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T H E J A PA N
F O U N DAT I O N
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Language Center

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日本語センター

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The Current Status and Future Direction ofProfessional Development for Teachers of Japanese

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Exciting Projects That We Are Undertaking for2003

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What Is INTASC?
Standards for Beginning Foreign Language Teachers;
What all K-16 Japanese teachers need to know

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そのまま使える教材 No. 2

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From the Nihongo Library

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State Teacher Certification and K-12 Japanese
Language Education

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Conference / Workshop Calendar

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NCATE Program Standards for Foreign Languages
Teacher Education

Announcements : Report on the JLPT 2002 ;Wahoo No. 2 on the Web

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Staff Directory, Map, etc.

10Workshop Reports

The Current Status and Future Direction ofProfessional Development for Teachers of Japanese
Y.-H. Tohsaku
University of California, San Diego

0. Introduction
Professional development for foreign language teachers in
the U.S. has been changing. Due to the publication of suchreports as A Nation at Risk: The Imperative for Educational
Reform (1983) and A Nation Prepared: Teachers for the
21st Century (1987), lamenting the deterioration of thequality in elementary and secondary education in the U.S,
the social pressure for improvement in the abilities andskills of teachers increases, and the movement of professional development for teachers has been taking placebriskly in recent years. In this paper, I will survey such
movement, and analyze the current status of professional
development for teachers of Japanese language in the U.S.

1. Standards Movement
The National Standards for Learners of Foreign Languages
published in 1996 shows the goals for and contents of foreign language education in the 21st century. In order toeffectively implement the standards at the state, school district, and classroom levels and raise the quality of foreign
language education, the teacher who actually implements
the curriculum must possess foreign language proficiency,
knowledge of a foreign language and culture, and teachingskills. The expansion of the goals and objectives and theestablishment of higher goals for foreign language learning
represented by the 5Cs (Communication, Cultures,Comparisons, Connections and Communities) require that

foreign language educators be equipped with higher abilities and skills than ever before. In the past several years,
many discussions have arisen: what are the standards forforeign language teachers who can help students attainhigher educational standards? ; what are the standards forschools of education and graduate schools of education
departments which offer pre-service training? ; and what
are the standards for teacher trainers in universities andpersons who engage in professional development in universities, states, school districts as well as organizations forforeign language educators? As reform of the educational
system in other subject fields has moved forward, teacher
standards and teacher trainer standards in foreign language have also been created and implemented on an
increasing basis. The relation of these standards can beshown in the following figure:(Fig. 1)

Standards for Learners

Teacher Standards

Teacher Trainer Standards

Although these three standards have different target audiences, an important thing to keep in mind is that they areclosely related to each other in that the goal of teacher standards is to create teachers who can help learners achievelearners’ standards, the goals of teacher trainer standards is
to make sure that teacher trainers create such teachers, andteacher trainers, furthermore, must know learners’ standards
very well. These standards are flexible, and in the process of
implementation, for example, in the case that standards forlearners are changed, the teacher standards and theteacher trainer standards should also be modified accordingly.
Professional development for teachers is an endlessprocess. Starting from the preparation stage to be a teacher,it continues to be carried out until one stops his or her teaching career. Professional development to become a teacher
is generally called pre-service training, and professional
development for improvement in knowledge and skills after
becoming a teacher is called in-service training.

Spanish and French languages based on the NBPTS started in 2001, and certification for teachers of the Japanese
language began in 2002. These two standards require ateacher to have not only knowledge about subjects andteaching skills, but also knowledge about their students, andbehavior and disposition as a teacher, and so on.
The role that schools or departments of education of a university play in pre-service training, needless to say, is important. The National Council for Accreditation of Teacher
Education (NCATE) represents the standards for such institutions to be accredited as a pre-service training organization. NCATE standards for universities training foreign language teachers were also created in the field of foreign language education. (Refer to Ryuko Kubota's article) The
Teacher Education Accreditation Council (TEAC) has similar
standards, but it does not have standards specifically targeting foreign language education, nor is it used as widely as
NCATE

There are many people involved in professional developThe first phase of professional development is a stage
ment, including those who engage in pre-service training in
where a person who wishes to become a teacher learns theeducation departments. The Association of Teacher
content to teach and its method of teaching. Usually, a proEducators (ATE) established the standards for knowledge
visional teaching credential is given at the completion of thisand skills for trainers of pre-service and in-service training,phase. From the teacher trainer’s point of view, this is theand offers the Certificate of Teacher Educators (COTE), cerphase to carry out recruitment for future teachers, to provide
tification for an excellent training specialist, but this is not
pre-service training including practical training in an actual
widely used yet in foreign language education.
classroom situation, and to require prospective teachers tocomplete pre-service training courses. The following phase
The relation of these standards for teachers, professional
is to fulfill the teaching credential requirements of the statedevelopment specialists and institutions can be summarized
after gaining teaching experience for one year or more in an
in the following table:
actual classroom situation, and to receive a formal teachingcredential. The Interstate New Teacher Assessment and Support
The ultimate goal of this continuum of standards is to
Consortium (INTASC) represents
teacher standards in this stage.
(Table 1)(Please refer to Lynn SesslerSchmaling's article.) According to
The Standard for Quality Education
Time Magazine in 1997, 30% of newteachers leave the teaching profession within three years. It should beStages of Professional Teacher Standards
Standards for Teacher
realized then that this is the time that
DevelopmentforaTraining
Institutions
teachers need support the most. The
Teacherand Teacher Trainers
ATJ (Association of Teachers ofJapanese), NCJLT(National Council
The stage of learning INTASC
of Japanese Language Teachers),
subject fields and teach- The standards for a NCATE, TEAC
local associations of teachers ofing skills for becoming a beginning teacher's certi- Certification for preJapanese, and universities should
fication (teaching creden- service training instituteacher
work together to develop a support
tial of each state)tions
system for beginning-level Japanese
The stage of receiving ateachers.
formal credential to
become a teacher
In the next stage, a teacher will
improve his or her knowledge andskills as a teacher by participating
The stage of continuing NBPTS
ATE (COTE)in various in-service training proprofessional develop- Certification for experi- Certification for experigrams, going through the re-certiment as a teacher
enced teachers
enced
professional
fication process of a teaching credevelopment specialdential, and so on. The National
Board for Professional TeachingStandards (NBPTS) is the standard for experienced teachers.
Certification for teachers of theachieve the learner’s standards by developing teachers’
wider and deeper knowledge of the subject and advanced
teaching skills.

2. Impact of Standards on Japanese Language
Education
Teachers who finished NBPTS certification in Spanish andFrench uniformly said that, through the certification
process, they had improved their teaching skills and, at thesame time, acquired the confidence to be a mentor of professional development for other teachers. Although a certification process in Japanese by the NBPTS has just started, I think that as more Japanese teachers receive the
NBPTS certification, it will become a driving force for raising the quality of Japanese language teachers as well as
the status of Japanese language education. For that reason, ATJ, NCJLT, and local associations of teachers ofJapanese should work together to promote NBPTS certification and to offer information and support.
In the case of pre-service training for teachers of Japanese,
INTASC and NCATE have a big influence on not only theeducation departments which are directly related to preservice training, but also on the foreign language departments and East Asian language departments which
engage in Japanese language training for those who
become teachers. A high level of functional Japanese andin-depth understanding of Japanese culture are required toteach students to do the linguistics activities indicated by
the learner standards. These departments that offer
Japanese language courses for future teachers are expected to develop and offer a high-quality curriculum of language training, offer standards-based language coursesthat become a model for future teachers of Japanese in elementary and secondary schools, and become mentors forthem so that they can develop their Japanese proficiency
effectively. Lack of articulation amongst courses is often
observed in university foreign language departments.
Articulation should be established so that students candevelop their language proficiency as efficiently as possible
in four years.
Currently in foreign language education, including
Japanese language, needs for in-service and pre-service
training for those who teach Japanese on a university level
including community colleges are overlooked. By training
university teachers and teaching assistants (TA’s) to effectively offer content-based Japanese language teaching,
they will in turn train their Japanese language students tobe prospective teachers who are equipped with the knowledge and skills to offer standards-based Japanese language courses in the future. Thus, the impact of INTASC
and NCATE standards can range from K through 16.
Pre-service training for current teachers of foreign language, including Japanese, lacks cooperation between
education and foreign language departments, and various
problems are pointed out in terms of prospective teachers’

improvement in foreign language proficiency and acquisition of teaching methods of a specific language. Thus, I
hope those two standards will provide an impetus to
improving cooperation between these departments andoffer more effective pre-service training. Lack of articulation
between the elementary and secondary education andhigher education levels is a big problem presently in U.S.
Japanese language education, but I hope that articulation
will be gradually improved through pre-service training
based on these two standards.
Very few universities, approximately fifty, are offering preservice training for Japanese teachers, and they are notscattered all over the United States but concentrated on theWest Coast. Due to this geographical imbalance, theimpact that INTASC and NCATE directly have on theJapanese-language-education community is expected to
be rather small. However, they are still important for us inthat INTASC and NCATE standards as well as NBPTS provide a blueprint for pre-service and in-service trainings by
ATJ, NCJLT, and other local associations of teachers ofJapanese. They are also important standards to measure
the effectiveness of pre-service and in-service training that
we offer. Kataoka, Tohsaku, and Furuyama (2001) havealready analyzed and discussed the needs of Japanese
language teacher education, and the quality of Japanese
language education will be further improved in the future bydeveloping standards for Japanese language teachers in
the U.S. based on those of INTASC, NBPTS, and NCATE,
and a systematic plan for pre- and in-service training andcarrying out training along the lines of such teacher standards.
Japanese language training for non-native teachers ofJapanese that ATJ, NCJLT, and AATJ have so far offered isimportant training in order to implement standards-based
education, and we should make an effort to offer more ofsuch training. In addition, it is also important to incorporate
study abroad effectively in pre-service and in-service training.

