Haru chimes in occasionally too.

Kennedy can even try to say, "When will my furniture be here, Swan-san?" in Japanese.

And hopefully Kennedy remembers how time works and can understand when she is told that it will be 8pm.

....She is going to make a chart for future reference that labels midnight and noon and halfway between them and the current approximate dawn and dusk (which she will need help for).

Haru will help her with that, he likes making charts.

That is fantastic news.  "Will it be ready for umm - eeeeeto, when it's time for me to sleep?"

"ママ、あの、家具は一つですか?"

"I think that might mean 'is there one piece of furniture' and not 'is the furniture in one piece'," Ren muses. "- but I think so unless I made a number mistake."

"And is there - sheets?"

"Yes, there are white sheets. We can go get sheets that are another color another day, if you want."

"Good, umm, to me.  Thank you, Swan-san."  She was going to offer to sleep on a couch if she would have otherwise needed to take Haru's bed again.

And lo, the move takes place. They can spend the relevant time at the nearest library and get cards and check out some books to do more practicing with.

This is going much faster than she learned Barbliic.  Which makes sense, because not knowing Barbliic has never actually been a barrier to her communicating with someone she wanted to.

It is also going much faster than learning French though Haru mostly chalks that up to working on it for more than about 45 minutes with a lot of slower classmates every day.

...Kennedy does not quite have the vocabulary to ask whether Haru has to bear many indignities in school, but she can ask whether people are nice there?

Haru considers how to word this. "I do not like other children very much," he says. "I have not met Japanese children."

...It's rude to ask this, is her first thought, but it's also a visible extension of trust, and so she thinks it might bind them closer together instead of driving them apart.  Depending on the answer.

"Am I like other children in the way you don't like very much?  Or do they have something else."

"You..." He has to consult Jisho for the adjective he wants and he turns the screen around to show her the entry as he recites the word he chooses. "Aren't silly. Also you are interesting."

"I am not silly," she agrees.  "Thank you.  ...When other children are silly, do they hurt you?  More than, eeeeto, 'I don't like it'?"

"I am..." He checks Jisho and doesn't like its offering and restructures. "When I started school, Mama was the teacher. So the other children knew that if there is a problem I go to Mama. Here they might not know that. And I am easy to hurt. I fall over."

"...If I was older, I would say, 'I know how to make no one hurt you.'  I don't.  I can try to learn."  She pulls on her hair a little.  "I am easy to hurt; I don't have to fall over."

"You don't?"

"I so, so so do not like when my clothes are not correct.  Is what I want to say.  And other like that.  It is more bad than a hurt."

"Maybe you should have an extra uniform at school. ...There are clothes for, running and swimming..." Jisho. "Gym class. Are those okay?"

"...I want to see?"