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The
Biannually

S um me r S p e c ia l Is su e 20 0 3 /N um be r 2 8

T H E J A PA N
F O U N DAT I O N
L o s A n ge l e s
Language Center

国際交流基金
ロス・アンジェルス
日本語センター

Call for

NBPTS

Japanese Language Teacher Candidates

T h is i s a S p e c i a l NB P TS I s s ue of t he B r e e z e
The NBPTS reports that certification in Japanese risks being discontinued this year due to the low volume ofteacher candidates. In order to avoid this regretful development, the Japan Foundation Los Angeles Office &Language Center (JFLALC) offers this special issue of the Breeze, containing useful information about the
NBPTS certification process and financial aid. Hopefully, by working together, we can save NBPTS certification for the field of Japanese language education.
❐ The NBPTS certificate in Japanese may be discontinued unless a minimum of 50 teacher candidates
complete the following steps by the noted deadlines:

Step
Apply and Pay the $300 Application Fee
Pay the Balance of the Certification Fee andSubmit All Eligibility Forms
Submit Portfolio Entries
Complete Assessment Center Exercises

Deadline
December 31, 2003
January 31, 2004
April 16, 2004
June 30, 2004

❐ The JFLALC strongly encourages all eligible Japanese language teachers to become candidates for NBPTS
certification and will subsidize one-third of the $300 application fee. Candidates must meet the following
requirements in order to qualify for this aid:
1) Be a NCJLT member.
2) Submit a copy of your Oshirase mailing label as proof of NCJLT membership.
3) Submit a copy of your application receipt.
Please send the copies of the above to: Japan Foundation Los Angeles Language Center
Attn: Justin Miyai, Program Associate
333 South Grand Ave., #2250, Los Angeles, CA90071
A reimbursement check will only be issued after all of the above have been received and once it has been
determined that the NBPTS has a minimum of 50 Japanese language teacher candidates. (please see page
5 for more information about financial aid).
❐ NBPTS application details, including procedures can be found on page 4.
❐ In the unfortunate event that the NBPTS does not receive a minimum of 50 Japanese language teacher candidates, the NBPTS will offer full fee refunds to those affected.

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B re ez e S u m m e r 2 0 0 3 B i a n n u a l l y

National Board for P rofessional
T eaching S tandards andCertification
In retrospect, I had three great teachers who impacted
my life, especially, my career choice. My grade-school musicteacher encouraged me to use dictionaries and encyclopedias
whenever I had a question. At middle school, my physical education teacher challenged me with many intriguing questions on
English grammar and taught me the joy of learning a new language. My high-school homeroom teacher, who had a Ph.D. inbiology, taught me the importance of critical thinking. Although
they were teaching at different levels and their teaching subjects
varied, common to these three teachers were their strong commitment to student learning, ardent passion for teaching, anddeep caring for students.
In our position as a teacher, we play a significant role instudents’ life. What we say, do, and teach no doubt affects their
growth and life in many different ways. It is also true that the better we are prepared and trained, the better our students learn andperform.
What is NBPTS?
On the belief that quality teaching leads to quality learning, the National Board for Professional Teaching Standards(NBPTS) was created in 1987. It is an independent, nonprofit,
nonpartisan organization whose missions are 1) to set high, rigorous standards for what teachers should know and be able todo; 2) to provide a national voluntary system certifying accomplished teachers; and 3) to advocate education reforms throughthe National Board Certification (NBC) and National Board certified teachers. NBPTS is governed by a 63-member board of
directors, who are classroom teachers, school administrators,
business and community leaders, and federal and state legislators and is run by grants from the federal government and donations from philanthropic organizations and private businesses.
One of the first tasks of the National Board was to identify the knowledge, skills, dispositions, and attitudes that characterize accomplished teaching. Their policy statement, What
Teachers Should Know and Be Able to Do, includes Five Core
Propositions that should be honored in teaching (Appendix 1).
Based on Five Core Propositions, NBPTS Standards
were developed in a variety of subjects. Then, NBPTS developeda system to assess accomplished teachers, through a demanding performance-based assessment, against these high, rigorous
subject-by-subject standards. In 2000, the National Board
approved the NBPTS Standard for World Languages Other thanEnglish (WLOE), developed by a 15-member committee, which
comprised of classroom foreign language teachers, researchers
and administrators. (Appendix 2) One of the members was Leslie
Okada Birkland, a high school Japanese teacher from Kirkland,
Washington. In 2001-2002, the National Board Certificationassessment started for Spanish, French, and German. In the
2002-2003 cycle, Japanese and Latin were added to the WLOE
certification. Unfortunately, only one Japanese teacher applied,and her assessment was suspended in the middle of the process.
In the 2003-2004 cycle, Japanese certification is being offered for
Early and Middle Childhood (3-10) and Early Adolescencethrough Young Adulthood (11-18+).

