TheFa l l 1 9 97/ Nu m b er 16

G oing Ahead
I T I S V E RY E N C O U R AG I N G TO S E E T H E R E C E N T

development of dialogues and exchange ofideas among teachers of Japanese. Since theJapanese Language Meeting in Washington
last April (see report in Breeze 15), there
has been a series of discussions by Japanese
language educators from various levels on
how to effectively strengthen and unify thefield in the United States.
The least we should forget is that in education, the main actors are teachers and learners. With this in mind, we are happy toprint reports and proposals made out fromrecent teachers’ discussions in this issue.
I am grateful that Dr. Laurel R. Rodd,
President of Association of Teachers ofJapanese, was willing to take the time andcompile those important materials for us.
Momentum gathered in the Washington
meeting is still strong, and I hope thisstream will lead the field to have more concrete ideas to establish national force, thus
the field will potentially demonstrate somegood examples to other fields of educationand intercultural exchange.
In this issue, the readers will also learn the
progress of critical national standards (page6) and the latest teachers’ training workshops in Santa Monica (page 8). Our new
web-site (page 11) now includes all the participants’ list from the past workshops at theLanguage Center.
In the ASAGI section, there is a continuingpresentation of some of our film-related
programs (page 12).
Last but not least, we request your cooperation in updating our mailing list so you may
receive future issues of the Breeze. (page 15.)
IS AO T S U J I M OTO , D I R E C TO R

TH E JA PA N
F O U N DAT I O N& L a n g u a ge C e n t e r
in Los Angeles

Quarterly

C o l o rado Springs
Meeting fo r
Japanese Language& L a n g u a ge C e n t e r
i n L o s A n g e l e s Te a ch e rs

3
6
8
11
12
15
Teachers’ Proposals

National Standards

Summer Workshop Report

Announcements

As a g i

Books and Videos on Film

Add to Our Mailing List!

( July 29, 1997)

Rep o rted by Laurel Rasplica Ro d d
P resident, A s s o c i ation of Te a ch e rs of Ja p a n e s e
U n iv e rsity of C o l o ra d o, Boulder
A M E E T I N G O F R E P R E S E N TAT I V E S O F T H E

Japanese language teaching field was held
July 29, 1997, in Colorado Springs,
Colorado, as a follow-up to the Japanese
Language Meeting held in Washington,
D.C., on April 21, 1997. The Washington
meeting, organized by Mr. Isao Tsujimotoof the Japan Foundation in Los Angeles,
provided an opportunity for funding organizations and other organizations concerned with the teaching of language andliterature to meet together with representatives of the Japanese teachers. At Mr.
Tsujimoto’s invitation, in Washington fiveteachers presented an overview of the current state of Japanese language education in
the US and our assessment of the needs forthe future. A more complete report of thatmeeting was carried in issue 15 of the
Breeze.
After the Washington meeting it was agreed
that it would be useful for a representative
group of Japanese language teachers fromall levels of instruction to meet and discuss
the issues facing the field in more detail.
(continued on page 2)(continued from page 1)

The Japan Foundation once again
generously agreed to partially underwrite such a meeting, piggy backing
on a scheduled meeting of the joint
NCSTJ-ATJ Standards Committee
in Colorado Springs. Participants
included Standards Committee members Yumiko Guajardo (United States
Air Force Academy, Colorado), Kim
Jones (University of Arizona,
Arizona), Yoko Kano (University ofNorth Carolina, Wilmington, North
California), Hiroko Kataoka(University of Oregon, Oregon/
California State University, Long
Beach, California), Yasuhiko Tohsaku(University of California, San Diego,
California), Yasuko Ito Watt (Indiana
University, Indiana), Pamela Delfosse(Madison West high School,
Wisconsin), Waunita Kinoshita(Urbana High School, Illinois),
Norman Masuda (Palo Alto HighSchool, California), and Toyoko
Okawa (Punahou High School,
Hawaii), plus ATJ representatives
Laurel Rasplica Rodd (Universityof Colorado, Boulder, Colorado),
Shoichi Iwasaki (University ofCalifornia, Los Angeles, California)
and Charles Quinn (Ohio State
University, Ohio), and NCSTJ representatives Leslie Okawa Birkland(Lake Washington High School,
Washington) and Hitomi Tamura(West Lynn High School, Oregon).
Also in attendance as observers wereRichard Brecht of the National
Foreign Language Center, Nathaniel
Bolin of the US-Japan Foundation,and Isao Tsujimoto of the JapanFoundation.
The Meeting began with a brainstorming session during which theparticipants discussed goals and needs

in several overlapping areas identified
at the Washington meeting. In the areaof national infrastructure, participants
agreed that it is critical to develop
national goals and standards, that weneed to implement the standards atthe state and district levels throughworkshops and other means, and that
we need to develop assessment instruments to facilitate articulation and forprogram evaluations. Development of
a communication network for information gathering and sharing was also
deemed an important goal.
It was agreed that partnership andarticulation between Japanese language
teachers’ organizations would be facilitated by establishment of a central
office with executive director and staff.
This office could assist with grantwriting to get funding for projects
identified by the field. This central
office would also play a role in information exchange and networking,building on regional efforts throughcooperation and collaboration between
ATJ and NCSTJ so as to involve
teachers at all levels and specialists inall parts of the field (language, linguistics, literature). The central collaborative office should play a role in “traffic
control” for information collection anddissemination. It should work withstate foreign language supervisors,other languages groups, and organizations such as ACTFL. The central
office should also function as a clearinghouse of program descriptions soteachers could help students choose
programs (university, study abroad,summer intensive). It should develop
the ATJ web page to make it a fieldwide resource through links and investigate the online sharing of non-proprietary teaching materials.

