TheS um me r 1 99 7 / N u mb e r 1 5

Bridging
One of the roles of a foundation is ofcourse, besides making grants, to connect
people to people in order for something
new to happen. In this BREEZE issue, weare going to report on our latest bridging
project in the language area: a meeting inWashington, D.C. By the time we print
this issue, we will be engaged in the next
bridging project: a Japanese teachers’ meeting in Colorado. Please be assured thatthose bridges will be built not over troubled, but over shimmering water.
In the green ASAGI section, you can see
how many great Japanese films, some ofwhich are already known and others which
are not, have been presented in the Los
Angeles area this year. Bridges being built
between lost Japanese cinemas and peoplein Hollywood will surely bear something
new and exciting in the future. It will be
our children who enjoy the fruits of thislabor.
I S AO T S U J I M OTO
D i re c t o 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

5
8
10
11

Japanese Language Meeting
PROFILE OFPARTICIPATING ORGANIZATION

Nihongo Library

RECENT VIDEO ACQUISITIONS

Language Grant Programs

Asagi

GRANTEE LIST

THE JAPAN FOUNDATION GRANT
PROGRAMSPONSORED FILM PROGRAM

14
News from Relating
Organization

Quarterly

Japanese Language
Meeting,
April 1997
B A C KG RO U N D
In the last decade, Japanese language education
witnessed dramatic growth and improvement, inboth quantity and quality. Though in the
United States foreign language education overall
has recently suffered setbacks, and despite therecession of the Japanese economy, Japanese language education has stabilized. This could be
due to a strengthened infrastructure in the field,
thanks to the continuing efforts of teachers andsupporters.
However, the number of students and qualified
teachers is still scarce. Hence, the field is notvery visible on a national scale. Many teachers’
activities, such as forming national networks andcreating teaching standards, are still in the earlystages of development. Financial resources,from both the U.S. and Japan, are not in good
shape. In all, Japanese language education today
is vulnerable and needs more support in order tobecome a commonly taught language, thereby
setting a unique precedent for international education.
In light of these circumstances, National
Foreign Language Center (NFLC) and The
Japan Foundation & Language Center in Los
Angeles co-organized a national meeting on
Japanese language education for good partnership. We felt that it was time for concernedorganizations and teachers to gather and discuss(continued on page 2)(continued from page 1)

ways to better cooperation and coordination in the field in order toascertain what should be done in the coming years.

P A RT I C I PA N T S
The meeting took place in the form of a brainstorming session
at NFLC at Johns Hopkins University in Washington, D.C., on
April 21, 1997. Thirty-two individuals, representing twentythree organizations, were in attendance.
Teaching representatives included: Professors Laurel Rodd of the
University of Colorado (President of Association of Teachers ofJapanese, [ATJ]) and Hiroko Kataoka of the University ofOregon; high school teachers Norman Masuda of Palo AltoHigh School, CA (former President of National Council of
Secondary Teachers of Japanese, [NCSTJ]) and Trasey Nomachi
of Venice High School, CA. Dr. Charles Igawa, President of The
California Association of Japanese Language Schools, Inc. represented heritage schools.
There were participants from seven language organizations:
Barbara Turlington, Director of International Education,
American Council on Education; Edward Scebold, Executive
Director, American Council on the Teaching of Foreign
Languages, Inc. (ACTFL); Elvira Swender, Director ofProfessional Programs, ACTFL; Elizabeth Welles, Director of
Foreign Language Programs, Association of Department of
Foreign Languages (ADFL) at the Modern Language Association(MLA); Penny Corbett, Executive Director, Exchange: Japan;
Melinda Lucke, Policy Analyst, Joint National Committee for
Languages (JNCL); Kevin McQuade and Philip Palin, SeniorPartners, The Laurasian Institution; Richard Brecht andCatherine Ingold, Deputy Directors, National Foreign Language
Center (NFLC); Andrew Horvat, Senior Fellow, NFLC.
Other supporting organizations, foundations, and government
agencies included seven from the U.S.: Fred Czarra, Consultant
for International Education, Council of Chief State School
Officers; Eric Gangloff, Executive Director and Pamela Fields,
Program Officer, Japan-US Friendship Commission; Bruce
Robinson, Senior Academic Advisor of Research & Education
Division, National Endowment for the Humanities (NEH);
Robert Slater, Director, National Security Education Program(NSEP); Richard Scarfo, Director of The Center forInternational Education, United States Department of
Education; Dang Pham, Deputy Director of Bilingual Education& Minority Languages Affairs, United States Department of
Education; Patricia Schaefer, Executive Assistant to the Associate
Director for Educational & Cultural Affairs, United States
Information Agency (USIA); Nathaniel Bolin, Pro gr a m
Assistant, United States-Japan Foundation.