2.

Y.-H. Tohsaku
University of California, San Diego
The Assessment Process
Teaching is a complex process involving many factors,
which is obvious from the NBPTS for WLOE. In order to teacheffectively, we must not only have good knowledge of our subject
area and know how to impart it to students, but also take manyfactors into consideration and make numerous decisions on avariety of matters constantly. Thus, assessing and certifying
accomplished teachers is not a simple task. The National Board
Certification assessment consists of two components: portfolio
and assessment center exercises.
The portfolio of the WLOE assessment is designed toassess candidates’ knowledge and skills to 1) design instruction
over time; 2) build students’ communicative and cultural competence; 3) engage all learners; and 4) contribute to student learning. Candidates will be asked to include videos showing yourinteractions with students in the classroom, student work samples, and so forth along with your explanation and evaluative
comments. It will take between 200 and 400 hours to complete all
entries of your portfolio. Your portfolio entries will be rated byassessors according to the rubric (refer to the NBPTS web site).
The assessment center exercises will be a web-based
assessment consisting of six sections: 1) oral proficiency 2) interpreting aural texts 3) interpreting written texts 4) written communication 5) knowledge of language acquisition and 6) knowledgeof how language works. You have 30 minutes to complete each
assessment center exercise. Six different scores will be reported.
Who and How to Apply?
In order to apply for National Board certification, youmust 1) have a baccalaureate degree from an accredited institution; 2) have completed at least three years of teaching in one ormore K-12 schools; and 3) hold a valid state teaching license (ifrequired) for each of those years. Also, because of the nature ofassessment, you must have access to a class of at least six students. You should also be able to submit student work samples
and videotapes showing your interaction with students inJapanese.
Detailed information about NBPTS and NBC process isavailable at the NBPTS web site at www.nbpts.org. Also, you cancall their toll-free line at 1-800-22 TEACH. Read the web site very
carefully and check if your teaching satisfies the NBPTS/WLOE
and you are eligible to apply. You can apply on line or by mail. The
assessment fee is $2,300. Many states and school districts provide financial support or defray the assessment fee. Also, otherforms of financial assistance are available. (Refer to the NBPTS
web site.) Many schools give NBC candidates a variety of assistance (paid leave for assessment center exercises, video production assistance, etc.). A number of states and school districts
offer a one-time bonus, salary raise and other financial incentives
to those who successfully complete the NBC process.
There are many support groups and systems for
NBC/WLOE candidates. A number of regional and state foreign
language teacher associations have been offering information
sessions about NBC. NCJLT is planning to have a session on
NBC at this year’s ACTFL Annual Meeting in Philadelphia.
Several universities throughout the country have been providing

BREEZE28 6/3/03 3:45 PM Page 8

B re ez e S u m m e r 2 0 0 3 B i a n n u a l l ycandidates with advice and assistance. ATJ’s Professional
Development SIG has been planning to provide Japanese NBC
candidates with support through their web site and so forth.
Why NBC?
Why do you have to go through this rigorous, time-consuming assessment process? Some of you may have a financial
incentive. Those who were granted the National Board
Certification, however, invariably say that the NBC assessment
process was the best professional development opportunity they
have ever had, which helped them grow professionally and personally. For many, it was a life-changing experience. The portfolio
development will give you an opportunity to observe your own
teaching and student learning and analyze and reflect on youractions, decisions, thoughts, and approaches systematically andobjectively. Through this observation and self-reflection, you cangain lots of insight into your teaching. You will have opportunities
to think about how your teaching is shaping your students’ learning and the development of their knowledge and skills.
Also, NBC will give you a chance to demonstrate yourteaching excellence not only to your students, fellow teachers, andadministrators, but also to parents and the community. It is the pinnacle of your professional career and raises your visibility in thecommunities. Your NBC status also helps the Japanese language
education field gain more recognition and solidify its position in