In addition, it was recognized that
there is a need for regional/local
meetings as well as national, and thatthe central organization needs toencourage regional groups and toreach out to isolated teachers withlittle connection to organizations andresources. The value of actually visiting different programs (K-12/university/community college, etc.) to learn
what goes on was noted.
Areas targeted for research included
development of assessment tools forvarious purposes, ethnographic classroom research, research to suppor t
articulation efforts (how students fareand why), development of a unified
curriculum model, profiles of programs with detailed description,
research on student motivation andmatch to enrollment, and attrition.
It was also noted that there is a needto disseminate the results of thisresearch where it can do some good,
both within the profession and toadministrators and the public.
Support for schools in terms ofmaterials, equipment, staff, etc., continues to be important. There is aneed for leadership development andfor strong pre-service programs thatwill diminish the need for in-service
training. We need to motivate students to study Japanese, throughstudy abroad programs, etc. Teachers
need training in content, methodology, and professionalism (what it takes
to develop and maintain strong programs, including leadership, skills,
outreach, advocacy, understanding of
the American educational system andinstitutions). Support needs to reachbeyond teachers and students tocounselors, advisors, parent/community groups, to help them recognizethe value of Japanese study. We
should help schools find ways tointegrate language instruction withthe total curriculum moral andmonetary support to administrators
would help. A network for teacher
training programs, few and isolated,would be useful, as well. And there isa continued, even increasing, need fortravel grants for professional development as well as research /study, aneed for grants for library visits forresearch and for program visits forassessment and research.
Among the aspects of teacher training and professional development
targeted were workshops to assist
teachers in understanding and using
the standards, leadership training, andcontinued training in basic technology and its use. Both strong BA level
certification programs and excellent
in-service training focusing on continued language and content development for non-native speakers andpedagogy (and understanding of theAmerican school system) for natives
are needed. Such training should
cover not just language and culture,
but also general knowledge about
language and basic principles. The
profession must define the coreknowledge a teacher needs. And
such training needs to be available
and affordable for all.
Needs identified related to methodology and materials included: materials
for all levels and for diverse learners,
increased availability of pedagogical
technology, authentic materials,“plug-in” lessons on different topics
that can be integrated into a varietyof curricula, advanced level intellectually-motivating materials based on(continued on page 4)

Task Fo rce Pro p o s a l
Beginning with the question of how
the field of Japanese language education might be best supported, presented and approved, it was the sentimentof the group that a central collaborative agency was becoming necessary to
the profession. The ultimate structure,
personnel, and funding for this entity
were left open for further considerationby the NCSTJ and ATJ. This officewould serve the profession as its logistical center, striving to meet each of theobjectives discussed below.
Advocacy. In its role as advocate

for the profession, the agency would
engage in activities both within theJapanese teaching community and within the greater society on behalf of theprofession. Efforts could be made to
articulate and present the value ofJapanese language learning to students,
parents, counselors, administrators, andinterested players in the community.
The office would also maintain a presence on the World Wide Web to benefit
teachers and to communicate thestrength of the profession to others.
The central office would serve as aclearinghouse of information for all
interested parties wanting to know
more about the profession. In addition, this office would work with funding organizations to procure the financial support necessary to accomplish
the objectives of the profession.

and administrators be educated to consider how the objectives set forth can beachieved in the schools. Development ofteaching materials and assessment tools,
both for individual courses and for
entire programs, will also play a criticalrole in the long-term achievement of thegoals described in the national standards.
Teacher training anddevelopment. Greater availabilityof quality teacher training is needed forpre-service teachers-to-be, in-service
teachers, and for certification. The profession should help to ensure that allteachers have a minimum level of competence by defining professional teacher
standards and working to help teachers
meet them through a variety of training
programs.
Research and development.

Support both for research and for dissemination of the results of research isimportant to the field. Areas include:classroom practices, articulation among
various levels, assessment, applicabilityof teaching materials and methods todiverse audiences, methods of deliveryof instruction (immersion, study abroad,distance learning, etc.), second language
acquisition, and general research in language and culture, among others. The
central office can play a role in securing
funding, bringing researchers together
for research projects, and disseminationof information.

Infrastructure building.

An important aspect of infrastructurebuilding is the creating of standards
and guidelines for Japanese instruction.
It is important that the national standards be completed, and that teachers( This proposal was compiled by Laure l
Rasplica Rodd, based on proposals
submitted by Pamela Delfo s s e, Norm a n
Masuda, Charles Quinn, and Ya s u ko
Ito Wat t . )(continued from page 3)

authentic texts and video, and materials that lead students through language to knowledge of other fields.
The problems of copyright continue
to be an issue when adapting authentic materials to pedagogical use.
Technology was discussed both as acommunication tool and instructional
technology. We need instructional
materials for different audiences anddifferent purposes, and we need toevaluate teaching technology, assess its
uses and benefits, and develop “templates” for authoring materials. We
also need a “gigantic clearinghouse”

with responsible managers wellinformed about the field to gather
and disseminate information to thefield and to the broader community.
The group discussed the cur rent
status of NCSTJ/ATJ ties. NCSTJ
was organized in 1992, with ATJ
assistance, to focus on the rapidly
expanding area of secondary Japanese
language education. The Presidentsof the two organizations sit on eachothers’ Boards of Directors, and theorganizations cooperate on a variety
of projects of interest to the Japanese
language field (such as Standards, thisbrainstorming meeting, etc.). The
two organizations share many goals
and also many members.
Dick Brecht suggested that theJapanese language field consider
developing something like a “national Japanese network” to bring theresources of the field together, develop standards, offer certification, etc.
Such a network might support thefunctions of providing information,communication, teaching, learning,assessment, and gathering and disseminating information for application of research projects.

ATJ BOARD MEETING (September 27, 1997)
such as the state and regional
language organizations
The Board of the Directors of the
Association of Teachers of Japanese
engaged in a strategic planningsession at their mid-year meeting
September 27, 1997. The Board
discussed the outcomes of the
Washington Summit and theColorado Springs meeting describedabove, discussed association goals
and priorities, and voted unanimously
to “investigate with the NCSTJ thepossibility of establishing a central
collaborative office with paid executive director and staff support that
could relieve the elected officers ofboth organizations of some aspectsof administration of, and fund raising for, projects determined by the
Boards of both organization.”
Among the goals identified by the
Board in strategic planning werethese. (This is a preliminary list;
priority items are starred, but theother items were not ranked.) :A.