3. New Approach of Pre-Service and In-Service
Training
The standards mentioned in the previous section are performance-based, and require that teachers possess theability to implement knowledge and to use skills in a real situation, not just to acquire knowledge and credits after finishing classes. As for professional development to this end,
it is most effectively carried out through professional activities (in the case of teachers, instructional activities within aclass, preparation of a class, etc.) based on an actual professional situation. On the level of pre-service training, professional training and observation and analysis of a classtaught by an experienced teacher should be incorporated
effectively and systematically, whereas on the level of inservice training, as seen in the certification process of
NBPTS, discovering a problem in an actual everyday classactivity, and finding the best solution for that, developing a3.

method of helping students’ study should be incorporated.
Although there is an exception in past training for Japanese
language teachers, its emphasis has been on learning new
knowledge, and, a concrete viewpoint has been missing on
how to connect such knowledge to different classroom activities of a respective teacher. The knowledge and skills thatteachers can gain by simply attending a workshop or conference once a year are very limited. In order to incorporate
what they learned in a workshop into their classroom teaching and see how it works, they need effective follow-up training activities. It is necessary for us to reconsider the current
way we provide professional training in Japanese language
education.
Another effective method of improving teaching practices isto reflect on one’s own practice. One of the goals of INTASC
and NCATE standards is to train future teachers to becomereflective practitioners, while in the certification process of
NBPTS, it is also bearing an important role that teachers
examine their practice, judgment, and current problems. In
order for classroom teachers to raise their professional skills,
it will be important in future pre- and in-service trainings totrain them to learn action research techniques, so that they
can identify a problem with their own teaching techniquesand situations and its solution on their own. A teacher must
make a judgment, and find solutions to problems on his or
her own every day. The NBPTS requires that a teacher be aself-supporting teacher who can analyze a situation by oneself, make the best judgment based on experience, theory,etc, and discover the best solution.
Also, we know that it is very effective for teachers to reflect
on their teaching with colleagues or training specialists who
are their mentors, while obtaining advice and hints for selfreflection. In the case of teachers of Japanese, it is common
that there is only one teacher of Japanese at a school and,furthermore, he or she must drive for many hours to meetwith a Japanese teacher at the closest school. Thus, it may
be difficult to find master teachers who can function as mentors in each area or establish an effective communication
channel between mentors and mentees. Nonetheless, it is
one effective way for improving the quality of Japaneseteachers, so ATJ, NCJLT, AATJ, and local teachers’ associations, and faculties of a university level should make a concerted effort to organize a mentor system for Japaneseteachers. It is also our duty to increase mentor teachers whoare certified by NBPTS, as mentioned above.

4. Professional Development for Japanese Language
Teachers and Information and Communication
Technology
The standards for foreign language learners point out that
information and communication technology plays a majorrole in incorporating the standards into a curriculum.
Moreover, because of the rapid development of computer,multimedia, and Internet technologies, the development ofknowledge and skills to use such technologies is becoming
increasingly important in the professional development ofteachers of Japanese lately.
Two stages can be considered regarding the professional
development of information and communication technology.
One stage is to choose hardware to improve the Japaneseenvironment, and to use software for materials development. Another stage is to incorporate information and communication technology into a curriculum or to let students
use it. In the professional development of teachers ofJapanese, both of these stages need to be incorporated
effectively. Since in many cases a Japanese teacher is the
only one who can understand Japanese at a school, or there
are many teachers who do not have any support staff of aJapanese computer, in technology training, acquisition ofbasic knowledge of information communication technology,
such as creating a Japanese language environment on acomputer and displaying and inputting the Japanese language is important. In addition, it is an important training itemin this stage to train a teacher to be able to create teachingmaterials and to manage test scores by using specific word
processing, presentation, and database software, toexchange opinions and information by using E-mail, and to
retrieve information by using a search engine.
Nonetheless, professional development of information andcommunication technology should not remain in this stage,
but needs to progress to the stage that connects technology
to a curriculum and teaching activities further. While a student's capability in information and communication technology increases and technology availability in schools is
improving, the importance of the professional developmentin this stage is increasing. Training in this stage also involves
learning how to judge the unique computer environment inwhich each teacher is placed, and to decide which technology can be used for a particular portion of a curriculum, andwhat technology is effective. As for the professional development of information and communication technology in thisstage, it is desirable that it is carried out in line with professional development of teaching methods, materials development, and curriculum and lesson planning. A person giving
this stage of technology training is required to have extensive expertise ranging from technology to curriculum development to assessment and, as necessary, to cooperate withother trainers.
Recently, more and more professional development of foreign language teachers is also being offered by using information and communication technology. The simplest form of
this is an opinion and information exchange among teachers
via mailing lists. The role that information and communication technology plays is critical, especially, in elementary andsecondary schools each of which has only one Japanese
language teacher. Currently, AATJ is planning a in-service
training program for teachers of Japanese using the Internet.
Such a program makes training possible, overcoming timeand geographical constraints. At universities that offer preservice training for teachers of Japanese, it is difficult to offer
a methods course specifically designed for Japanese language teaching due to the small number of candidates forJapanese language teaching credentials. However, throughdistance learning utilizing information and communication
technology, it is possible for students to participate in a
Japanese language methods course offered at a different
university. Also, in cases where there are no specialists of
the Japanese language at the same university, it is possible
for teacher candidates to receive advice for pre-service
practicum training from Japanese-language-education specialists of other universities by developing a portfolio on theweb. This method can also be used for mentoring in in-service training as well as a follow-up for technology and otherworkshops. Furthermore, we will be able to use informationand communication technology for the maintenance andimprovement of Japanese language proficiency of nonnative teachers. The time has come when we should seriously consider efficiently providing professional development by using information and communication technology
effectively.

5. Future Issues
National conferences on heritage language teaching having
been held, more attention has been given to heritage language education lately. ATJ created the SIG of heritage
Japanese language education, which has been very active.
This, of course, reflects the fact that many students arelearning Japanese at heritage schools and in some areas,
more and more heritage Japanese students take Japanese
language classes at universities and colleges. There are still
many issues we have to study on heritage language learners, for example, what type of student they are, and what
type of bilingual they are, and their needs for learning.
Attention has just begun to be paid to the needs of in-service
training for teachers at heritage Japanese schools. Their
training needs are drastically different from those of elementary and secondary Japanese language teachers. Their
training must start from a very basic level, i.e., raising theawareness and consciousness of heritage language teachers as professionals.
Since the new standards were published, demand for preservice and in-service training based on such standards has
been increasing and the needs for such training have been
spreading from the elementary and secondary levels to
immersion programs as well as heritage Japanese programs. Despite these facts, the financial resources available for training have been diminishing, reflecting the stateof the Japanese economy. In order to continue effective preservice and in-service training for Japanese language teachers under these conditions, it is most important that teacher
organizations, educational institutions, states, school districts, and individuals involved in pre-service and in-service
training work hand in hand by setting training priorities
together and maintaining close communication. Moreover,organizations and individuals involved in pre-service and inservice training will be increasingly called for accountabilityon the effectiveness of their training.

A number of people with different purposes and interests
have participated in Japanese language education in the
United States. For example, there may be a professor who
is teaching literature at the university level. Once a student
who wishes to become a teacher of Japanese language at
the high school level in the future attends his or her literature class, such a professor plays an important role not only
as a literature professor, but also as a pre-service trainer,such as improving his or her Japanese proficiency andteaching Japanese perspectives and viewpoints through literature. An experienced high school teacher, too, is expected to play a multiple role, by not only teaching Japanese in
his or her class, but also working as a mentor of new teachers of Japanese in the area, and helping professional training in cooperation with teachers of education departments inthe area. In other words, we have multiple professional roles
through pre-service and in-service training. We can create
good Japanese language teachers by establishing mutual
cooperation among Japanese language community members with these multiple roles, including ATJ, NCJLT, local
associations of teachers of Japanese, foreign language
departments, and education departments, many other organizations and institutions, Japanese language teachers andother individuals. To sum up, it takes a community to create
good Japanese language teachers.