Appendix 1
NBPTS Five Core Propositions
1) Teachers are committed to students and their learning.
Accomplished teachers are dedicated to making knowledge accessible to all students. They act on the belief that all students can learn. They
treat students equitably, recognizing the individual differences that distinguish their students one from the other and taking account of these differences in their practice. They adjust their practice, as appropriate, on thebasis of observation and knowledge of their students’ interests, abilities,
skills, knowledge, family circumstances, and peer relationships.
Accomplished teachers understand how students develop and learn. They
incorporate the prevailing theories of cognition and intelligence in their practice. They are aware of the influence of context and culture on behavior. Theydevelop students’cognitive capacity and their respect for learning. Equallyimportant, they foster students’ self-esteem, motivation, character, civic
responsibility, and respect for individual, cultural, religious, and racial differences.
2) Teachers know the subjects they teach and how to teach those subjects tostudents.
Accomplished teachers have a rich understanding of the subject(s)they teach and appreciate how knowledge in their subjects is created, organized, linked to other disciplines, and applied to real-world settings. Whilefaithfully representing the collective wisdom of our culture and upholding thevalue of disciplinary knowledge, they also develop the critical and analytical
capacities of their students. Accomplished teachers command specialized
knowledge of how to convey subject matter to students. They are aware of
the preconceptions and background knowledge that students typically bringto each subject and of strategies and instructional resources that can be ofassistance. They understand where difficulties are likely to arise and modify
their practice accordingly. Their instructional repertoire allows them to create
multiple paths to learning the subjects they teach, and they are adept atteaching students how to pose and solve their own problems.
3) Teachers are responsible for managing and monitoring student learning.
Accomplished teachers create, enrich, maintain, and alter instructional settings to capture and sustain the interest of their students and to
make the most effective use of time. They are also adept at engaging students and adults to assist their teaching and at making use of their colleagues’ knowledge and expertise to complement their own. Accomplishededucation. In the future, it is expected that Japanese language
teachers face course cuts or even program cuts. Your NBC status
may help save your program.
Many of those who were granted NBC say that theygained confidence in playing a leadership role and working as amentor for other teachers. Many NBC teachers are now given a
new capacity or role by their school or school districts, sharing
their expertise and experiences with and advising and mentoringother teachers. They are playing an important role in professional
development at school, school district and state levels. We hopethat the NBC process will create more Japanese teachers who will
work as leaders and mentors for novice teachers as well as futureteachers. NBC also attracts bright college students to teaching.
Most importantly, teachers who went through the NBC process
unanimously attest that the process helped their students improvetheir learning and performance. In sum, the NBC process has
many benefits for you, your students, and our field.
When I am too tired to prepare for class, I remember
those three great teachers’energy and dedication, and renew mycommitment to giving a well-prepared class to my students.
Teaching has a strong, lasting impact on our students. I hope thatnext fall we will be able to celebrate the granting of NBC status tomany Japanese teachers. And I hope that twenty years from now,
many people would say that they had a great Japanese teacher
who was an NBC teacher and changed their life.