G AT HE R A N D

I DS S E M T I E N A

I N F O AR TMI O N•** support activities of the Study
Abroad Clearinghouse project toencourage more American
students to study abroad in Japan•

maintain a presence and participate in lobbying and professionalorganizations•

recruit broader membership•

publicize findings of researchand communicate the strength ofthe profession
educate administrators and the
public•create opportunities for ongoing,
fieldwide discussion•

identify national issues and help
the field prioritize••

publish information of interest
to all members of the field

C . N E TW OR K I NA G
ND

publish relevant listserv
information in the Newsletter•** complete standards forJapanese language learning(circulate drafts widely for
feedback by mail, web page,and discussion at professional
meetings)•** complete framework foradvanced Japanese (circulate
drafts widely for feedback by
mail, web page, and discussion
at professional meetings)•

I NF R A S
R T
U C T
R EU B UL ID I N G

B . A D V O
A CY
C

•

•

disseminate information on theactivities of other languageteaching related organizations
encourage inclusion of information on Japanese studies atmeetings of other organizations,ATJ on the World Wide Web

The afternoon session focused on
ways the Japanese language field
could organize to work together andmeet some of the goals describedabove. Models for a collaborative
mechanism to address research anddevelopment, infrastructure, advocacy,
and teacher training were discussed.
A task force (Yasuko Ito Watt,
Charlie Quinn, Pamela Delfosse,
Norman Masuda) was commissioned
to develop a proposal for such a collaborative mechanism to be presented
for discussion at Board meetings ofboth NCSTJ and ATJ.

•

target broader executive board
representation•

expand cross-representation
between ATJ/NCSTJ•

develop connections with
regional organizations•

offer to publish news/newsletters on ATJ web page•

expand variety of informationon the ATJ web page to include
detailed information on programs, job openings, professional
development activities, funding
sources, ongoing and completed
research, certification, etc.

http://www.colorado.edu/ealld/atj
Susan Schmidt • Director of S t u dy A b ro a d / Japan ClearinghouseA s s o c i ation of Te a ch e rs of Ja p a n e s eStudy abroad, new technology for Japanese-language instruction, and job opportunities in the expanding field of Japan studies are just three of the themes that areemphasized on the new website of the Association of Teachers of Japanese (ATJ).
For ATJ, the Internet presents a new and dynamic addition to the ways in which theorganization can communicate with its far-flung membership of more than 1200
teachers of Japanese at the secondary and university levels. It is being used toannounce job openings, to help members look for research collaborators and improvetheir skills, and to publicize the Association’s activities. It provides links with othersources of information on Japan and on the teaching of its language and culture.
As part of a new effort to increase the opportunities for undergraduate students tostudy in Japan, ATJ has established the StudyAbroad/Japan Clearinghouse. With theassistance of the Japan-US Friendship Commission, the Clearinghouse is collecting
and publicizing information on study-abroad programs, encouraging ATJ member
teachers and their students to consider a semester or a year in Japan as part of theircourse of study, and working to find new sources of financial and logistic support
for American students in Japan.
The Association can also be contacted by mail, at Campus Box 279,
University of Colorado, Boulder, CO 80309; by phone at (303) 492-5487;
by fax at (303) 492-5856; and by e-mail at <atj@colorado.edu>.

•

emphasize learner-centeredteacher training•

assess established means of preservice and in-service training
and try new ones (degree andcertification programs, summer
programs, workshops andmeetings, internships andTAships, technology, newsletters)

E . R E S E A RA CNDH
D . T EA CH ERR
T A N
I I N GN D A

D EV EL O P
M E N T•

organize workshops on standards
for Japanese language learning•

develop and coordinate professional development workshops•

develop professional teacher
standards for Japanese

D EV EL O P
M E N T•** develop outcomes assessment•** develop teacher assessment•

develop joint research projects
incorporating and serving alllevels and instruction•

assess success of articulation
projects•

assess immersion programs•

assess impact of study abroad•develop learning resources•

other areas:— teaching of literature— content-based language
instruction— placement

ATJ is now looking forward to working with NCSTJ on establishing acentral office, as well as on the various needs of the field identified
above.
L a u rel Rasplica Ro d d
P resident, AT J

Call for Input: Standards forJapanese Language Learning( O ctober 1997)

H i ro ko C. Kat a o k a
C h a i r, Japanese National Standards
Task Fo rc e
U n iv e rsity of O re g o n / C a l i fo rnia Stat e
U n iv e rs i t y, Long Beach
The National Standards in Foreign
Language Education Collaborative
Project (NSFLECP) last year
published the results of its efforts,
S t a n d a rds for Fo reign Language
L e a rning: Preparing for the 21stC e n t u ry (hereafter referred to as“ S t a n d a rds for Learn i n g ”). This
document presents five goal areas,
Communication, Cultures, Connections, Comparisons, and Communities, with a set of standards for each.
It also includes some sample prog ress
indicators for each standard, alongwith examples of learning
scenarios.
The set of standards set forth in
S t a n d a rds for Learn i n g applies toall foreign languages. As it was being
developed, though, it became apparent
that this generic set of standards
could not accommodate significant
differences posed by some foreign
languages. This realization led the
NSFLECP to develop languagespecific standards as well.
In response, the Association ofTeachers of Japanese (ATJ) andthe National Council of Secondary
Teachers of Japanese (NCSTJ), which
represent the Japanese language in
the NSFLECP, formed the JapaneseStandards Task Force in November,
1996 to develop specific standards
for Japanese based on a careful examination of the generic document. The
twelve-member task force, which iscomposed of K-12 and college teachers of Japanese from Hawaii to New
England, has worked for the last 10
months individually, as small g roups,
and as a committee of the whole todevelop standards for the learning of
the Japanese language. The members
are listed as follows:
Pamela Delfosse, Madison WestHigh School, Wisconsin
Yumiko Guajardo, US Air Force
Academy, Colorado
Kim Jones, University of
Arizona, Arizona
Yoko Kano, UNC-Wilmington,
North Carolina
Hiroko Kataoka, University ofOregon, Oregon / California
State University, Long Beach,
California
Waunita Kinoshita, Urbana HighSchool, Illinois
Norman Masuda, Palo Alto HighSchool, California
Toyoko Okawa, Punahou
School, Hawaii
Carrie Penning, East Hartford
Glastonbury Magnet School,
Connecticut
Yasu-hiko Tohsaku, University ofCalifornia, at San Diego, California
Yasuko Ito Watt, Indiana University,
Indiana

The NSFLECP is the major funding
source for the Task Force, with additional funding provided from theJapan Foundation & Language Centerin Los Angeles. The U.S. Air Force
Academy also kindly made available
their facilities to us for a one-weekmeeting.
The first draft of the JapaneseStandards is now ready for review
and comment by NCSTJ and ATJ
members. Below are several important
points concerning this document.
First, however, an important noticefor your attention: the Task Force isinviting all Japanese teachers to readthe draft and send in feedback, including suggestions for changes. Any input
you can give us will be extremely helpful. If you are a concerned teacher ofJapanese you also have a stake in theprocess, because once the standards
are accepted by state and local school
districts they will probably have somekind of impact on your teaching.
The Japanese Standards draft is available through the ATJ web page (www.
COLORADO.EDU/EALLD/ATJ).