These also include four organizations from Japan: Noriyuki
Matsukawa, Education Attache, Embassy of Japan; Kayoko
Nakano, Director and Yoko Harashima, Program Division, The
Japan Forum; Kimiko Kabutomori, Lecturer, The JapanFoundation & Language Center in Los Angeles; Juniichi Chano,
Director of New York Center, The Japan Foundation Center for
Global Partnership (CGP). Dr. David Maxwell, Director of
NFLC and Isao Tsujimoto of The Japan Foundation co-chaired
the meeting. (See attached Organization Profile)C U R R E N T S T AT U S
There were basically three agendas in the meeting: 1) share common information on the current status of the Japanese language
education in the U.S., 2) identify the most critical issues to besolved, and 3) discuss possible collaboration among organizations.
Starting with Prof. Rodd, teachers of Japanese at the table
reviewed history of the field and made an assessment of where
we presently stand. There have been increases in teachers, students, materials, study opportunities and organizations. There
have also been widening contexts of Japanese language education—K-12 programs, heritage schools, university programs forboth under- and post-graduate level, teacher education, study
abroad opportunities and continuing adult education. With allprogress comes challenges, such the following.
A. Infrastructure building, including the creation of national
standards (see attachment) and teaching frame works,
ranging from elementary (FLES, immersion) throughadvanced levels. Establishing effective partnerships
between teachers and their colleagues at other institutions
on various levels will ensure students’ involvement in longterm study. The creation of assessment instruments is
also one of the infrastructure issues.
B. Information exchange and networking—linking various
teachers’ organizations, such as ATJ, NCSTJ, CITJ andregional associations will eliminate duplicate efforts, thus
maximizing communication. Heritage schools need more
information on testing procedures, students at otherschools and articulation related issues with regard to secondary and college levels. Though Japanese heritage
schools have existed for a long time, they have not been
widely visible. Heritage school teachers need to workwith public schools, so that their instruction can be more
effectively utilized in public schools.
C. More research is needed for second language acquisitionat the elementary level, ethnographic classroom research,teaching methods, material assessment, assessment instru
ments and program evaluation instruments.

D. Support schools and institutions by sustaining materials,
equipment and teachers’ positions.
E. Teacher training in both pre-service and in-service on various levels. It must be based on solid research and collaborative efforts; both vertical and horizontal. It should
address content (linguistic and cultural), methodology andprofessionalism. Teacher certification and credentials areother critical issues for establishing their status.
F. Encourage students’ motivation by offering scholarships
and programs abroad.
G. Technology in two terms—one as a communication tooland the other as teaching materials.
C R E AT I N G S Y S T E M 3
Dr. Richard Brecht of NFLC then gave theattendees a brief yet stimulating presentation.
First he analyzed that the American mind set
is that since the world speaks English,
therefore one does not have to learn anotherlanguage. In terms of US educational system,
there are fifty state systems, with 15,000 local
school districts having a small federal
presence, and no singular Ministry of
Education to dictate standards. In this country “language” refers to Spanish, French, andsometimes German. 93% of all American
students are enrolled among these three“commonly taught languages.” On the other side, there are lesscommonly taught languages, including Japanese, Italian, Chineseand Russian.
Historically, the language system is two-fold. System 1: commonly taught languages, which are cognate languages where mostenrollment exists and arise out of heritage needs, and are now the
only ones available for students to study. System 2: the lesscommonly taught languages, which are unique because almost allof them are Category 3 languages, with few resources and taught
mostly outside the classroom.
Japanese is breaking out of System 2, creating the basis of
System 3. System 3 arose out of the necessity of sharing
resources. Language learning careers will be filled with reinforcement. System 1 has a strong infrastructure, and a strong
professional basis. In System 3, the infrastructure is not strong
enough, but is being built faster than that of System 2, with thehope that it will be available to anyone who is interested in studying the language. With leadership and strategic vision, theJapanese language can show that System 1 does not have todominate, and that System 3 can be the vision of the future.