teachers command a range of instructional techniques, know when each isappropriate, and can implement them as needed. They are devoted to highquality practice and know how to offer each student the opportunity to succeed. They know how to engage groups of students to ensure a disciplined
learning environment and how to organize instruction so as to meet theirschool’s goals for students. They are adept at setting norms of social interaction among students and between students and teachers. They understand how to motivate students to learn and how to maintain their interest
even in the face of temporary failure. Accomplished teachers can assess the
progress of individual students as well as that of the class as a whole. They
employ multiple methods for measuring student growth and understanding
and can clearly explain student performance to students, parents, andadministrators.
4) Teachers think systematically about their practice and learn from experience.
Accomplished teachers are models of educated persons, exemplifying the virtues they seek to inspire in students—curiosity, tolerance, honesty,
fairness, respect for diversity, and appreciation of cultural differences—andthe capacities that are prerequisites for intellectual growth—the ability to reason and take multiple perspectives, to be creative and take risks, and to
adopt an experimental and problem-solving orientation. Accomplishedteachers draw on their knowledge of human development, subject matter,and instruction, and on their understanding of their students, to make principled judgments about sound practice. Their decisions are grounded not onlyin the literature of their fields, but also in their experience. They engage inlifelong learning, which they seek to encourage in their students. Striving tostrengthen their teaching, accomplished teachers critically examine theirpractice, expand their repertoire, deepen their knowledge, sharpen their
judgment, and adapt their teaching to new findings, ideas, and theories.
5) Teachers are members of learning communities.
Accomplished teachers contribute to the effectiveness of the school
by working collaboratively with other professionals on instructional policy,
curriculum development, and staff development. They can evaluate school
progress and the allocation of school resources in light of their understanding of state and local educational objectives. They are knowledgeable about
specialized school and community resources that can be engaged for theirstudents’ benefit and are skilled at employing such resources as needed.
Accomplished teachers find ways to work collaboratively and creatively withparents, engaging them productively in the work of the school.

Continued to p. 7

3

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B re ez e S u m m e r 2 0 0 3 B i a n n u a l l y

APPLY OCTOBER 1 - DECEMBER 31, 2003
Application
Full fee pay- To be eligible Portfolio due
and $300 non- ment and all to test in this at NBPTS on
refundable
eligibility
Assessment
or before
payment
forms must be Center Testingreceived byreceived at
Window
NBPTS during
NBPTS bythis period
Oct. 1 Jan. 1 Apr. 16, 2004
Jan. 31, 2004
Jun. 30, 2004
Dec. 31, 2003

What does the NBPTS certification process
consist of?
Teacher candidates must submit a portfolio of four
entries and complete six assessment exercises at a
NBPTS Test Center.
Will I be able to find a testing center near me?
More than likely as there are more than 300 such
centers located throughout the United States.
What are the benefits of certification?
Besides being recognized as an accomplishedteacher and raising the standard of learning in theclassroom, teachers receive benefits from school
districts in the form of higher pay, credit and or status. Also, NBPTS certification is valid for a ten-year
period.
Who is eligible to apply for certification?
Teacher candidates must possess a baccalaureate
degree from an accredited institution; have completed three years of teaching at one or more earlychildhood, elementary, middle or secondary
school(s) prior to the first day of the school year (asdefined by your facility/district) in which you are
pursuing NBPTS certification; and hold a valid stateteaching license for each of those three years (ifrequired).
Where and when can I apply for certification?
Teacher candidates can apply online at
http://www.nbpts.org or request a paper application
at 1-800-22TEACH.
For 2003, the NBPTS has established the following schedule:

APPLY JULY 1 - SEPTEMBER 30, 2003
Application
Full fee pay- To be eligible Portfolio due
and $300 non- ment and all to test in this at NBPTS on
refundable
eligibility
Assessment
or before
payment
forms must be Center Testingreceived byreceived at
Window
NBPTS during
NBPTS bythis period
Jul. 1 Oct 1, 2003 Mar. 16, 2004
Sept. 30, 2003
Mar. 31, 2004
Sept. 30, 2003
Dec. 31, 2003