Bibliography
Carnegie Forum in Education and the Economy’s Task
Force on Teaching as a Profession. 1987. A Nation
Prepared: Teachers for the 21st Century.
Commission on Excellence in Education. 1983. A Nation
at Risk: The Imperative for Educational Reform.
Kataoka, Hiroko, Y.-H. Tohsaku, and Hiroko Furuyama.
2001. Teacher of Japanese Language Preparation:
Meeting Needs through Greater Cooperation. In
Tohsaku and Schmidt (2001), 25-32
National Standards Collaborative Project. 1996, 1999.
Standards for Foreign Language Learning in the 21stCentury. Lawrence, KS: Allen Press.
Tohsaku, Y.-H. and Susan Schmidt (ed.) 2001.
Education and Professional Development for Japanese
Language Teachers. Occasional Articles. Boulder, CO:
Association of Teachers of Japanese.

5What isINTASC?
Standards for Beginning Foreign Language Teachers;
What all K-16 Japanese teachers need to know
Lynn Sessler
Mennasha Unified School District
In the early 1990's, the Interstate New Teacher Assessment andSupport Consortium (INTASC), a program of the Council of Chief
State School Officers, released model standards for licensing
new teachers. Drafted by representatives of the teaching professions, these standards represent a common core of teachingknowledge and skills that will help all students acquire an education appropriate for the 21st century. These standards for New
Teachers entering all educational fields were developed to becompatible with the advanced certification standards of the
National Board for Professional Teaching Standards (NBPTS).
In their efforts, the members of the many INTASC standards writing teams took many steps toward creating a coherent approachto education and licensing teachers based on shared views ofwhat constitutes professional teaching.
While INTASC realized that the common core principles are
essential to establish a common vision among all educators andfields of education, it is necessary to bring these core principals
to light by applying them to teaching in a particular context.
INTASC undertook the next step of developing subject matterstandards for each discipline and for two student populations,
elementary education and special education.
The Foreign Language Standards were drafted by a drafting
committee of foreign language teachers, foreign language
teacher educators and state and local supervisors from acrossthe country. All levels K-16 were represented as well as all languages, including several representatives from the Less
Commonly Taught Languages field such as Japanese, Chinese,
Russian, Italian and Latin. The committee's chief undertaking
was to clarify how the common core principals would play out for
both the classroom teachers and specialists in the context ofteaching foreign language. In this respect, it was important tobring forth the K-12 teaching profession and teacher preparation
programs in order to look for ways to improve upon the ways we
educate and license new teachers in the field of foreign language
teaching.
Model Standards for Licensing Beginning Foreign Language
Teachers: A Resource for State Dialogue states what beginning
K-12 foreign language teachers within their first 1-3 years ofexperience should know and be able to do to guide students
effectively in learning a second language and in understanding
the cultures of the people who speak that language. States, professional organizations, and teacher education programs may
use these standards as a guide in the preparation of quality language teachers seeking licensure.

What is the purpose of and overall organization within
this document?
The 10 INTASC foreign language standards specify the knowledge, skills, and dispositions that beginning language teachers

need in order to support and develop learners' abilities to communicate in another language and to understand its culture(s).
Each of the ten standards details the teacher knowledge, dispositions, and performances for that standard. The beginning foreign language teacher standards are built on the INTASC core
principles developed for all fields of education.
The underlying premise of the 10 standards lies in the ideal thatstudent success in foreign language is in direct correlation withteacher success. They address teachers' knowledge of theircontent, and their ability to adapt to individual learners and learner diversity. They also focus on how teachers create learning
environments, use teaching strategies, and foster communication. They demonstrate how teachers plan instruction, assesslearners, function as reflective practitioners, and relate to theseveral communities in which their schools are located.
The INTASC Core Principles (Model Standards for Beginning
Teacher Licensing and Development: A Resource for State
Dialogue, 1992) serve as the basic guide in framing these standards. These standards permit beginning teachers to demonstrate their awareness, knowledge, and understanding of theskills necessary to address the many facets of curriculum, classroom, and student life, as well as the dispositions and commitments that pledge beginning teachers to professional development and responsibility within the teaching profession as awhole. The difference between beginning and accomplishedteachers (see National Board for Professional TeachingStandards, World Languages Other than English Standards,
2001) is the sophistication in the application of the knowledge
and experience that accomplished teachers demonstrate.
The use of the term beginning teacher in this document meansa language teacher who has been teaching from 1-3 years.
These standards are intended to describe the teaching practices
beginning language teachers must demonstrate during theirinduction period before they can qualify for a continuing license
to teach.
Finally, this document does not refer to teaching or learning
English. Those standards are covered in the INTASC model
licensing standards for teachers of English/Language Arts.
[Standards for teachers of English as a Second Language havebeen developed by the TESOL organization. Reference in thelist of references?]

Are the INTASC standards for licensing beginning foreign language teachers aligned with other standards
documents?
While the committee drafted these model standards for licensing
beginning language teachers, efforts were made to ensure alignment with other national standards documents. As a result, the10 standards included here reflect the five goal areas outlined forlearners: Communication, Cultures, Connections, Comparisons,and Communities. These goal areas are included in the National
Standards in Foreign Language Education Project's Standards
for Foreign Language Learning: Preparing for the 21st Century(1996). In this way, language teacher standards have beenaligned with those for language learners.
During the drafting sequence, it was extremely important todemonstrate consistency between the standards for new teachers and accomplished teachers to ensure a coherent continuumof professional practice in the field of foreign language. Efforts
have been made to coordinate the INTASC Foreign Language
Standards with those for accomplished teachers, developed by
the National Board for Professional Teaching Standards

(NBPTS, 2001). Finally, the Foreign Language Committee has
shared with the National Council for the Accreditation ofTeacher Education's (NCATE) working group on foreign languages as they draft standards for the accreditation of foreign
language teacher education programs to ensure consistency
across standards.
What is the main goal of the INTASC document Model
Standards for Licensing Beginning Foreign Language
Teacher: AResource for State Dialogue?
It is the hope of INTASC that the foreign language standards willcontinue the dialogue generated by the INTASC core standards; that members of the public as well as the K-16 Foreign
Language Teaching profession alike will critically examine whata beginning teacher must know and do to teach foreign language effectively. It also includes a platform for discussion
about the consideration of how teacher policy should change tosupport the vision articulated by these standards and will creatively explore how K-12 schools and teacher preparation programs can be restructured to advance this vision.
Why is this document important to a ALL teachers ofJapanese, K-16?
Many states have or will change their licensing procedures in thenear future. Many of those new licensure requirement involve
teams of mentors that work with a beginning teacher during theirfirst 3 years of experience. This document serves as a starting
point for experienced teachers of Japanese who will mentor andnurture new teachers in our field, so that we may continue to build
excellence in the Japanese teaching profession.
This document has the potential to not only display what abeginning teacher should know and understand in the different
areas of content knowledge, learner development, communication, planning for instruction, assessment, instructional strategies, etc. but to serve as an important part of professional
development and reflective practice between beginning andexperienced teachers of Japanese. An important key to the survival of our profession of teaching Japanese is to develop
reflective practitioners who continually evaluate the effects of
their choices and actions they take while working with learnersof Japanese. In this respect, we can help ensure that beginningteachers will continue in the teaching profession and actively
search for opportunities to grow professionally.
How can I get a copy of the Model Standards for Licensing
Beginning Foreign Language Teacher: A Resource forState Dialogue?
The draft of these model standards is being widely circulated tomembers of the public and teaching profession. If you are interested in obtaining a copy and/or giving some feedback on thesestandards for beginning teachers of foreign language, please
regard the information below:
From the web available for download: www.ccsso.org/intasc
For a bound copy of the document:
Council of Chief State School Officers
One Massachusetts Avenue, NW, Suite 700
Washington, DC 20001-1431
Phone: 202-336-7016
Fax: 202-408-1938
E-mail: pubs@ccsso.org

What are the 10 core principals developed through
INTASC for licensing beginning teachers in the field of
foreign language?
Principle #1: Content Knowledge. Language teachers are proficient in the language they teach and are knowledgeable
about the cultures of that language. They understand how
language and culture are linked. Using this knowledge, theycreate learning experiences that help students develop proficiency in that language and understand its cultures.
Principle #2: Learner Development. Language teachers
understand how learners' intellectual, social, and personal
growth relate to the development of their language proficiency
and cultural understanding and can provide learning opportunities that support this development.
Principle #3: Diversity of Learners. Language teachers understand how learners differ in their knowledge, experiences, abilities, needs, and approaches to language learning, and create
instructional opportunities and environments that are appropriate for the learner and reflect learner diversity.
Principle #4: Instructional Strategies. Language teachers
understand and use a variety of instructional strategies to help
learners develop language proficiency, build cultural understanding, and foster critical thinking skills.
Principle #5: Learning Environment. Language teachers use
an understanding of individual and group motivation andbehavior to create and manage a classroom environment that
promotes language learning.
Principle #6: Communication. Language teachers use effective verbal and nonverbal communication, and multimedia
resources in both the native and target languages to foster language development and cultural understanding.
Principle #7: Planning for Integrated Instruction. Language
teachers plan instruction that is focused on standards-based curriculum goals. They plan teaching, learning, and assessment
strategies that are appropriate for diverse learners, that integrate
what has already been learned, and that promote the development of language proficiency and cultural understanding.
Principle #8: Assessment. Language teachers understandand use a variety of assessment strategies to monitor student
learning, to inform language and culture instruction, and toreport student progress.
Principle #9: Self-Reflection/Professional Development.
Language teachers are reflective practitioners who continually
evaluate the effects of their choices and actions on others (learners, parents, and other professionals in the learning community)
and who actively seek out opportunities to grow professionally.
Principle #10: Community. Language teachers foster relationships with school colleagues, families, and agencies in thelarger community to support students' learning and well-being.