For those of you who do not haveaccess to a computer or the web, printed copies are available from the ATJ
office at the University of Colorado.
Please write to the following addressfor copies of the first draft of theJapanese Standards and/or the evaluation form for the draft:ATJ
CAMPUS BOX 279

University of Colorado
Boulder, CO, 80309-0279
ATJ@COLORADO.EDU

We would also like to solicit somelearning scenarios from teachers ofJapanese. Selected contributions, withsome possible editing by the task
force and professional editors, will
be included in the final document.
The contributors will of course be
acknowledged in the final document.
We will need scenarios for grade
school and middle school as well as
for high school and college.
And now, several points that we would
like the readers to know about theJapanese Standards:• Japanese Standards follow thecontent and format of the genericstandards. We strongly recommendthat you read S t a n d a rds fo r
L e a rn i n g either prior to or concurrently with the Japanese document.
(S t a n d a rds for Learn i n g is available
from ACTFL, 6 Executive Plaza,
Yonkers, NY 10701-6801.)• STANDARDS in both S t a n d a rds
for Learn i n g and the Japanese
specific document are Content
Standards which define what all
students should know and to beable to do: they are NOT performance standards that define how
well students demonstrate competency in the foreign language.
• SAMPLE PROGRESS
INDICATORS are statements thatreflect student progress in meetinga standard, which can be realistically achieved at some level of performance by all students. They
reflect student progress in meeting
standards, but they are NOT
Standards, nor are they proficiency

requirements. The progress indicators assist states, districts, schools,
and universities and colleges inestablishing acceptable performance levels.
• LEARNING SCENARIOS are
examples of standards-driven classroom activities. Teachers are notexpected to replicate these activities
in class, although they offer teachers hints for useful activities andcan be adapted easily into many
classrooms.
• The main differences between thegeneric and the Japanese documents are in the sample progress
indicators and learning scenarios.
The goals and the standards arealmost identical in both documents, except for the name of thelanguage. Many of the sample
progress indicators for Japanese aresimpler than the generic ones forthe same grade level, reflecting therealities of teaching and learning aClass IV* language. The Japanese
document also includes sample
progress indicators for grade 16.
(The generic document only goesup to grade 12.) The Task Forcebelieves that the standards project,
as a joint effort for K-college
teachers, should help to lay theground work for addressing thearticulation issues we have long
been discussing.

learning will become available tostudents across the United States
beginning as early as kindergarten.
Until that happens, however, it
will be necessary for teachers andadministrators to adapt these standards to presently existing programs while they explore possibilities for fuller programs in the
future. For example, one can apply
the sample progress indicators forthe grade 4 level to the grade 12
level, adapting for age appropriateness, if entry in the 10th grade is
the norm in a particular school
district. Also, the document
includes some sample learning
scenarios that are appropriate forthose who start Japanese study at
the high school level or even at
the college level.
The completed document, S t a n d a rd s
for Japanese Language Learn i n g, will
be published by the NSFLECP in
November of 1998. In order to meetthe deadline, the Japanese Task Forceis to submit the final draft to the
NSFLECP by early September. We
would like your input, therefore, by
mid-January. Your comments will beanalyzed and good suggestions adapted or incorporated at the next meetingof the Task Force, currently scheduledin March, 1998.
The Task Force would like to thankyou in advance for your cooperationand hopes to work towards a final
document that the entire profession
can be proud of.

• Many reviewers will notice thatthe sample progress indicators
assume a single entry point at
kindergarten, which is unrealistic
in today’s Japanese language educa- * The major foreign languages of the worldtion. There are few programs
have been classified by the Foreign Service
nationwide in which students canInstitute into four categories depending uponstudy Japanese for 17 years. One
how difficult they are for native speakers ofmight argue, then, that such a docEnglish to learn. Japanese, along with suchument is useless. It was compiled,languages as Chinese, Korean, and Arabic,
however, in the hope that thebelongs to Class IV, the most difficult group.
opportunity for Japanese languageTe a ch e rs ’ Training
in Santa Monica
Report on the Japan Foundation’s Fifth
Summer Workshop for Pedagogy for Secondary
School of Teachers of Japanese
Yasu-Hiko Tohsaku
Associate Professor
Director, Language Program
Graduate School of International Relations
and Pacific Studies
University of California, San Diego
In light of the fact that many Japaneseteachers enter the profession with noor insufficient pre-service training,such an in-service professional development workshop as the JapanFoundation’s summer pedagogy workshop for secondary school teachers ofJapanese is important for the improvement of our profession. The fifth
annual pedagogy workshop was heldfrom June 23 through July 2, 1997 at
the Japan Foundation and Language
Center in Los Angeles. I had the pleasure to observe this intensive workshop where 12 secondary school
teachers of Japanese from the UnitedStates and Canada received pedagogical training from three lecturers of theLanguage Center.
The main goal of the workshop was
to become familiarized with the development and implementation of alanguage lesson within the frameworkof proficiency-oriented instruction.
This workshop consisted of five welldesigned phases: introduction phase,model demonstration phase, lesson
development phase, simulated practicephase, and self-evaluation phase.
The workshop started with an introduction to basic principles of proficiency-oriented instruction. The
participants answered self-reflective
questions and considered if theseprinciples are incorporated in theirteaching. They also looked at several
textbooks including the ones currently
used at their school and evaluatedtheir content in terms of the basic
principles. Then, the participants wereintroduced to the development
process of a lesson that consists offour stages of instruction: presentation stage, input stage, output stage,
and real world task stage. It wasemphasized that it is important forteachers to set functional goals foreach lesson and design activities so as
to achieve those goals most effectively
within the framework of proficiencyoriented instruction.
During the model demonstration
phase, the Japan Foundation’s lecturers
demonstrated model activities step bystep to the participants, who played
the role of students in the simulatedclassroom instruction. Through aseries of demonstrations, the participants had opportunities to learn what
effective classroom activities look like,how they work in actual learning contexts, and how to manage the classduring those activities. After eachdemonstration, there were active discussions on a variety of issues related
to lesson planning, classroom activities, materials design, textbook adaptation, classroom management, andstudents’ motivation. The focus of theworkshop was on the development oforal abilities, but there were discussions on and demonstrations of reading and writing activities within theframework of proficiency-oriented
instruction. There also was a short,
but excellent presentation on assessment. No curriculum is complete
without a good assessment. I hopethat more attention will be directed toassessment in future workshops.
In the lesson development phase, theparticipants first decided on what
functional goal they would like toachieve in the lesson they would develop in consultation with the lecturers.
During this individual consultation,
the lecturers gave advice to the participants taking into consideration theirteaching contexts, their students’ profile, textbooks and accompany materials they were using, their teachingstyles, and other relevant factors. The
participants spent one and a half days
to develop an initial lesson plan. The
lecturers reviewed it and made suggestions for improvement. The participants spent one whole day to revise
their lesson plan and prepare the final
materials for their simulated classroom teaching. While developing theirlesson plan and materials, the participants took advantage of a hugeamount of library resources available
at the Language Center and the JapanFoundation’s Nihongo Library.
In the next phase, each participant
gave simulated classroom instruction
following the lesson plan and using
the materials he or she developed, infront of other participants, whoplayed the role of students. I could
tell that all participants made every
effort to give the most effective lesson
possible by applying what they hadlearned in the preceding week. Aftereach demonstration, the lecturers andparticipants as well gave feedback
regarding the effectiveness of the lesson and materials, class management,teaching strategies, time management,
and other related issues.
Each lesson demonstration was videotaped, and during the last phase, eachparticipant watched his or her demonstration on video and reflected on
his/her teaching in relation to thegoal he or she had set. In some cases,
the lecturers watched the video
together with participants and provided very detailed feedback.
The participants were required towrite a journal reflecting on their own
teaching based on the discussions andworkshop activities for each day. In
fact, this workshop distinguished itself
from other workshops I had attended
before in that it emphasized the selfreflection of participant’s teaching.
The participants were given opportunities to reflect on their own teachingby several means: not only journal
writing, but also observation of lecturers’ and other participants’ simulated teaching, and that of a videotapeof their own teaching. Extensive oneto-one consultations with lecturers
also helped the participants find problem areas of their teaching and discover ways to improve their teaching. To
know what the strengths and weaknesses are as a teacher, to observe theirown teaching process, and to reflect
on the attitude towards teaching andtheir philosophies of teaching is a
first step toward the improvement ofteaching. The self-reflection questions