4

Jan. 1 Jun. 30, 2004

And receive
your results
no later thanDec.31,2004

And receive
your results
no later thanDec.31,2004*Above schedule was taken from the NBPTS website
What is the cost of becoming a NBPTS certified
teacher?
The total cost of NBPTS certification is $2,300. A
minimum nonrefundable fee of $300 is due at thetime of application, with the remaining balance tobe paid by a certain deadline date (please see
above schedule).
Is there any financial aid available to applicants?
Yes, through a combination of their own and
NBPTS funds, most states and local school districts
have programs in place to help defray the costs
associated with certification. In addition, there isaid available in the form of NBPTS scholarships
and no interest loans that are forgiven upon certification.
Where can I find out more information about
financial aid?
Please visit the following website and click on yourstate: http://www.nbpts.org/about/state.cfm Here,you will find the contact information for your state’s
NBPTS Subsidy Administrator. In general, you
should contact your state’s administrator before
submitting an application.
What is considered a passing score?
A minimum of 275 points must be earned.
What happens if I do not pass or complete theprocess?
Teacher candidates are given the option to retake ifthey do not pass. In the case that a teacher candidate fails to complete the process, he/she may continue to attempt certification for a period not toexceed 36 months from the date an initial, nonrefundable fee was processed.
What else should I know?
Teacher candidates should be aware that there are
NBPTS support networks located throughout theUnited States to provide encouragement andadvice. To find out more information, please checkthe following website and click on your state todetermine your regional coordinator:
http://www.nbpts.org/about/regcontacts.cfm

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B re ez e S u m m e r 2 0 0 3 B i a n n u a l l y

NBPTS Funding Opportunities
not
Points of Caution:

Colorado● Subsidy: 60 candidates at $1,000 with state
matching funds of $1,000

1) Some of the information below has not been updated as states arestill in the process of determining their budgets for 2003-2004.

New Mexico● Subsidy: 43 candidates at 50% of certification fee

North Dakota ● Subsidy: 10 candidates at 50% of certification fee
2) Given space considerations, it is recommended to check the
NBPTS website for complete state information, including application procedures and contact information. http://www.nbpts.
org/about/state.cfm

South Dakota ● Reimbursement of the application fee ($300) for
public school teachers who are qualified● Subsidy: 50% of certification fee depending upon
the availability of funds

3) Regarding subsidy eligibility, applicants must meet NBPTS eligibility requirements.

State/Locale
Aid Programs(From the western region eastward)
Guam● Subsidy: 50% of certification fee

Hawaii● Up to $2,500 in reimbursements for certification
related expenses.
● Subsidy: 20 candidates at 50% of certification fee

Alaska● Subsidy: 10 candidates at 50% of certification fee

California● Subsidy: $1,000 for certification fee● $300 from Wells Fargo● Ford Family Foundation: Up to 500 candidates
from Siskiyou County, CAand Oregon for $2,000(certification fee)

Oregon● Subsidy: 24 candidates at $1,000 (certification fee)
● State will provide additional $1,100
towards the fee● Ford Family Foundation: Up to 500 candidates
from Siskiyou County, CAand Oregon for $2,000(certification fee)

Nebraska● Subsidy: 50% of the certification fee with the balance from own funds or in combination with district funds

Kansas● Subsidy: 27 candidates at 50% of certification fee
with the balance from state funds● Up to 60 candidates will receive state funds at
50% of certification fee

Oklahoma● Subsidy: 34 candidates at 50% of certification fee● State will fund the application fee for 200 candidates, provide stipend and other support

Texas● Subsidy: 50% of certification fee

Louisiana● Subsidy: 50% of certification fee● State will fund the remainder of the certification fee(total $2,000) for a limited number of both public
and non-public candidates

Arkansas● Subsidy: NBPTS Candidate Subsidy Funds will
be used to match State funds● Previous State legislation paid for the initial application fee

Missouri● Subsidy: 150 candidates at 50% of certificationfee● State will fund an additional 25% of certificationfee ($575)● For 2001, 100 teachers at 25% Stateand 50% Federal

Washington● Subsidy: 212 teachers at $700 (info. not updated)

Nevada● Subsidy: At least 10 candidates at a maximum of$1,000● Reimbursement not to exceed $2,000 per
teacher

Iowa● Subsidy: 50% at the time of application● 50% when certified● If more candidates apply then can be supported,
then funds will be prorated.