7

State Teach er Certif i cation andK-12 Japane se Language Education
Shingo Satsutani
Professor, College of DuPage
President, Illinois Association of Teachers of Japanesesatsutan@cdnet.cod.edu
The standards for eligibility and process of teacher certification for public schools, especially for K-12, vary fromstate to state, although there are reciprocity agreements
between some states. Since I began serving as regional
director of the Illinois Council on the Teaching of Foreign
Languages (ICTFL) in 1999, I have been looking into theState Certification/Recertification system in Illinois.
Chicago’s public schools reflect its mayor’s policies andpromote foreign language education, but the state of
Illinois, as a whole, has a long way to go. Last year, Mr.
Blagojevich, a Democrat, replaced the former Republican
governor. Foreign language teachers like me are looking
forward to the policy changes he might make in our field
since he himself is the son of a Polish immigrant.
In order to expand and develop Japanese language education in pre-college (K-12) schools in the U.S., we haveto make a constant effort, not only to maintain the existing
Japanese language programs, but also to support thetraining of new teachers. Teaching Japanese in K-12
schools and college level teaching differ in various ways.
Students in college-level classes are basically adults,
physically and mentally mature, whereas those of K-12 arein the process of forming their personalities, their view ofthemselves as individuals. In college-level teaching, weare more or less assisting students in acquiring an extra
skill, namely, the ability to communicate in Japanese. In K12 school settings, on the other hand, what we teach andhow we teach it will directly affect the children’s character
formation and have an impact on how they view themselves as members of society. K-12 Japanese language
teachers, therefore, must become familiar with the cultural and socio-educational environment of children in the
U.S. If there is any short-cut to becoming a knowledgeable, effective K-12 teacher, it would be to take courses inteacher education in the U.S. Since more and more qualified Japanese teachers are needed, Japanese nationals
coming to the U.S. for the purpose of becoming effective
Japanese language teachers in K-12 schools will andshould become more common.
After successfully completing the required course workand practice teaching, students are in a position to take atest to become a state-certified teacher. In the State of
Illinois, an official/formal teaching certificate can be issued

ONLY to American citizens. That is to say, Japaneseteachers with Japanese nationality are unable to obtainany teaching certificate except the so-called temporary
teaching certificate. This is currently one of the big
headaches among K-12 Japanese language teachers, but
this regulation will continue to be an obstacle for prospective Japanese teachers who want to teach in Illinois publicschools. In reality, the Illinois State Board of Education willcontinue to issue a temporary teaching certificate under
one condition: foreign nationals must indicate their willingness to become American citizens at the time of application, and to be naturalized within a limited number of years(usually six years at present). It takes three to five years
after becoming a permanent U.S. resident, a so-calledgreen card holder, to become eligible to apply for naturalization. Realistically, in terms of the time and expense
involved in getting a green card, it is almost impossible for
newly graduated Japanese teachers to obtain an
official/formal teaching certificate in Illinois. In a country as
ethnically varied as the United States, this regulation
seems outdated, and needs to be amended. To repeal
this regulation could be, however, highly political and complicated. Like other teachers, Japanese language teachers in Illinois devote all their energy to preparation andteaching, and tend to feel overwhelmed by this kind ofissue. I wonder if Japanese teachers in other states arehaving similar concerns. I hope we will be able to collaborate effectively for a better future for Japanese language
education in K-12.
College-level teachers are not generally required to hold aState certificate and the above-mentioned regulation does
not apply to them. College teachers, also, usually havetheir hands full with both class preparation and research
duties for their own academic advancement. I am fortunate to be working in a good environment at a community
college where, in addition to regular classroom teaching, I
can develop my own Study Abroad and Field Studies programs, supported by the dean and my fellow teachers.
From this very supportive situation, I would like to help
build a solid support system for K-12 Japanese language
teachers, so that future Japanese language teachers canconcentrate on contributing to the essential aspects of elementary and secondary education.

NCATE Program Standards for Foreign Languages Teacher Education
Ryuko Kubota
The University of North Carolina at Chapel Hill

NCATE (National Council for Accreditation of Teacher
Education) is an accrediting body for elementary and secondary teacher preparation programs in colleges and universities across the U.S. It is a non-profit, non-governmentalorganization, along with being the only accrediting body recognized by the U.S. Department of Education. Since its inception, NCATE has worked closely with national associations
that represent educators in various subject areas, creating
program standards for teacher preparation in these subject
areas. In 1998, ACTFL became a constituent member of
NCATE. Arecent important development is the creation of theProgram Standards for the Preparation of Foreign Language
Teachers (For K-12 and Secondary Certification Programs) or
Program Standards hereafter (ACTFL, 2002), which wereapproved by the NCATE Specialty Areas Studies Board in
2002. This article will present an outline of these standards
and discuss implications for Japanese teaching communities.
Program Standards
The Program Standards specify the elements necessary forforeign language teacher preparation programs as well as theknowledge, skills, and dispositions that teacher candidates
should demonstrate by the end of these programs. They arealigned with three sets of national standards: (1) the national
standards for foreign language learning or the “Five Cs”(National Standards in Foreign Language Project, 1999), (2)
INTASC standards for beginning foreign language teachers,
which are to be met within their first three years of employment (Interstate New Teacher Assessment and Support
Consortium, 2002), and (3) the standards for accomplishedforeign language teachers (National Board for Professional
Teaching Standards, 2001).
The requirements for teacher preparation programs listed in
the Program Standards include: (1) development of candidates’ language proficiency, (2) ongoing assessment of candidates’ oral proficiency, (3) language, linguistics, culture, andliterature components, (4) a foreign language methods
course, (5) foreign language field experience in K-12 classrooms prior to student teaching, (6) student teaching supervised by a qualified foreign language educator, (7) opportunities to experience technology-enhanced instruction, and (8)opportunity to participate in study abroad or intensive immersion experience. The main part of the Program Standards presents and explains the following six content standards, eachof which is further divided into two or three supporting standards and accompanied by rubrics for each supporting standard: (1) language, linguistics, comparisons, (2) cultures, literatures, cross-disciplinary concepts, (3) language acquisition
theories and instruction practices, (4) integration of standards
into curriculum and instruction, (5) assessment of language
and cultures, and (6) professionalism.
One important aspect of the Program Standards is the specification of the level of oral and written proficiency in the target
language. In Japanese, candidates are expected to speak
and write at the “Intermediate-High” level or higher on the
ACTFL scale. The Program Standards also require candidates to integrate the learner standards into curriculum andinstruction.

The Program Standards will directly affect the states whose
partnership arrangement with NCATE requires program
reports. Such states with Japanese teacher preparation programs include: Alaska, Arizona, Colorado, Connecticut,
Hawaii, Illinois, Massachusetts, New Jersey, New York, andPennsylvania. In these states, an institution must submit a
program report based on the above standards (either one
report that encompasses all foreign language programs or
separate ones for each language program) as part of theaccreditation process. In other states where program review
is conducted according to the state standards, institutions
have the option of submitting a program report in order toreceive national recognition.
Implications
The Program Standards have many implications to K-16
Japanese language professionals. Faculty specialized inJapanese language and literature in an institution of higher
education that offers a Japanese teacher certification program
must make themselves familiar with the Program Standards
as well as other standards. They need this knowledge in collaborating with education faculty during the accreditation
review process. They should also help teacher candidates
achieve the required proficiency level and other content goals
by providing proficiency oriented language instruction andintegrating the learner standards into their teaching.
K-12 teachers of Japanese also need to become familiar withvarious standards and help their students achieve appropriate
goals. This is because they are educating potential teacher
candidates for the future. It is also because they may become
directly involved in a teacher preparation program as a mentor of a teacher candidate who is required to engage in student teaching and other field experiences. These implications
suggest that articulation and collaboration among professionals across the K-16 level have increasingly become important.
It is necessary to continue seeking opportunities for professional development and dialogue among all teachers involvedin the teaching of Japanese language and cultures.
References
ACTFL (2002). ACTFL program standards for the preparationof foreign language teachers. Yonkers, NY: American
Council on the Teaching of Foreign Languages.
Interstate New Teacher Assessment and Support Consortium(2002). Model standards for licensing beginning foreign lan guage teachers: Aresource for state dialogue. Washington,
DC: Council of Chief State School Officers.
National Board for Professional Teaching Standards (2001).
World languages other than English Standards. Arlington,
VA: NBPTS.
National Standards in Foreign Language Project (1999).
Standards for foreign language learning in the 21st century.
Lawrence, KS: National Standards Report.

