My lessons are always tailored to a specific student and their learning goals, so it is difficult to describe a typical class. While I like to follow a textbook (which I provide to students), I also like to bring in realia such as news clips, segments of television shows, music, and much more, though again, this is dependent on student needs.
As for what makes me special, based on my thesis research, my teaching philosophy is that language students, particularly beginners, react positively to interacting with a fellow non-native speaker of the target language. As a result, I find it effective to incorporate my own personal experiences into language lessons to add context and assist those who are considering going to Japan themselves someday. I am also able to help students form superior English-Japanese connections to deepen understanding of the differences and similarities between the two languages. In my experience as a teaching assistant, one comment I heard fairly routinely was that students appreciated being able to speak with someone who had been in their shoes at one point in time, as I was a significantly more attainable figure that they could aspire to be like in the future. While all of this sounds quite self-absorbed, it is something that potential learners of Japanese could and should consider! While native speakers make fantastic tutors, it might be worth considering non-natives as well, particularly if you're just getting started in your studies.
I am a Canadian recently returned from approximately seven years of living abroad in Japan. While there as an exchange student during my undergrad program, I focused solely on Japanese language study, eventually attaining the JLPT N2. After returning after graduation, I worked in the Japanese school system, where I improved my casual Japanese through my employment. As a result, I am very confident in being able to both teach through textbook-based learning and more casual conversation.
After returning from Japan in 2017, I completed my master's studies in Second Language Education at McGill University in Montreal. During my two years there, I worked as a teaching assistant in the beginner Japanese course. Because of my interest in retaining Japanese language students in their journey to learn Japanese, my thesis work focused on how native and non-native instructors of Japanese impact their students' self-efficacy and confidence (hint: there are a lot of positives that come with having a non-native teacher!) I currently work at an English vocational college in Montreal, but I am very interested in continuing to teach and tutor Japanese, as I feel it is a relatively uncommonly spoken language in Montreal, despite its popularity with young people.
Cancellation more than 24 hours in advance - free
Cancellation less than 24 hours in advance - $15
This cancellation policy is in place to compensate me as a teacher for lost revenue stemming from not scheduling other lessons and past experiences with students cancelling last minute.
MCGILL UNIVERSITY (MONTRÉAL CAMPUS) Montréal, QC
Master of Arts in Second Language Education (Thesis option) September 2017 – present
• Thesis focused on the self-efficacy belief formation of beginner Japanese learners studying under native- and non-native instructors.
• 3.96 GPA.
UNIVERSITY OF BRITISH COLUMBIA (VANCOUVER CAMPUS) Vancouver, BC
Bachelor of Arts in Asian Area Studies and International Relations September 2007 – June 2011
• 82.7% (A-) average in last 60 credits of study (including third year spent abroad).
• Focus on East Asian culture and language.
• One-year study abroad in Kyoto, Japan.
RITSUMEIKAN UNIVERSITY (KINUGASA CAMPUS) Kyoto, Japan
One-year exchange program in the Faculty of Social Sciences September 2009 – August 2010
• A- average overall.
• Worked as a part time private English tutor throughout the 10-month program.
• Participated in a two-week volunteer program in Kagoshima Prefecture teaching kindergarten students.
BOUCHEREAU LINGUA INTERNATIONAL (BLI) Montréal, Canada
English teacher May 2019 – present
● Plans and instructs daily English lessons to students from a variety of nationalities and backgrounds
● Develops and supervises tests and quizzes to be completed by students
● Actively encourages student participation in all elements of learning
● Works with other teachers to improve curriculum and carry out group activities
STUDIOSITY New South Wales, Australia (online position)
Writing feedback tutor June 2017 – present
● Offers English writing feedback concerning structure, choice of language, spelling/grammar and referencing to students ranging from the junior high school to post-doctorate level.
● Works to ensure customer satisfaction by being as thorough and detailed as possible when completing work.
MCGILL UNIVERSITY Montréal, Canada
Teaching assistant (EAST 240) September 2017 – April 2019
● Assisted the professor in lesson planning and grading for an elementary Japanese class.
● Independently planned and instructs a weekly laboratory session with approximately 30 students.
● Maintained regular e-mail contact with instructor as well as students requesting additional help.
ALTIA CENTRAL Shiga and Gifu Prefectures, Japan
Assistant Language Teacher April 2012 – April 2017
● Planned and instructed thousands of lessons for Japanese junior high and elementary school students.
● Volunteered outside of work hours to help with speech contest translation and practice.
● Participated in school events such as sports, music and cultural festivals.
● Improved teaching skills through regular professional development events and open lessons.
● Utilized multiple computer programs including Word, Excel, PowerPoint and Prezi to plan and conduct exciting lessons as well as create worksheets, homework assignments and games.
ENGLISH (First language)
JAPANESE (Proficient writing, reading, comprehension and speaking skills, 12 years’ study)
FRENCH (Elementary writing, reading, comprehension and speaking skills, 5 years’ study)
JAPANESE LANGUAGE PROFICIENCY TEST N2 (2011)
120-HOUR ONLINE TEFL/TESOL CERTIFICATE (2012)
50-HOUR ONLINE CERTIFICATE IN TEACHING YOUNG LEARNERS (2012)
50-HOUR ONLINE TEACHING BUSINESS ENGLISH CERTIFICATE (2012)
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