Idaho● Subsidy: 10 candidates at 50% of certification fee● Additional $1,000 from Albertson’s Foundation

Minnesota● Subsidy: Up to 50% ($1,150) for each candidate

Wisconsin
Arizona● Subsidy: Through Arizona State University, 31
candidates at 50% of certification fee● Subsidy: Defray up to 50% of the $2,300
certification fee● State will reimburse up to $2,000 of the certification fee upon being certified

Utah● Subsidy: 17 candidates at 50% of certification fee
Illinois

Wyoming● Subsidy: 20 candidates at 25% of certification fee● If 10-19 apply, then evenly divided up to 50%● If 10 or fewer, then 50% (info. not updated)● As funding permits. In the past, the full certification
fee has been funded.

Michigan● Subsidy: 73 candidates at 50% of certification fee● 20 candidates at $1,000

Indiana● Subsidy: 49 candidates at 50% of certification fee

Montana● Subsidy: 10 candidates at 50% of certification fee

5BREEZE28 6/3/03 3:45 PM Page 7

B re ez e S u m m e r 2 0 0 3 B i a n n u a l l yState/Locale
Ohio

Aid Programs● Subsidy: For 2003-2004, 500 candidates frompublic and chartered non-public at 100% of certification fee● Also, for those retaking up to two entries(Dependent upon the availability of funds)

Kentucky● Subsidy: 130 candidates at 25% of certification fee● State reimbursement of 75% of a candidate’s outof pocket expenses.
● Once a portfolio is submitted, a stipend of $400
(Information not updated)

Tennessee● Subsidy: 106 candidates at 50% of certification fee

Mississippi● Subsidy: 25 candidates at 50% of certification fee● State will fund the remainder● Above will be reimbursed once a candidate (publicschool teacher) has completed the process and is
employed in a local school district

AlabamaWest Virginia

FloridaGeorgia● Subsidy: Up to 100 candidates at 50% of
certification fee● State will pay fees for 75 candidates as of 7/1/00● Subsidy: 200 candidates at 50% of certification fee
upon enrollment; the balance will be funded uponcompletion of the process● Also, $600 for reimbursement of expenses
incurred● Retake funds up to two exercises● Subsidy: 90% of certification fee● $150 to defray costs for portfolio production● Retake funds for up to 900 first-time retake candidates (at least one retake exercise per $300). If
less than 900, then second and third time takers
will be considered.
(Not updated)● Subsidy: Portion of the fee may be funded by thestate prior to certification; portion paid by the candidate will be reimbursed by state upon certification
less the $300 application fee(Not updated)

South Carolina ● Up front $2,300 loans are available● 50% of loan will be forgiven with no interest whena scorable portfolio is submitted; the remainder will
be forgiven when certified.
● Subsidy: Retake funds are available
North Carolina ● Subsidy: 100% of certification fee will be paid
upfront(As of 10/02 and not updated)
Virginia● Subsidy: 60 candidates at $1,000● State will fund the other $1,000● Incentive grants to public school teachers achieving
certification and given funds not to exceed $5,000

Washington, DC● Subsidy: 10 candidates at 50% of certification fee
Maryland6● Subsidy: 500 candidates at 75% of certification fee● 39 candidates at 50% of certification fee

Delaware● Interest free loans with conditions● Subsidy: available to qualified candidates

Pennsylvania ● Subsidy: 50% of certification fee● Retake funds up to $600 subject to availability
New Jersey● Subsidy: 74 candidates will be supported

Connecticut● Subsidy: 31 candidates at 50% of certification fee.
To qualify, need a district or organization to provide
the remaining 50% and other support● Also, the Connecticut Federation of Education andProfessional Employees will provide additional
funds with conditions.

Rhode Island ● Subsidy: 10 candidates at 50% of certification fee● State will fund the other half ($1,000)● Total support of $2,000
New York● Subsidy: 159 candidates at 50% of certification fee● $2,500 grants to teachers to offset the process(Not updated)

Massachusetts● Subsidy: portion of certification fee for 151 candidates● 125 candidates at $2,000● 26 candidates at $1,000(Not updated)Vermont● Subsidy: 50% of certification fee and stipend of$2,500 for those becoming certified

New Hampshire● Subsidy: State will fund 10 candidates at $1,000 ofcertification fee
Maine● Subsidy: Full scholarships are available● 50% of certification fee by subsidy● 50% through contributions and grants