prepared for the participants for eachday provided them with opportunities
to look at their teaching from manydifferent angles. While many participants took advantage of this selfreflective journal writing, some ended
up writing just a personal journal
without knowing the real purpose of
the journal. Self-reflection should be
an integral part of any in-service
teacher training, and the future
workshops organized by the JapanFoundation should continue to use
self-reflective journals, but with somemodifications of questions so as tohelp teachers more effectively reflect
on their teaching.
Throughout the workshop, the participants had opportunities to engage
with their colleagues, teaching materials, and new ideas in an active, meaningful manner. I saw several participants share and exchange ideas aboutteaching over or after dinner in the
hotel. Native teachers helped nonnative teachers with their Japanese,while the latter helped the former
with ideas on how to manage a classroom. I saw a lot of collaborative
work amongst teachers participatingin this workshop and realized thatsuch collaboration would help us
grow professionally to a great extent.
All the participants appreciated thehard work of the lecturers. I attended
several of their end-of-the-day meetings, where they discussed each individual participant’s training needs aswell as the day’s activities and the following day’s training plan. I was verymuch impressed with their dedicationand commitment to the professional
development of secondary school
Japanese teachers. They are knowledgeable of the current situation ofJapanese language teaching at thesecondary level and what must be
done in order to improve its quality.
It would be difficult to cover a variety
of topics in a short period of time,
but I thought that the participants
would benefit from the workshop if
more attention were given to curriculum goals, needs analysis, learnercenteredness, and learning styles andstrategies as well as assessment, as
mentioned above. It would be a goodidea to offer a workshop that concentrates specifically on one of these
specific topics, too. As a person who
occasionally gives workshops, I knowthat many teachers end up not implementing what they learned in workshops and sticking to their old
practices due to their hectic teachingschedule. It would be advisable to havefollow-up sessions for the workshop
participants so as to check how they
applied their learning in the workshop
to their teaching. This way, we will
ensure that the impact of the workshop lasts long.
The workshop was a high-quality
professional development program forin-service secondary school teachersof Japanese. I recommend it to those
who would like to improve the effectiveness of their teaching as well as
those who wish to keep up with thecurrent trends of language teaching.
Japanese teacher training specialists
agree on the importance of language
training for non-native teachers. Thissummer, the Japan Foundation andLanguage Center started a language
training workshop. It is a welcome
addition to the repertoire of theCenter’s training activities. This new
training is highly recommended tothose teachers who would like toenhance their Japanese language
abilities.

The Fifth Summer
Workshop for Pedagogy(June 23 ~ July 2, 1997)

Language Program(July 28 - August 9, 1997)
ParticipantsParticipants

Jan Asato, Sacred Hearts Academy,
Honolulu, Hawaii
Takako Berlin, Arvida Middle School
Miami, Florida
Tom Carlson, Kelowna Secondary
Kelowna, British Columbia, Canada
Jennifer Coburn, Shaler Area Middle
School Glenshaw, Pennsylvania
Isabel De Valdivia, Perry Traditional
Academy Pittsburgh, Pennsylvania
Fumiko Harada-Ziemer, St. John’s
School Tumon Bay, Guam
Lyn Jackson, Mariner High School
Everett, Washington
Richard Janzen, J.L. Jackson Jr.
Secondary Salmon Artm, British
Columbia, Canada
Mariko Kaji, J.L. Mann High School
Greensville, South Carolina
Yuko Koyama, Holton Arms School
Bethesda, Maryland
Sherilynn Shinsato, Pleasant Grove HighSchool Pleasant Grove, Utah
Hiroko Vink-Kazama, Punahou School
Honolulu, Hawaii
Teaching Staff

Hiroko Furuyama, The Japan Foundation& Language Center in Los Angeles
Mamoru Ikuta, Same as above
Kimiko Kabutomori, Same as above
Evaluator

Yasu-hiko Tohsaku, University ofCalifornia, San Diego
Objective

The course allowed the participants to
explore and develop “better teaching” intheir own teaching contexts through thefollowing:

1) Sharing ideas and experiences withother participants.
2) Making teaching plans anddemonstrating simulated teaching.
3) Self-evaluating their own teaching.
Content

The 9-day workshop covered:
1) Principles:
Participants were familiarized withbasic principles for proficiencyoriented instruction.
2) Application:
Participants explored throughdemonstrations and discussions how
to apply principles for proficiencyoriented instruction to their own
teaching contexts.
3) Text Analysis and Supplementary
Materials:
Participants analyzed textbooks
including the one cur rently used intheir schools. Participants also wereintroduced to supplementary materials
in our Nihongo Library collection.
4) Making Teaching Plan:
Participants set their own goals
to improve their teaching, made ateaching plan to achieve their goals
and implemented the plan insimulated teaching.
5) Simulated Teaching Practice:
Each participant demonstrated
his/her teaching in 50 minutes at theconclusion of the workshop, and it
was video-recorded and given to theparticipant as a resource for selfevaluation.
6) Self-Evaluation:
Each participant viewed his/her own
teaching demonstration video, andreflected on the teaching in relation
with the goals he/she had set before
making teaching plan.