9

Past & Upcoming

Workshopreport
Past Workshop
Mini Workshop for Teachers of Japanese Language 1“Implementing Performing Arts to Japanese Language
Classes”
Date:
Place:

October 19, 2002
Saturday, 11:00 a.m. – 4:00 p.m.
The Japan Foundation Los Angeles Office & Language Center(JFLALC)r
Instructor: Kozo Nishigaki, Actor, Tokyo Theatrical Group Kaze,
and Margaret Ladd, Actress, Imagination Workshop Artistic
Director
Organizer: Maki Watanabe, Academic Specialist, JFLALC

Seventeen secondary and post secondary school teachers of
the Japanese language from throughout the Southern California area
attended this hands-on workshop. The purpose of this workshop was toprovide teachers with the opportunity to think about the meaning of communication through the performing arts, and to learn what is to beremembered to teach a language as a communication tool. During theworkshop, the participants enjoyed hands-on activities to observe humanbehaviors in communication skills and communication strategies toreveal emotions.
The workshop was led by Mr. Nishigaki and Ms. Margaret Ladd.
Mr. Nishigaki is an actor who has been organizing communication workshops for schoolchildren in Japan, and attended the Imagination
Workshop under a grant from the Agency of Cultural Affairs in 2002. Ms.
Ladd is the co-founder and Artistic Director of Imagination Workshop,
which is located at the UCLANeuropsychiatric Institute.

We invited teachers of the Japanese language who are current
or prospective users of the textbook, “Genki” to this half-day workshop,and had a total of seventeen participate from secondary and post secondary schools in the southern California area.
The purpose of this workshop was to exchange tips on how to use“Genki”, discuss problems and solutions, and build teacher networks
among both current and prospective users of this textbook. Questions to
the publisher and authors were collected from the participants inadvance, and answers to them were given in the form of a FAQ sheet atthe workshop. The questions and suggestions made by the participants
during the workshop were all answered by Ms. Chikako Shinagawa fromthe University of California at Santa Barbara, a co-author of the book,who was invited as a special guest to the workshop.
The FAQ sheet and summary of the discussion are available atthe Japanese Language Teaching section (see “Mini Workshop”) of theofficial site of the JFLALC (http://www.jflalc.org/teaching/index.html). If
you are a current “Genki” user or considering changing your textbook to“Genki,” and have some questions or comments to share with others on
the Internet, please send them to Maki Watanabe at
maki_watanabe@jflalc.org.
The JFLALC is planning mini workshops for other textbooks
especially for K-12 levels. If you want a particular Japanese textbook to
be discussed at a mini workshop, please send your request to Maki
Watanabe at maki_watanabe@jflalc.org.

Technology Workshop in Oregon“Familiarizing Web Browsing and Word Processing
Software”
Date:
Place:

January 11, 2003
Saturday, 9:00 a.m. – 3:30 p.m.
Pacific University, Forest Grove, OR
Instructor: Maki Watanabe, Academic Specialist, JFLALC
Organizer: Sandra P. Garcia, Pacific University

This one-day hands-on workshop was organized for Oregonteachers of Japanese by Ms. Sandra P. Garcia, and we had a total of
twelve participants from secondary and post secondary schools.
The workshop focused on learning how to make use of theInternet as a resource for Japanese class. "みんなの教材サイト"(Minna No Kyozai Site) maintained by the Japanese-Language Institute,
Urawa was introduced as an online material resource. The participants
were given hands-on instruction on how to use the site and to createteaching materials such as handouts, games, and flash cards by editing
the materials from the site with word processing software.
ACD-ROM containing an instruction manual and sample materials that are usable as a template was given to the participants so thatthey can review at home what they learned and use the templates tomake their own materials.
The contents of the CD-ROM used at the workshop are available at theJapanese Language Teaching section (see “Technology Workshop”) of
the official site of the JFLALC (http://www.jflalc.org/teaching/index.html).

Second Annual Winter Workshop“Incorporating Computer Technology in K-16 Japanese
Language Classrooms”
Date:Mini Workshop for Teachers of Japanese Language 2

教科書勉強会シリーズ：『げんき』
Date:
Place:

December 14, 2002
Saturday, 11:00 a.m. – 4:00 p.m.
The JFLALCr
Instructor: Chikako Shinagawa, Co-author of Genki, Universityof California at Santa Barbara
Organizer: Maki Watanabe, Academic Specialist, JFLALC

February 1 – 2, 2003
Friday, 3:30 p.m. – 5:00 p.m. and Saturday, 9:00 a.m. – 5:00 p.m.
Place: University of Wisconsin – Madison, WI
Instructor: Maki Watanabe, Academic Specialist, JFLALC
Organizer: Center for East Asian Studies, University of
Wisconsin – Madison

This two-day workshop was organized by the Center for East
Asian Studies at the University of Wisconsin-Madison, with funding fromthe U.S. Department of Education. The workshop had more than 50 participants from Japanese language programs of K-16 schools in
Wisconsin, Minnesota, Illinois, and Michigan.
The workshop focus was on the use of computer technology inJapanese language instruction. On the first day, activities using theInternet and useful online resources for Japanese language and culture
instruction were introduced, and their advantages and problems werediscussed among post secondary schools.
On the second day, the participants learned tips about reading
and writing Japanese on a computer, how to use みんなの教材サイト ,and basic and advanced techniques using MSWord and PowerPoint for
creating instructional material.
Hard copies of two instruction manuals and sample activities,
and a CD-ROM containing all the materials introduced during the workshop were given to the participants at the beginning of this workshop sothat they can review at home what they learned and use the templates tomake their own materials. The contents of the CD-ROM used at theworkshop are available at the Japanese Language Teaching section (see“Technology Workshop”) of the official site of the JFLALC(http://www.jflalc.org/teaching/index.html).

U pcoming Workshop
The Tenth Summer Pedagogy Workshop in Los Angeles
for U.S. K-12 School Teachers of Japanese Language
Date:
Place:

Online Pre-workshop Session: June 2 – 29, 2003 (4 weeks)
Los Angeles Session: July 8 – 18, 2003 (10 days)
The Japan Foundation Los Angeles Language Center
333 South Grand Avenue, Suite 2250, Los Angeles, CA 90071
Instructor: Maki Watanabe, Academic Specialist, JFLALC
Guest instructor: TBA

Application Eligibility:
Applicants must meet the following criteria:(1) in-service K-12 teachers of Japanese, native or non-native speakers.
(Please note that teaching assistants are not considered in-service
teachers.);(2) reside in the United States;(3) are to resume teaching after attending this program;*Priority is given to those who have never attended a previous pedagogy
workshop at the JFLALC.

Teaching Staff:
Maki Watanabe, Academic Specialist, JFLALC
Guest Instructor (TBA)

Goals and Objectives:

Application Form:

Workshop participants will review and improve their teaching practices byfamiliarizing themselves with standards and guidelines set for teachersand students by related organizations, states, and/or districts, and bylearning how to apply computer technology to their teaching. They will
also gain practical knowledge of classroom instruction through discussion with other teachers from other states.

An application form is available in document and pdf formats at
http://www.jflalc.org/teaching/jflc/workshop/ped/ped_jul0803.html or contact below.

At the end of this workshop, participants are expected to be able to(1) develop curriculum and create lesson plans along the lines of thestandards and guidelines;(2) understand differences between traditional and alternative assessments, and create appropriate assessment based on the lesson plans;(3) demonstrate proficiency-oriented classroom instructions;(4) adapt current textbooks based on the standards and guidelines;(5) understand potential uses of the Internet and its limitations to makebest use of the Internet for teaching practice;(6) create computer assisted learning materials.
The workshop in LA will be conducted in Japanese, while the pre-workshop will be in both English and Japanese. Applications from non-native
Japanese speakers are highly encouraged and will be given priority in theselection process.

Deadline:
Applications must be postmarked no later than April 14, 2003.

Notification:
You will be notified in late April.

Additional Information:
Please contact:
Maki Watanabe, Academic Specialist
The Japan Foundation Los Angeles Language Center
333 South Grand Ave., Suite 2250
Los Angeles, CA 90071
Phone: (213) 621-2267, ext. 106
FAX: (213) 621-2590
E-mail: maki_watanabe@jflalc.org
URL: www.jflalc.org

Participants:
Up to 15 in-service K-12 school teachers of Japanese, both native andnon-native speakers.