Other Scholarship Opportunities through the NBPTS:
Ford Family Foundation (for first time candidates in rural Oregon andSiskiyou County, CA)
Please see under California and Oregon above for details
Washington Mutual Foundation (for public school teachers nationwide)
State Farm Companies Foundation ((for candidates from Los
Angeles (CA) Unified School District (LAUSD) and El Paso, TX)
The Grable Foundation (for Pittsburgh public school teachers)

BREEZE28 6/3/03 3:45 PM Page 4

B re ez e S u m m e r 2 0 0 3 B i a n n u a l l yJapanese Language

É~Mini Grants
AnnouNcement
The Japan Foundation Los Angeles Language
Center (JFLALC) announces that it has resumed its
Workshop and Conferences Mini-Grant Program for fiscal
year 2003-2004.
This grant is to assist Japanese teachers' associations hold a workshop or conference in the United States. The
grant amount will not exceed $1,000 per project and may beless than the full amount requested. The grant is designed tosubsidize the costs of hall and equipment rentals, correspondence, printing and copying, lecturer's travel allowance (ifapplicable), etc.
Interested applicants must complete and submit anapplication to the JFLALC at least two months prior to thestarting date of the project and will be notified of the results
three weeks before the noted starting date. For applicants’convenience, an application may be downloaded from our
website: http://www.jflalc.org (please click on Grants and see
Japanese Language Workshop and Conferences Mini-Grant
Program). In addition, applicants should be aware thatchecks are issued only after the event and upon receipt of a
final financial and activity report. For more information, pleasecontact Program Associate Justin Miyai by phone at (213) 6212267, Ext. 110 or by email at Justin_miyai @ jflalc. org

Continued from p. 3

Appendix 2WORLD LANGUAGES OTHER THAN ENGLISH

STANDARDS(for teachers of students ages 3-18+)

OVERVIEW
The requirements for National Board Certification in thefield of World Languages Other than English are organized into the following 14 standards. The standards
have been ordered as they are to facilitate understanding, not to assign priorities. They are each an important
facet of the art and science of teaching; they often
occur concurrently because of the seamless quality ofaccomplished practice.
Preparing for Student Learning
I. Knowledge of Students (p. 7)
Accomplished teachers of world languages other thanEnglish draw on their understanding of child and adolescent development, value their students as individuals, and actively acquire knowledge of their students tofoster their students’ competencies and interests as
individual language learners.
II. Fairness (p. 11)
Accomplished teachers of world languages other thanEnglish demonstrate through their practices toward all
students their commitment to the principles of equity,
strength through diversity, and fairness. Teachers welcome diverse learners who represent our multiracial,
multilingual, and multiethnic society, and they set thehighest goals for each student.
III. Knowledge of Language (p. 15)
Accomplished teachers of world languages other thanEnglish have the ability to function with a high degree of
proficiency in the languages they teach, know how thelanguages work, and draw on this knowledge to set
attainable and worthwhile learning goals fortheir students.

Profeciency Test 2003

日
本
語
能
力
試
験

The application period for the 2003 Japanese
Language Proficiency Test will open on August 1, 2003. We arepleased to announce that Atlanta, Georgia, San Francisco
California, and Washington, DC will become our new test sites forthe upcoming test. In total, we will have seven locations offering
the test in the U.S.
In addition, we are in the process of improving ouronline application web site(http://www.jflalc.org/proftest/index.html). Each online applicant will be able to access his or
her own test account, and to verify their registration number, test
results, and detailed information on the test site and location
through a “View My Info” page. We would appreciate your help
in spreading the word about this year’s test and to not miss thisopportunity to measure your Japanese proficiency.

