were we came from. Using our trifecta of objects, and not to forget the Japanese’ obsession with the Netherlands, the open day could start.

Before going to the language school, we had visited it beforehand to get a feel of it. The language school is 10 minutes away by car. Getting to know the principal and the head of the English department. It was not up to them that we found out that the target audience were not much older than 4, this language studio focuses on early language acquisition through immersion. Unlike our language studio which has a much more varied range of ages. Eventually we were asked what we’d like to present. As an example they told us of other teachers from the Pera Pera study who participated last year. Last year’s participants held what we known in the Netherlands as a ‘talen dorp’. For us to organize something like that with only a handful of us seemed impossible. So, rather than trying to imitate that, a pitch/lecture style presentation was thought of. Where we’d start off by speaking to the parents. Which was then followed by a crash course of animals and sounds in Dutch for the children. After that segment of the morning, we continued helping by setting up the main activities. Which were learning the alphabet in English and a course competition. Notwithstanding the activities the exchange served its purpose, as we only spoke in English to the children. As soon as the main activities were done many parents were interested in the language studio, many even asking how long we have worked there. I believe there was some misunderstand but that doesn’t take away from the fact that an impression was made. Eventually the principal and the head of English invited us for a late lunch, which was conveniently situated a couple of buildings down the street.