Marjorie Carlile, Wasatch High School
Heber City, Utah
Satorina Chargualaf, L.P. Untalan Middle
School Barrigada, Guam
Nicol Freiner, Owego Free Academy
Owego, New York
Rebecca Hanten, City High School Iowa
City, Iowa
Marcia Muench, John F. Kennedy Middle
Magnet Riviera Beach, Florida
Leslie Trimble, Booker T Washington
High School, Alabama
Michele Uehara, Moanalua High School
Honolulu, Hawaii
Anna Verdi, Saint Ann’s School Brooklyn,
New York
Roberta Young, Patrick Henry
Preparatory New York, New York
Teaching Staff

Hiroko Furuyama, The Japan Foundation& Language Center in Los Angeles
Mamoru Ikuta, Same as above
Kimiko Kabutomori, Same as above
Evaluator

Yasu-hiko Tohsaku, University ofCalifornia, San Diego
Overview

This new program was for professional
development for in-service non-native
secondary school teachers of Japanese.
The whole program was conducted basedon the principles of proficiency-oriented
instruction. The following objectives wereaccomplished in the program:
1) Participants refined their Japanese
language skills, given an opportunity
to be in an immersive environment in
the target language.
2) Participants advanced their communicative skills applicable in complex
real world situations.
3) Participants utilized books andaudio-visual materials in our Nihongo
Library for self-study during the
program.
Level: Intermediate (equivalent to 200
level college Japanese language course)N ational Survey

more in-depth and analytical research in the United States,in collaboration with other organizations.

In 1998, the Foundation plans to conduct a new worldwide survey on the cur rent status of Japanese language
education, as a follow up to our latest one in 1993.

In this economically challenging era, especially challenging
for foreign language education, it may be crucial to know
the realities in, surrounding, and behind the teaching andlearning in Japanese education.

In addition to the survey’s basic purpose, that is, an organizational search to gather information such as numberof schools and enrollments, the Japan Foundation andLanguage Center in Los Angeles hopes to conduct some

The questionnaires will be disseminated in the spring of
1998, and are planned to be collected by the summer.
Results will be available to public in the following year, 1999.

The Japan Foundation and Language
Center in Los Angeles Goes On-Lineh t t p : / / w w w . j f l a l cis .whereo r g The Japan Foundation and Language Center in

Los Angeles has put program and grant information on line.
It is divided into five sections; 1) Arts and Culture, 2) Japanese Language,3) Nihongo Library, 4) Directory and Information, and 5) Newsletter.
Arts and Culture and Japanese Language sections contain descriptions and application information of various grant
programs from Headquarters, as well as those of Los Angeles Office. It also contains grantee’s lists and other programs
information including workshops and film programs. In Nihongo Library section, a visitor may browse the list of items
on primarily Japanese language instructional material and also information for membership to the library. Directory andInformation includes office directory of our Los Angeles office with contact information, links to other JapanFoundation offices and other related organizations, such as ACTFL, ATJ, Japanese Consulates General, and JapanAmerica Societies. It also has application information for use of the office hall for lecture and seminar. Newsletter section is the on-line version of recent contents of Breeze/Asagi.
This is a “in -house” web-site, which our Website Task Committee, Aki Yamasaki, Alan Kita and Eiichi Ito composed.
Any comments and suggestions on how to improve our web-page are welcome.

AS A G I
NEWS ON ARTS & CULTURAL PROGRAMS AT THE JAPAN FOUNDATION IN LOS ANGELESJapanese Film Related Monographs
and Serials in Nihongo Library

Japanese Film Directors / Audie Bock. New Paperback edition
with updated filmographies. Preface by Donald Richie.
Tokyo: Kodansha International, 1985. (778.21 BO)(as of November, 1997) Sorted by title

キネマ旬報 Kinejun. (Bimonthly) Tokyo : Kinema Junposha.
[June 1995, No. 1163- ].

1994 Tokyo International Film Festival in Kyoto ; September 24- October 2, 1994. Tokyo: Tokyo Kokusai Eiga Soshiki
Iinkai, 1994. (REF 778.210)
1995 Tokyo International Film Festival ; September 22 - October
1. Tokyo: Tokyo Kokusai Eiga Soshiki Iinkai, 1995. (REF
778.21)
Art and Film Since 1945: Hall of Mirrors / Kerry Brougher. Los
Angeles: Museum of Contemporary Art, Los Angeles,
1996. (778.253 BROUG 1996).
Cinema, Censorship, and the State: The Writings of Nagisa
Oshima, 1956-1978 / Nagisa Oshima. Edited and with an
Introduction by Annette Michelson. Cambridge: The MIT
Press, 1992. (778.1 OS).
Cinematic Landscapes: Observations on the Visual Arts andCinema of China and Japan / Linca Ehrlich ; David Desser
ed. Austin: University of Texas Press, 1994. (778.2 EHRL
1994).
Currents in Japanese Cinema / Sato Tadao. Trans by Gregory
Barrett. Tokyo: Kodansha International, 1982. (778.21
SA).