11

Exciting Projects that t he JFLALC is
Undertaking for 2003
CultureSchool Trip to Japan: Responding to frequent inquiries from Japanese teachers and the belief that the best
way to learn a foreign language is by immersing oneself in the language and culture of the target country,
The Japan Foundation Los Angeles Office & Language Center (JFLALC) is currently creating a JapaneseLanguage Survival Kit, slated to come out by the end of the year, to be distributed to would be student travelers. In addition, the JFLALC is consulting with major Japan-related tourist organizations to explore ways
in which it might be able to assist pre-collegiate schools in organizing class trips to Japan. Information including sample itineraries(please see samples below, and travel brochures will be solicited and provided to schools upon request. For details, please contact the JTB USA Group Department at 1-800-582-5555 or The Kintetsu International Travel at 1-800-526-6828.

Sample Itinerary Provided by

the Japan Travel
Bureau (JTB):- 1 night at a hotel in Hiroshima 06

DAY SCHEDULE
00

Depart US to Japan.

01

Arrive Kansai Airport. Met by JTB
English-speaking assistant andtransfer to a hotel in Kyoto by chartered coach.
- 2 nights at a hotel in Kyoto -02-03 All day free / Tour of Kyoto on own.
<Optional Activity Suggestions>- Experience Authentic Japanese
Culture (Experience tea ceremonyand dress in Maiko’s kimono at
Gion. 12 yrs or older).
- Kyoto Morning and Craft (Visit Nijo
Castle, Golden Pavilion and Kyoto
Imperial Palace. Enjoy do-it-yourself
woodblock printing and cloisonné
making).
04

All day at Universal Studio Japan- 1 night at a hotel in Osaka -05

Transfer to Hiroshima by Bullet Train.
Afternoon free / Tour of Hiroshimaon own.
<Optional Activity Suggestions>- Miyajima Island Tour (Visit
Itsukushima Shrine on Miyajima
Island).
- Hiroshima Tour (Visit Peace
Memorial Park and A-Bomb Dome).

07

08

09

Transfer to Nagoya by Bullet Train.
Met by JTB English- speaking assistant and transfer to Toyota Factoryby chartered coach.
Tour of Toyota Motor Factory.
(Movie, Toyota Exhibition, and Tourof Assemble Line).
Return to Nagoya Station by chartered coach.
Transfer to Takayama by JR Limited
Express Train.
Dinner at Minsyuku.
- 1 night at a MINSYUKU in
Takayama Breakfast at Minsyuku.
All day free / Tour of Takayama on
own.
<Optional Activity Suggestions>- Takayama Tour (Visit Yatai Kaikan
Hall and Kusakabe Folk Craft
Museum. Stroll down the Kami
Sanmachi).
- Short Excursion to Shirakawago(Visit World Heritage Gassho-Zukuri
houses. Experience making of
Washi, traditional Japanese paper,at Gokayama).
Dinner at Minshuku.
Breakfast at Minsyuku.
Transfer to Tokyo by JR Limited
Express and Bullet Train.
- 2 nights at a hotel in Tokyo All day free / Tour of Tokyo on own.
<Optional Activity Suggestions>- Ghibli Museum (Enjoy Hayao
Miyazaki’s Animation World).
- Kabuki Night (Enjoy tempura or
sukiyaki dinner at a local restaurant
and Kabuki Drama at Kabuki-za
Theater).
- Excursion to Nikko (Visit Toshogu
Shrine, Kegon Waterfall, and Lake
Chuzenji).
10

Transfer to the airport by charteredcoach with JTB English- speaking
assistant.
Return to US.

* Atomic Bomb Museum.
* Hiroshima Peace Memorial Park.
Leave Hiroshima by Shinkansen.
Arrive at Hiroshima Station.
04

Full day visit to Hieizan Mountain.
* Enryakuji

05

Attend morning service at Hieizan.
Back to Kyoto city.

06

Baggage is delivered to Tokyo..
Walk to Kyoto Station.
Leave Kyoto for Nagoya.
Arrive at Nagoya.
Visit to Toyota Kaikan.
Leave Nagoya to Takayama.
Arrive at Takayama Station.

Sample Itinerary Provided by

the Kintetsu
International
Travel:07

Free for your own activities.

08

Leave Takayama for Nagoya.
Arrive at Nagoya and change trains.
Leave Nagoya for Tokyo.
Arrive at Tokyo.

09

Free in Tokyo.

10

Transfer to Narita Airport.

DAY SCHEDULE
00

Depart US to Japan.

01

Arrive at Kansai International Airport
After entry formalities, transfer to
Kyoto.
* Airport Staff will help them inexchanging.
JR Pass.

02

Free in Kyoto.

03

Walk to Kyoto Station.
Leave Kyoto for Hiroshima by
Shinkansen.
Arrive at Hiroshima Station.

WorkshopPedagogy Workshop: The JFLALC is planning a 10-day pedagogy workshop for the summer. This time, we will focus on implementation of information communication technology to Japaneselanguage instruction. Please see the workshop announcement inthis issue of the Breeze (page 11), and website at
http://www.jflalc.org/teaching/jflc/workshop/ped/ped_jul0803.htmlfor
an application.
Technology Workshop: The JFLALC will
help local teachers’ associations organize a technology workshop by dispatching an instructor.
Instructional manuals and templates of sample
materials
areavailableatourwebsite(http://www.jflalc.org/teaching).

Japan ina Suitcase:
To commemorate Japan’s historic opening to theWest by Commodore Matthew Perry 150 years
ago (1854), the Center for Global Partnership(CGP), a division of the Japan Foundation is currently working on plans related to the Japan in a
Suitcase Program. More information will be forthcoming.

Surveys
Japanese-Language Programs in the United States: Every 5 years, the JFLALC endeavors to compile a complete listof institutions offering Japanese in the United States. This year, it is our goal to make the study more thorough by including data not only
from pre-collegiate and collegiate institutions, but also heritage schools.
Demographic Survey on Teachers of Japanese-Language: Utilizing the list of educational institutions obtained
above, the JFLALC will request Japanese-language teachers to provide more information about their particular situation. It is our hopethat this data will serve as a valuable resource for researchers to conduct further study; and teachers to compare themselves with theircounterparts in other locales.
Study Abroad and Home-Stay in Japan: The final survey that the JFLALC
will be working on is related to study abroad and home-stay in Japan. The following groups ofpeople will be contacted for information: Teachers in the United States (who prepare their students before departure), Teachers in Japan (who receive the students), Students in the UnitedStates (actual participants), Host Families in Japan (who take care of the participant), and Study
Abroad Programs (coordinators of travel) at the pre-collegiate and collegiate levels. The goalsof this study are to provide a complete picture of the study abroad/home-stay experience by
including viewpoints from all concerned parties, assess needs and determine ways that programs can be improved in the future. To this end, the JFLALC will use this information to create
the Japanese-Language Survival Kit mentioned above.

そのまま使える教材シリーズ No. 2"そのまま使える教材" is a series that provides ready-to-use instructional materials for Japanese language teachers. The materials
are ready to be copied* and handed out to students. Although sample instructional steps are given below, you may use them in yourown way. The JFLALC would appreciate it if you could let us know how you used them and how they were. If you have any requests
for specific materials, please contact Maki Watanabe, Academic Specialist at maki_watanabe@jflalc.org or (213) 621-2267, ext. 106.
*The materials may be duplicated only for educational purposes. Please do not charge students for duplication. The copyright ofthese materials belong to the JFLALC.

1. FashionDesigner (Drawing)
Target grammar: Verbs of wearing,Vている
Target function: Describe outfits
Vocabulary: Verbs of wearing, clothing, accessories
Steps of Sample Activity:(1) Teacher has students discuss what they wear now, and what they would wear on a specific occasion, such as a party, wedding,business meeting.
(2) The teacher gives a copy of the "Fashion Designer" page to the students.
Tip: Enlarge the copy to a letter size if it is too small for presentation.
(3) The teacher has the students choose one occasion, and design and draw the outfits for the occasion.
(4) The students make a presentation. They describe on what occasion they wear what by showing the pictures they drew.
2. Animal Karuta (Game)
Target grammar: Onomatopoeia, Quotation (〜と 鳴く)
Vocabulary: Animal names, Animal sounds
Steps of Sample Activity:(1) Teacher has students discuss what sound an animal typically makes.
(2) The teacher spreads animal picture cards, and then makes an animal sound such as:a. ブーブーb. ワンワンc. ニャーニャー
Option: The teacher can make as many sets of cards as the number of small groups of students, if the class is large.
(3) As soon as a student identifies the sound with an appropriate picture card, he/she picks the card.
Option: The teacher can make a rule such that a student can keep a card only if he/she can correctly make/say a sentence," forexample, 犬は「わんわん」と鳴きます。 If he/she failed to do so, the card must be placed back to where it was.
(4) The student who took the most cards is the winner.
continued on page14
13

そのまま使える教材シリーズ No. 2

1. Fashion Designer

Copyright ©2002 by The Japan Foundation Los Angeles Language Center
Images by SIFCA

そのまま使える教材シリーズ No. 2

2. Animal Karuta

ワンワン

ニャーニャー

モーモー

ブーブー

チューチュー

パオーン

ピヨピヨ

コケコッコーCopyright © 2002 by The Japan Foundation Los Angeles Language Center
Images by SIFCA

15

F r o m thetheN
N ii hhoonng
goo l i b rary

New Collections!
Japanese Films on VideoWe have acquired the following Japanese films on videocassette. These may
be viewed in the library or for personal use only by library members. The list
includes materials with content that is more suitable for older children or
adults because of language, violence, sexuality/nudity, and drug use. Pleaseask us for content information on individual materials.
Reproduction of audio-visual materials is strictly prohibited.
It must neither be used for any profit-making purposes, nor for broadcasting.
The Japan Foundation is not responsible for any legal consequences, arisingfrom the members’use of audio-visual materials borrowed from the Library.