QUALITY
There were many responses from the table, particularly fromfunding agencies, with regard to how Japanese language programs
are now viewed as a positively growing field. A sample of thecomments expressed:•“There is heavy interest in Japanese programs.”•“The field is booming because the need is there, but at thesame time we wonder how to measure level of programs,
and what is the best way to recognize first class programs—
quality matters.”•“Not interested in creating new bad curriculum. There
must be good coordination among applicants and also good
criteria to measure it.”A P R I L 21, 1997. AT N F LC, WA S H I N G TO•“Given the growing influence of Asian countries, we shouldbe heading toward the demand and be ready for it with aquality program when that wave arrives.”•“Interested in issues of how studies in different cultures canbe incorporated into mainstream education in America,
where monolingualism seems to be mandated.”
S U S TA I NA B I L I T Y
Quality issue also moved the discussion to the topic of sustainability. Just how does a language education organization sustain
itself once it gets started? Some of the responses and questions
from the table:•“The problems on maintenance of programs can easily befound in many local school districts.”•“How can we push the district to take risks and go for it?”•“The field has reached a certain plateau. Now you should notoffer Japanese courses unless you can find a highly trainedteacher and have resources to maintain the program. ‘The
Bubble Effect’ for high demand gets lower sometimes
because of the lack of success. The number one priority at
this time is for professional development. Investing in this(continued on page 4)(continued from page 4)

System 3 Japanese will greatly help other non-cognate
languages.”•“Training of teachers is the black hole of education, but theJapanese field is still small enough to get something done.”•“Language teachers often withdraw grant applications forabroad programs because of their need to recruit students
for the next year.”•“The population of students now reflects the population ofcommonly taught languages. This brings the issue of changing to meet the needs of the non college-bound students.”•“Even at the worst of the Japan bashing period, enrollment
continued to rise. Rather than jobs, younger students wereinterested in Manga (comics) and martial arts. Is there amatch to what the schools are offering in terms of students
and what the businesses are in need of?”
N E T W O R K I N G & F I E L D U N I F I C AT I O N•“Foreign language is always a fight between teachers of higher
education, especially for Japanese. People were often notinterested in helping their group spread the word to otherlanguage teachers. There should be more communication.”•“Articulation is very much more important today.”•“Articulation has grown in the past five years and teachers
know how they can share the same table.”•“Teacher development, material building and networking canprobably be accomplished without much new money. We
just need to communicate a little more to make our ‘Village’a little more different.”•“It is difficult for a Japanese foundation to establish counterparts to work with. Interested in information sharing, but
how can we disseminate information?”•“We need a clearinghouse, with which we can know about
various efforts being made.”•“What it comes down to is finding a home and staff to manage and coordinate the whole movement of the field ofJapanese language.”•“Interested in helping ‘Infrastructure Building’ for new institutions that creates a new range of networking in the field.”•“We would like to see Japanese teachers move on this matter.
They can probably discuss and decide how they will be unified, and what type of organizational function should beincorporated with in a desired national institution.”•“In this field there must be strategic planning to assess theirdirection and the small steps that should be taken toward
those plans already in progress.”•“Is there support for bringing a number of interested parties
together to strategically plan and hammer things out?”•“We reached a critical point where we need to pull together asa field to work this out.”

