<< Back to results

Long Island City YMCA Japanese After-School Program 
Institution name: Long Island City YMCA
Address: 32-23 Queens Blvd
Queens, NY 11101
Telephone: (212) 912-2576
Extension:
Fax:
Web address: http://ymcanyc.org/lic
 
Name: Tomonori Nagano
Title: Associate Professor of Japaense
Address: LaGuardia Community College / 30-10 Thomson Avenue
Long Island CityNY  11101
Email: tnagano@lagcc.cuny.edu
Telephone: (718) 482-5484
Extension:
Fax:
Purposes and goals of the program:
The Japanese Language After School Program at the Long Island City YMCA is run in coordination with the LIC YMCA's UPK Program (for 4-year-old children). Following the YMCA's mission, the curriculum will be conducted in Japanese, offering children between age of 3 and 6 a fun learning environment that includes not only spoken Japanese, but also reading/writing hiragana, and learning about Japanese culture. The classroom experience, following monthly themes based on Japanese annual events/holidays, will include Japanese songs and dances, reading aloud stories in Japanese, playtime using Japanese toys, etc.
Program origin:
The program started in October 2017, with support from the YMCA and a grant from the Japan Foundation, Los Angeles. We are currently recruiting students for 2018-2019.
Program funding:
The program is supported by the YMCA LIC.
 
Languages/dialects taught:
  • Japanese
  • Program type:  Organization-Based
    Average enrollment: 7
    Total contact hours per week: 15
    Times per week classes meet: 5
    When meetings take place:
    This is an after school program for the Universal Pre-K program. The after school program begins at 2:50pm until 6:00pm.
    Where meetings take place:
    YMCA Long Island City (classroom)
    Parents' or guardians' expectations of the program:
    Parents' or guardians' involvement in the program:
    Instructors' expectations of the program:
    Number of instructors in the program
    Full-time instructors:
    Part-time instructors:
    Volunteer instructors:
    Languages in which instructors are proficient:
    Educational backgrounds and credentials of instructors
    (e.g., diploma, bachelor's, master's, doctorate, certificate):

    Professional development opportunities instructors have:
    Professional development opportunities instructors need:
    Students' expectations of the program:
    Student background
    First-generation immigrants:
    Second-generation immigrants:
    Third-generation immigrants:
    Children of interethnic marriages:
    Children of interethnic adoption:
    Indigenous students:
    Others:
    Students' countries of origin:
    How the program identifies heritage language speakers:
    Average enrollment: 7
    Approximate percentage of students who complete the program:
    Approximate percentage of students who continue to study the heritage language after completing the program:
    Possible reasons that students continue to study the heritage language after completing the program:
    Total contact hours per week: 15
    Times per week: 5
    Student grouping (e.g., proficiency level, grade, age):
    Language skills taught in the program (e.g., reading, writing, speaking, and listening):
    Aspects of culture included in the program (e.g., history, literature, traditions):
    Other content taught in the program:
    Instructional methodologies used in the program:
    Levels of language proficiency reached by the end of the program (e.g., ACTFL proficiency levels, language tasks able to perform):
    Textbooks:
    Manuals and workbooks:
    Self-designed materials:
    Films, videos, and DVDs:
    Music:
    Technology:
    Standardized tests used:
    Other assessments used:
    Connections with local schools or other organizations:
    Credit received from formal education system:
    Types of support received (e.g., financial, time from parents or volunteers):
    Additional support desired:
    Challenges faced by the program:
     
    Comments:
    Added 11/29 AED