New Video Tapes
Fukasaku, Kinji
Jingi no hakaba = 仁義の墓場
Jinginaki tatakai = 仁義なき戦い
Hasebe, Yasuharu
Black tight killers' = 俺に触ると危ないぜ ❇

010973010972(DVD) 011006

Honda, Inoshiro
Godzilla = ゴジラ

009163

Ichikawa, Kon
Otouto = おとうと

010983

Ito, Toshiya
Female convict scorpion, jailhouse 41 = 女囚さそり ❇
011007(DVD) 011008
Imamura, Shohei
Akai satsui = 赤い殺意
Buta to gunkan = 豚と軍艦
Daisan no kagemusha = 第三の影武者
Kamigami no fukaki yokubo part 1 = 神々の深き欲望
Kamigami no fukaki yokubo part 2 = 神々の深き欲望
Nippon konchuki = にっぽん昆虫記

010990010978011003010979010980010976

Kawashima, Yuzo
Bakumatsu Taiyoden = 幕末太陽傳
Onna wa nido umareru = 女は二度生まれる
Shitoyakana kedamono = しとやかな獣

010987010986010985

Koshimura, Kozaburo
Anjoke no butokai = 安城家の舞踏会

010974Kudo, Eiichi
Jusannin no shikaku = 十三人の刺客
Kurosawa, Akira
The bad sleep well= 悪い奴ほどよく眠る ❇
Dersu Uzala = デルス・ウザーラ ❇
Dreams = 夢 ❇
Hakuchi = 白痴 part 1
Hakuchi = 白痴 part 2
The hidden fortress = 隠し砦の三悪人 ❇
High and low = 天国と地獄 ❇

010989011240011252011241010891010892011245011253The idiot = 白痴 ❇
Ikiru : to live = 生きる
Ikiru : to live = 生きる ❇

011238010968011247The lower depths = どん底 ❇
011254The men who tread on the tiger's tail = 虎の尾を踏む男達 ❇
011246
No regrets for our youth = わが青春に悔なし ❇
011237
One wonderful sunday = 素晴らしき日曜日 ❇
011251
RAN = 乱 ❇
011255
Rashomon = 羅生門
010967
Rashomon = 羅生門 ❇
011250Red beard = 赤ひげ ❇
011243
Sanjuro = 椿三十郎 ❇
011242
Sanshiro Sugata : the judo saga = 姿三四郎
011248Seven samurai : full-length version = 七人の侍 ❇
011256The shadow warrior = 影武者 ❇
011249Stray dog = 野良犬
010969Stray dog = 野良犬 ❇
011258Throne of blood = 蜘蛛巣城 ❇
011257
Yoidore tenshi : Drunken angeel = 醉いどれ天使 ❇
010970
Yojimbo : a film by Akira Kurosawa = 用心棒 ❇
011244
Misumi, Kenji
Zatouichi monogatari = 座頭市物語

010993

Okamoto, Kihachi
Kiru = 斬る

010971Ozu, Yasujiro
Bakushu = 麥秋
Umareteha mitakeredo = 生れてはみたけれど

010981010982

Suzuki, Norifumi
Seiju Gakuen = 聖獣学園
Takase, Masahiro
Tobidase seishun = 飛び出せ！青春

010997

Suzuki, Seijun
Kenka erejii = けんかえれじい
Koroshi no rakuin = 殺しの烙印

010995010992

Teshigawara, Hiroshi ; Abe, Kobo
Suna no onna = 砂の女

010991

Uchida, Tomu
Kiga Kaikyo = 飢餓海峡

010988

Yasumura, Yasuzo
Heitai yakuza = 兵隊やくざ

010984

Yamada, Yoji
Nippon konchuki = なつかしい風来坊
Okotoko ha tsuraiyo = 男はつらいよ

010977010994010996

Mizoguchi, Kenji
Chikamatsu monogatari = 近松物語
Sansho dayuu = 山椒大夫
Ugetsu monogatari = 雨月物語

010886010887009191

文化ビデオ
Budo sai : the spirit of the Samurai
011009Children without childhood : Japan : The taboo of failure
010889Japan's economy : bursting the bubble
010888
Kyoto Kanze Kaikan : introduction to Japanese Noh Theatre
011263
Yukio Mishima : samurai writer
011264
アニメ、児童向け
The Tale of Genji : Original Japanese dialogue with English
subtitles❇
011001
Animated Classics of Japanese Literature ; V. 6 : The sound of
the waves, part 1 & 2❇
011005Wild 7 = ワイルド７
010999
語学関係ビデオ
Foreign languages: doors to opportunity

011265

その他
Ichikawa Raizo meibamen shu = 市川雷蔵名場面集
011004
Okada Keiji : Romantic Revue = 岡田敬二ロ マンティックレビュ
ー ハイライト集
010890
Ore wa otokoda! Vol. 7 = おれは男だ！Vol. 7
010998
Yujiro yokokuhen shu= 裕次郎予告篇集
011000
Takarazuka Kageki : Ekusukariba ; Shitorasu no kaze011207
Terayama, Shuji Terayama shuji : jikken eizo warudo = 寺山修司・実験映像ワールド
011002❇ With English subtitle

NHK TV Programs for Japanese Classrooms 2002
ビデオ教材「日本語教育用 ＮＨＫテレビ番組集」
The overseas edition of new video material
A new video teaching material "NHK TV Programs for JapaneseClassrooms 2002" has been compiled with the cooperation of
NHK International, Inc. Users can borrow it from the JapanFoundation Los Angeles Office. It is available in the U.S. only.
1. The Aim of the Material
This video supplies those who study the Japanese language withcolloquial Japanese and was planned to rouse their interest inJapan, especially that of the younger generation.
Three (3) videotapes:
Part 1. The drama Rokubanme no Sayoko (The Sixth Sayoko)
ドラマ「六番目の小夜子」
Part 2. The animated cartoon Azuki-chan アニメ「あずきちゃん」
Part 3. Minna no uta (Songs for Everyone)．「みんなのうた」
Two versions of the pictures, the original and the same pictureswith English or Spanish subtitles, are put in Part 1 and Part 2.
2. Attachments: Two teacher's manuals, of which the Japaneseoriginal appears with the English translation on the facing page,compiled under the supervision of Prof. Tsuneo Hasegawa, withthe cooperation of Ms. Mami Doi and Ms. Toshiko Hosaka.
3. The Conditions of Use the Material.
The material is available for Japanese-language education in the
U.S. only. It may be borrowed from the Japan Foundation Los
Angeles Office. For more information including an application forloan.
Please contact us, the NIHONGO LIBRARY at
http://www.jflalc.org/library/tvvideo/NHKapplication.html. It is
not for sale because of copyright restrictions.

Japanese Textbooks Donated!
JP Trading, Inc. and Nippon Book Co. have generously donated publications of Japaneseteaching and related subject materials to the Nihongo Library recently. These books are displayed on the special shelves in the library for reviewing by visitors. The library plans to catalog and make them available for our library’s regular loan program. JP Trading and Nippon Book
have also sent us a top seller list of Japanese language teaching materials as noted below.