Mr. Smith Goes To Tokyo: Japanese Cinema under the American
Occupation, 1945-1952 / Kyoko Hirano. Washington:
Smithsonian Institution Press, 1992. (778.21 HI 1992).
日本映画俳優全史: 男優編. (Nihon Eiga Haiyu Zenshi: Dan
yuhen) / Katsuhito Inomata and Rikiya Tayama. Tokyo:
Shakai Shisosha, 1978. (778.1 IN 1).
日本映画俳優全史: 女優編. (Nihon Eiga Haiyu Zensh
Joyuhen) / Katsuhito Inomata and Rikiya Tayama
Tokyo: Shakai Shisosha, 1977. (778.1 IN 2).
日本映画作家全史: 上. (Nihon Eiga Sakka Zenshi : Jo)
Katsuhito Inomata and Rikiya Tayama. Tokyo: Shakai
Shisosha, 1978. (778.1 INa 1).
日本映画作家全史: 下. (Nihon Eiga Sakka Zenshi: Ge)
Katsuhito Inomata and Rikiya Tayama. Tokyo: Shakai
Shisosha, 1978. (778.1 INa 2).
日本映画監督全集 (Nihon Eiga Kantoku Zenshu) (キネマ旬報増刊). Tokyo: Kinema Junposha 1976. (778.3 KI 1976).
日本映画作品集 (Nihon Eiga Sakuhinshu) (キネマ旬報増刊
Tokyo: Kinema Junposha, 1973. (778.21 KI 1973).

映画年鑑１９９６年版. (Eiga Nenkan 1996-nenban) / Yasuo
Kawabata ed. Tokyo: Jiji Eiga Tsushinsha, 1995. (REF
778.032 EIGA).

世界映画記録集 (Sekai Eiga Kiroku Zenshu) (キネマ旬報増刊). Tokyo: Kinema Junposha, 1973. (778.2 KI 1973)

映画ビデオイヤーブック１９９６. Film & Video Year Book
1996. (Kinema Jounpo: Zokan 4.30; No. 1190). Kinema
Junposha, 1996. (REF 778.21 KINE).

世界映画作品・記録集 (Sekai Eiga Sakuhin, Kiroku Zenshu)(キネマ旬報増刊). Tokyo: Kinema Junposh, 1977. (778.2
KI 1977).

映画史上ベスト２００シリーズ：日本映画 (Eigashijo Best
200 Series: Nihon Eiga. The Great Films of theWorld/Japan) (キネマ旬報増刊). Tokyo: Kinema
Junposha, 1977. (778.21 KI 1982)

Warrior's Camera: The Cinema of Akira Kurosawa / Stephen
Prince. Princeton: Princeton University Press, 1991. (778.3
PRICE 1991).

映画ジャンル論: ハリウッド的快楽のスタイル. (Eiiga Janru
Ron: Hariuddo Teki Kairaku No Sutairu) / Mikiro Kato.
Tokyo: Japan Heibonsha, 1996. (778.253 OS).

The Waves at Genji's Door: Japan through its Cinema / Joan
Mellen. New York : Pantheon Books, 1976. (PN
1993.5.J3 M4)

Nihongo Library Feature Film
Video List (no English subtitles)

溝口健二 (Mizoguchi, Kenji)
近松物語 (Chikamatsu Monogatari) = A Story from
Chikamatsu. B/W, 102 min., 1954.

(as of November, 1997) Sorted by directors

雨月物語 (Ugetsu Monogatari) = The Ugetsu Story.
B/W, 124 min., 1954.

深作欣二 (Fukasaku, Kinji )仁義なき戦い(Jingi Naki Tatakai) = Tarnished Code ofYakuza (a.k.a. Battle Without Honor and Humanity).
Color, 99 min., 1973.

山椒大夫 (Sansho Daiyu) = Sansho the Bailiff. B/W,
124 min., 1954.

仁義の墓場 (Jingi No Hakaba) = Graveyard of Honorand Humanity. Color, 94 min., 1975.
本多猪四郎 (Honda, Ishiro)
ゴジラ (Gojira) = Godzilla. B/W, 97 min., 1954.
市川崑 (Ichikawa, Kon)
炎上 (Enjo) = Conflagration. B/W, 99 min., 1958.
おとうと (Otouto) =Younger Brother. Color, 98 min.,1960.
今村昌平 (Imamura, Shohei)
にっぽん昆虫記 (Nippon Konchu Ki) = The Insect
Woman. B/W, 123 min., 1963.
赤い殺意(Akai Satsui) = Unholy Desire. B/W, 150
min., 1964.
神々の深き欲望 (Kamigami No Fukaki Yokubo) =Legend from a Southern Island. Color, 175 min., 1968.
豚と軍艦 (Buta To Gunkan) = Hogs and Warships.
B/W, 108 min., 1960.
川島雄三 (Kawashima, Yuzo)
幕末太陽傳 (Bakumatsu Taiyo Den) = Not Long After
Leaving Shinagawa. B/W, 110 min., 1957.
女は二度生まれる (Onnawa Nido Umareru) = Woman
are Born Twice. Color, 99 min., 1961.
工藤栄一(Kudo, Eiichi)
十三人の刺客 (Jusan Nin No Shikyaku ) = Thirteen
Assassins. B/W, 125 min., 1963.
黒澤明 (Kurosawa, Akira)
酔いどれ天使 (Yoidore Tenshi ) = Drunken Angel.
B/W, 98 min., 1948.
白痴 (Hakuchi ) = The Idiot . 2 vols., B/W, 166 x 2 v.,
1951.
野良犬 (Norainu) = Stray Dog. B/W, 122 min., 1949.
羅生門 (Rashomon) = Rashomon. B/W, 87 min., 1950.
増村保造 (Masumura, Yasuzo)
兵隊やくざ(Heitai Yakuza). B/W, 103 min. 1965.
三隅研次 (Misumi, Kenji)
座頭市物語 (Zatoichi Monogatari) = Life and Opinionof Masseur Ichi. B/W, 96 min., 1962.