December 7th, 2003 (Sunday)
Honolulu, HI ; Los Angeles, CA; San
Francisco, CA; Atlanta, GA; Evanston, IL; Washington
DC ; New York, NY

August 1st ~ September 28th
$50.00 (level 1 or 2) ; $30 (level 3 or 4)

IV. Knowledge of Culture (p. 19)
As an integral part of effective instruction in world languages other than English, accomplished teachers
know and understand the target cultures and target languages and know how these are intimately linked with
one another.
V. Knowledge of Language Acquisition (p. 23)
Accomplished teachers of world languages other thanEnglish are familiar with how students acquire competence in another language, understand varied methodologies and approaches used in the teaching and learning of languages, and draw on this knowledge to design
instructional strategies appropriate to their instructional goals.
Advancing Student Learning
VI. Multiple Paths to Learning (p. 27)
Accomplished teachers of world languages other thanEnglish actively and effectively engage their students inlanguage learning and cultural studies; they use a variety of teaching strategies to help develop students’ proficiency, increase their knowledge, strengthen theirunderstanding, and foster their critical andcreative thinking.
VII. Articulation of Curriculum and Instruction (p.
31)
Accomplished teachers of world languages other thanEnglish work to ensure that the experiences students
have from one level to the next are sequential, longrange, and continuous, with the goal that over a periodof years students will move from simple to sophisticated use of languages.
VIII. Learning Environment (p. 35)
Accomplished teachers of world languages other thanEnglish create an inclusive, caring, challenging, andstimulating classroom environment in which meaningfulcommunication in the target languages occurs and inwhich students learn actively.
IX. Instructional Resources (p. 39)
Accomplished teachers of world languages other thanEnglish select, adapt, create, and use appropriate

resources to help meet the instructional and linguistic
needs of all their students and foster critical and creative thinking among them.
X. Assessment (p. 43)
Accomplished teachers of world languages other thanEnglish employ a variety of assessment strategies
appropriate to the curriculum and to the learner and use
assessment results to monitor student learning, toassist students in reflecting on their own progress, toreport student progress, and to shape instruction.
Supporting Student Learning
XI. Reflection as Professional Growth (p. 47)
Accomplished teachers of world languages other thanEnglish continually analyze and evaluate the quality of
their teaching in order to strengthen its effectivenessand enhance student learning.
XII. Schools, Families, and Communities (p. 51)
Accomplished teachers of world languages other thanEnglish work with colleagues in other disciplines, withfamilies, with members of the school community, andwith the community at large to serve the best interests of students.
XIII. Professional Community (p. 55)
Accomplished teachers of world languages other thanEnglish contribute to the improvement of instructional
programs, to the advancement of knowledge, and to
the practice of colleagues in language instruction.
XIV. Advocacy for Education in World Languages
Other than English (p. 57)
Accomplished teachers of world languages other thanEnglish advocate both within and beyond the school forthe inclusion of all students in long-range, sequential
programs that also offer opportunities to study multiple
languages.
In the pages that follow, the reader will find full explications of each standard that include discussion of theknowledge, dispositions, and habits of mind that allow
teachers in this field to practice at a high level.

7

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Driving Directions to The Japan Foundation:

H AYATO OG O, DI R E C TO R

101

TA K A S H I I M A I , DE P U T Y DI R E C TO R102

E I I C H I ITO, L I B R A R I A N
M A S A KO M I WA , O F F I C E S U P E RV I S O R

107

Wells Fargo Center is located on South Grand A venue at
3rd Street in
Downtown Los Angeles. The parking entrance is located on
Hope Street.

J U S T I N MI YA I , P RO G R A M A SSOCIATE

110

103

M A M I KO NA K A I , AC A D E M I C A S S I S TA N T

108

MA K I WATA NA B E , AC A D E M I C SP E C I A L I S T

106The closest freeway exits are as follows:
110 Freeway: 4th St. exit (from both North and South)
101 Freeway: Temple St. exit (from West), Grand Avenue
exit (from East)

NAO KO WATA NA B E, P RO G R A M ASSOCIATE 1 0 9
R I M I YA N G , LI B R A R I A N
105OOffice Hours:
Library Hours:
Address:

9:30 - 5:30
10:00 - 5:00

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333 South Grand Avenue, Suite 2250
Los Angeles, CA 90071

Telephone:(213) 621-2267

Fax:
General E-mail:Home page address:(213) 621-2590
jflalc@jflalc.org
http://www.jflalc.org▲

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T H E J A PA N F O U N DAT I O N
L O S A N G E L E S L A N G UAG E C E N T E R
333 South Grand Avenue, Suite 2250, Los Angeles, CA 90071

Presorted
Standard
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