Best Selling Titles in 2002 BY JP Trading
1
2
3
4
5
6
7
8

An IntegratedCourseinElementaryJapanese/げんき １ Textbook
An IntegratedCourseinElementaryJapanese/げんき １ Workbook
Basic KanjiBook 1
An IntegratedCourseinElementaryJapanese/げんき 2 Textbook
An IntegratedCourseinElementaryJapanese/げんき 2 Workbook
SituationalFunctionalJapanese 1/ Notes
SituationalFunctionalJapanese1/ Drills
NIHONGO-KANA
An Introductionto the JapaneseSyllabaryJP trading, Inc. offers comprehensive coverage of language educational materials for educators and learners of Japanese. (They are sorry
to say that they have closed the Japan Book Center and it is no longer in business.) Please contact them at:
JP Trading, Inc.
400 Forbes Blvd., Unit 3
So. San Francisco, CA94080
Tel: (650) 871-3940
Fax:(650) 871-3944
e-mail: info@jptrading.com

Nippon Book Co.
114 Japanese Village Plaza
Los Angeles, CA 90012
Tel: (213) 617-1966
Fax: (213) 617-0407
e-mail: ltk@jptrading.com

17

Workshop Calendar 2003 <April~July>Mo

Day

Workshop and Contact

4

11-12

The 15th CATJ Meeting at Earlham College,
Richmond, Indiana (Central Association of Teaches
of Japanese)
The theme of the meeting is "Articulation": articulation between pre-college and post college programs;
articulation between National Standards for
Language Learning and its implementation into ourown programs; articulation between language andcontent courses; articulation between technology
and classroom instruction; articulation between
courses and needs within a Japanese program;articulation between on and off campus programs,
and articulation issues in wider context.
CLEAR's 2003 SUMMER WORKSHOPS at
Michigan State University
Jane Ozanich <ozanichj@pilot.msu.edu> Phone:(517) 432-0470 *Details on each workshop andapplication procedures will be available on CLEAR's
website at: http://clear.msu.edu/
1) Teaching Speaking and Listening in the Foreign
Lang. Classroom
Leader: Anne Violin-Wigent (MSU)
CLEAR's 2003 SUMMER WORKSHOPS
2) Teaching Reading in the Foreign Language
Classroom
Leader: Margo Glew (MSU)
CLEAR's 2003 SUMMER WORKSHOPS
3) Teaching Writing in the Foreign Language
Classroom (June)
Leader: Charlene Polio (MSU)
CLEAR's 2003 SUMMER WORKSHOPS
4) Putting Flash into Your Course
Leader: Dennie Hoopingarner (MSU)
CLEAR's 2003 SUMMER WORKSHOPS
5) Developing a Learning Scenario to Bring out theBest in Your Foreign Language Class
Leaders: Emily Spinelli (University of MichiganDearborn), Anne Nerenz (Eastern Michigan
University), Tom Lovik (MSU), Cindy Kendall (MSU)
CLEAR's 2003 SUMMER WORKSHOPS
6) Materials Development Marathon:Creating Online Communicative Activities from Start
to Finish Leader: Carol Wilson-Duffy (MSU)

6

16-18

19-21

23-25

7

14-18

23-25

28 - 8/1

5

7-10

5/19 -7/8

20-24

6

ConferenceCalendar2003
Mo

Day

Conference and Contact

4

11-12

The Fifteenth CATJ Meeting will be held at Earlham
College at Earlham College. The theme of the meeting is "Articulation": articulation between pre-collegeand post college programs; articulation between
National Standards for Language Learning and its
implementation into our own programs; articulation
between language and content courses; articulation
between technology and classroom instruction; articulation between courses and needs within aJapanese program; articulation between on and off
campus programs, and articulation issues in wider
context.
The 8th Annual Teaching in the Community Colleges
Online Conference
URL: http://tcc.kcc.hawaii.edu/ Contact: Dr.Bert
Kimura (bert@hawaii.edu) or
Mr. Karl Naito (knaito@hawaii.edu), Mailing address:
Kapi'olani Community College, Information Media &Technology Services, 4303 Diamond Head Road,
Honolulu, HI 96816
The 4th International Symposium on Bilingualism at
Arizona State University
http://isb4.asu.edu/

22-24

30-5/3

2-4

17-21

23-28

7

5-6

10

22-25

The 6th National Conference of the National Councilof Organizations of Less Commonly Taught
Languages (NCOLCTL)
Contact: Scott McGinnis <smcginnis@nflc.org>
Address: National Foreign Language Center, 7100
Baltimore Avenue, Suite 300, College Park, MD
20740, Tel: 301-403-1750 (x35), Fax: 301-403-1754
WorldCALL 2003 in Banff, Alberta - "CALL from the
Margins"
http://worldcall.org
NCLRC SUMMER INSTITUTES
http://www.nclrc.org/caidlr71.htm#profdev
Please register for the institute(s) of your choice atleast 10 days before the start date in order to guarantee a place in the institute(s) and lodging accommodations.
-The Essentials of Teaching for Post-Secondary
Education Language Teachers (5/22~23)-Mind & Language: Psychology of Memory andLanguage Learning (5/26)-Teaching Toward Advanced (Professional Level) L2
Performance (5/27~28)-Teaching Culture to Foreign Language Learners(6/25~26)-Oral Proficiency Assessment (6/25~26)-Foreign Language Teacher Education (6/27~28)-Teaching FL Learning Strategies Through Play In
The Elementary Classroom (6/30~7/1)-Teaching FL Learning Strategies to Middle & HighSchool Students to Meet The 5Cs (6/30~7/1)-WebGate: A Guide to Web-based Language &Culture Resources (7/2~3)-Teaching Diverse Students: Strategies For Foreign
Language Teachers (7/7~8)
CALICO 2003 Annual Symposium at University ofOttawa, Ontario, Canada
Preconference Workshops: Tuesday, May 20 Wednesday, May 21
Courseware Showcase: Thursday, May 22 (tentative)
Presentation Sessions: Thursday, May 22 Saturday, May 24
IALLT 2003 - Connecting with a Diverse World atUniversity of Michigan, Ann Arbor, URL:
http://www.lsa.umich.edu/lrc/iallt/* Pre-Conference Workshops: June 17-June 18,
2003* Conference Sessions: June 19- June 21, 2003
Contact: University of Michigan, Ann Arbor, MI
48109-1275
Tel: 734-764-0424, Fax: 734-764-3521, E-mail: iallt2003@umich.edu
More info. about IALLT at http://www.iallt.org
ED-MEDIA 2003 - World Conference on Educational
Multimedia, Hypermedia & Telecommunications at
Sheraton Waikiki Beach Resort, Honolulu, HI
Organized by Association for the Advancement ofComputing in Education (AACE) http://www.aace.org
Early Registration: May 6, 2003
Questions:
AACE
Conference
Services,
conf@aace.org, Phone: 757-623-7588
Mailing address: AACE, P.O. Box 3728, Norfolk, VA
23514 USAThe 5th Annual Conference of the Japanese Society
for Language Sciences (JSLS 2003) at Takigawa
Memorial Hall, Kobe University
http://cow.lang.nagoya-u.ac.jp/jsls/2003/index-e.html
AFMLTA National Conference 2003 "Babble, Babel& Beyond"
http://www.afmlta.asn.au
LTRC 25th Language Testing Research Colloquium
at The University of Reading, UK
h t t p : / / w w w. r d g . a c . u k / A c a D e p t s / l l / t e r u / l t r c 2 0 0 3/homepage.htm

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

Report on the JLPT 2002
The Japanese Language Proficiency
Test (JLPT) was held on December 1,
2002 in Honolulu, HI; Los Angeles,
CA; Evanston, IL; and New York, NY.
1,220 people applied to take this test,with 980 people actually attending.
(Please refer to the table for fulldetails) The attendance rate wasabout 80%. Despite the fact that last
year's test was held during theThanksgiving weekend, the JapanFoundation was thrilled with thisturnout.
In addition, for the first time last year, Northwestern University kindly accepted
our request to become one of the host institutions to offer this test. Four teachers at Northwestern University through great teamwork coordinated this test in
a very efficient and timely manner. We are hoping to have Northwestern serve
as a host institution again this coming year. Lastly, we would like to thank all of
the institutions and people involved with continuously administering the JLPT in
the U.S. for learners of the Japanese language.

LEVEL 1LEVEL 2LEVEL 3

LEVEL 4

Total

CHICAGO

29

56

81

48

214

NEW YORK

58

76

78

61

273

LOS ANGELES

78

104

110

110

402

HAWAII

22

45

16

16

99

Total

187

281

285

235

988

Wahoo No. 2 on the Web
PDF for Wahoo No. 2 is available to download.
Wahoo No. 2 was just published in Januarywith 20 to 40 copies of the magazine delivered to schools that requested its subscription earlier. We received overwhelmingly
positive responses to No. 2 from various
people and institutions. Thank you for all of
your generous responses to our new magazine, Wahoo. Currently, Wahoo No.2 isout of stock. We have uploaded a pdf version of No. 2 on our website at
http://www.jflalc.org/newsletter/wahoo.html
for you to download. If you need more
copies, please download it from this site.
We are planning to publish No. 3 next
January, and will post the subscription
notice for Wahoo No. 3 in the fall.

Pu: to puff out air, to exhale. Funwari:tofloator driftslowly,or to feel soft andlight(fuwarimeans basicallythe same thingas
funwari, but with a stronger sense of
motion). Fuwafuwa: also somethingfloating,or something soft andfluffylikea wellgroomedgoldenretriever. Puka puka: tofloatinthe airorwater,orto smokeheavily.
Pucchin: a slower bursting sound (a"pucchinpurin,"for example,is a packaged
puddingthat :popsout" whenyoupressthecontainerbottom).
19

The

ext..

Driving Directions to The Japan Foundation:
Wells Fargo Center is located on South Grand Avenue at
3rd Street in
Downtown Los Angeles. The parking entrance is located on
Hope Street.

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 R107

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

110

103

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

108

M A 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 A SSOCIATE 1 0 9
R I M I YA N G , L I B R A R I A N

105OOffice Hours:
L i b ra ry Hours:

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

Address:

333 South Grand Avenue, Suite 2250

f

f

i

c

e

M

a

p

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▲

N

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
U.S. Postage

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