岡本喜八 (Okamoto, Kihachi)
斬る (Kiru) = Kill. B/W, 114 min., 1968.
小津安二郎 (Ozu, Yasujiro)
生まれてはみたけれど(Umarete Wa Mitakeredo) = I
Was Born, But... B/W, 90 min., 1932.
晩春 (Banshun) = Late Spring. B/W, 108 min., 1949.
麦秋 (Bakushu) = Early Summer. B/W, 124 min.,1951.
清水宏 (Shimizu, Hiroshi)
風の中の子供 (Kaze No Naka No Kodomo). B/W, 86
min., 1937
鈴木清順 (Suzuki, Seijun)
けんかえれじい (Kenka Ereji) = Elegy for a Quarrel.
B/W, 86 min., 1966.
殺しの烙印 (Koroshi No Rakuin) = Branded to Kill.
B/W, 91 min., 1967.
寺山修司 (Terayama, Shuji)
寺山修司実験映像ワールドvol. 1 (Terayama Shuji
Jikken Eizo Warudo) = Experimental Image World of
Shuji Terayama Vol. 1. B/W; Color, 38 min., 19641974.
勅使河原宏 (Teshigawara, Hiroshi)
砂の女 (Suna No Onna) = The Woman in the Dunes.
B/W, 124 min., 1964.
内田吐夢 (Uchida, Tomu)
飢餓海峡 (Kiga Kaikyo) = A Fugitive from the Past.
B/W, 183 min., 1965.
山田洋次 (Yamada, Yoji)
男はつらいよ (Otoko Wa Tsuraiyo) = It's a Hard Life!
Color, 91 min., 1969.
吉村公三郎 (Yoshimura, Kozaburo)
安城家の舞踏会 (Anjoke No Butokai) = The Ball at
the Anjo House. B/W, 90 min., 1947.
市川雷蔵名場面集(Ichikawa Raizo Meibamenshu)= The Collection of Highlight Scenes of Raizo
Ichikawa. Color, B/W, 53 min., 1957-1969.
裕次郎予告編集 (Yujiro Yokoku Henshu)= The Collection of Trailers of Yujiro. Color, B/W, 61
min., 1956-1969.

Guide for the
Nihongo Libra ry
The Nihongo Library at the Japan Foundation and Language
Center in Los Angeles was originally established in 1991
to mainly provide access to Japanese language instructional
materials to the Japanese language educators in the UnitedStates and Canada. The library serves the Japanese language
teachers, researchers, and administrators at teaching institutions. In addition, the library is also open to any person who
is interested in Japan, Japanese language, and Japanese artsand culture. The library also serves its users by cooperatingwith other Japan Foundation libraries in Japan and othercountries.
L IB R A R Y C OL LE C TI O N

The library has a collection of approximately 12,400 volumes in all formats including monographs, periodicals andaudio-visual materials in the field of Japanese language
instruction, and culture and arts as well.
L IB R A R Y H O UR S

The library is open from Monday through Friday, 10 am to
5 pm. The library is closed Saturdays and Sundays, UnitedStates federal holidays, as well as the following days: October
2, December 23, New Year week, and other days when
informed.
L I B R A R Y C AR D

Library collection and facilities are open to the public.
However, only those users holding valid library cards may borrow materials from the library. Applicants who fall into anyof the following categories can apply for a Nihongo Library
Card. The Library Card is issued free of charge after completing an application. (1) Teachers involved in Japanese language education in an educational institution may apply to thelibrary card. (2) Any scholars, researchers, artists, curators,
and administrators who are involved in any cultural activities
and programs with Japan may apply along with a statementof purpose for borrowing the material from the library.
B O R R O WI N G

MATERIA L

Materials may be borrowed for a period of up to three (3)weeks. A member may check out a maximum of three (3)books (i.e., monographs, flash cards, realia, maps, slides,)three (3) periodicals (i.e., magazines and journals) and two(2) audio-visual materials (i.e., audio cassette tapes, video
cassette tapes, Laser Discs, and CDs) from the library at
any one time.
The library circulates materials by mail to serve also
members who live outside of the Los Angeles area. Thosemembers may request materials by mail, fax, phone, or
e-mail with their library card number.
All materials in the library including audio-visual materials
are copyrighted by Title 17 of the United States Code andapplicable international law. Audio-visual materials are forprivate use only. Any other use, copying, reproduction,broadcast or performance of audio-visual materials in public
in whole or in part is strictly prohibited.
Please visit our Web-page at http://www.jflalc.org/ andNihongo Library section. In the section, you may browse
the list of Japanese instructional materials in the collection,
divided by subject.
C O NT A C T I N F O R M A T I O N

For requesting the application for the card and the User’s
Guide of the Nihongo Library, please contact either Rimi
Yang or Eiichi Ito (nihongolib@jflalc.org) at:
T H E N I H O N G O L I B R A RY
T H E JA PA N F O U N DAT I O N A N D
L A N G UAG E C E N T E R I N LO S A N G E L E S
2425 Olympic Blvd. Suite 650E
Santa Monica, CA 90404
Tel. (310) 449-0027; Fax. (310) 449-1127
Toll Free: 1-888-667-0880
Email: nihongolib@jflalc.org
URL: http://www.jflalc.org/nihongolib

1998 Keizai Koho CenterF e l low s h i ps Announced
Eighteen fellowships, to visit Japan June 21 - July 7, 1998,
are being offered by the Keizai Koho Center (KKC) in cooperation with the National Council for the Social Studies(NCSS).
U.S. and Canadian educators involved in K-12 social studies
education are eligible to apply, including classroom teachers,
supervisors, specialists, school administrators, and faculty
associated with 4-year colleges of education. The KKC
Fellowships are designed for and restricted to those who havenever been to Japan.
The fellowships cover transportation from hometowns toJapan and return, and the 15-day itinerary designed specifically for social studies educators, with a particular focus on
business and economics topics.
The 1998 KKC Fellows will be organized into three teams
for the purpose of developing an economics sourcebook for
use with elementary, middle/ junior, and senior high school
students.
The postmark deadline for KKC Fellowships applications is
March 9, 1998. A brochure outlining how to apply for thesefellowships may be obtained from: Program Coordinator,
Keizai Koho Center Fellowships, 6628 Frost Lake Lane,
Kingstowne, VA 22315; Tel. (703) 921-0824; Fax(703)924-9162.

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ex t .
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101

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102

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We would like to announce that Lecturer Kimiko
Kabutomori has decided to leave our Language Center
as of October 1997. She was one of the founding staff
members of the Center when it was established in 1992.
Since then, she has been actively involved in developing
various programs to support teachers of Japanese, particularly at the pre-collegiate level in the US. The JapanFoundation and Language Center in Los Angeles misses
Ms. Kabutomori and wishes her good luck in the future.

Voice mail is engaged after 5:30 in the afternoon until 9:00 in them o rn i n g. Telephone and fax number is the same for all staff.
Telephone:Toll Free:
Fax:
General email address:
Home page address:(310)449-0027
1-888-667-0880(310)449-1127
jflalc@jflalc.org
http://www.jflalc.org

Sacramento
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Exit
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10
Pacific

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T H E J A PA N F O U N DAT I O N &L A N G UA G E C E N T E R I N L O S A N G E L E S

2425 Olympic Blvd., Suite 650E
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Phone: (310) 449-0027, 1-888-667-0880
Fax:(310) 449-1127
E-mail: jflalc@jflalc.org