NEXT STEPS
Everyone at the meeting seemed to have participated actively andto have enjoyed exchanging ideas, so we felt that the meeting was
successful. Since then, there were many enthusiastic responses
from participating organizations:•“I encourage the exploration of ways to maintain the momentum gained from such meetings so that the energies from thediscussion are productively directed.”•“One of the best ways to build community spirit is to work
together on a common task. One possibility is a publication of a community description and handbook. Most
importantly, the process of preparing the publication would
help build trust and good relations between various residents of this small town, which we call the U.S. Japanese
language community.”•“I was extremely impressed by the comments of the field
experts, and by the obvious responsiveness of the various
agencies and organizations. The meeting served as an excellent base for further discussions and planning.”•“We would like to play an active and supportive role as these
discussions move forward, and I believe that we can be ofparticular assistance in helping with professional development and convention-related issues...”•“We are interested in continuing the dialog of the 4/21
meeting, and in gathering basic information...”•“We would like to help create home-pages for teachers’ associations...”On July 29, we at The Japan Foundation are going to helporganize a teachers’ meeting in Colorado Springs, as a follow-up
meeting. Some fifteen teachers from all over the country, andfrom various levels, including “Japanese Standards Committee”
members, will gather. We look forward to reporting the results ofthe meeting in the next Breeze.
I would like to thank Dr. David Maxwell and his NFLC staff forworking together with us on this April meeting. Participationand strong interests from all of the people at the meeting were
extremely appreciated. Special thanks go to Mr. Norman Masudaand Ms. Trasey Nomachi for taking notes on the discussion,
which made this report possible.

—S u m m a ry rep o rt edited by
I S AO T S U J I M OTO , The Japan Fo u n d at i o nP ro fi l e o f Pa r t i c i p a t i n g O r g a n i z a t i o n s

Japanese Language Meeting
T E AC H E R S ’ O RG A N I Z AT I O N S :A s s o c i ation of Te a ch e rs of Japanese (AT J )The Association of Teachers of Japaneseis an international, nonprofit, non-political organization of scholars, teachers, andstudents of Japanese language, literature,and linguistics, serving to promote academic work in the field, and to broaden anddeepen knowledge and appreciation ofJapan and its culture.
Since its foundation in 1963, theAssociation has provided scholars in thefield an opportunity to exchange academic and professional views, results ofresearch, and news of the field. Language
Association, or the American Council on
the teaching of Foreign Languages, or the
Association for Asian Studies. It publishes the Journal of the Association ofTeachers of Japanese twice each year, and
the ATJ Newsletter three times annually.
Membership in the Association includes a
subscription to these publications.
In recent years, with the growing importance of Japan in the world economy,
politics, and culture, the importance ofJapanese language and literatures has been
increasingly recognized. As more schools,
colleges, and universities offer programsof study in these areas, the Association
has assumed an increasingly importantrole through its conventions, its services
and activities in public affairs, and theexchange of communications on up-todate developments in academic and cultural areas.
At present there are at approximately
1,050 scholars, teachers and students ofJapanese who are members of the
Association. The membership includes
representatives from all areas of study inthe field, and from many parts of theworld, including the United States,
Australia, and Europe.

The National Council of S e c o n d a ry
Te a ch e rs of Japanese (NCSTJ)The NCSTJ was established in 1993, andits members are mainly teachers ofJapanese language and culture in
America’s secondary schools. The current
membership is approximately 500. Their
purposes are: to actively promote theteaching and learning of Japanese at thesecondary level in the US; to provide a
network for exchanging information andideas; and to be proactive in providing
resources and opportunities for teachers
to improve the field with its Regional
Japanese Language affiliates. NCSTJ is
an affiliate organization of ACTFL.

The Califo rnia A s s o c i ation of Ja p a n e s e
L a n g u a ge Sch o o l s, Inc. (CAJLS)The CAJLS is a non-profit organization
established for the purpose of promoting
the development of effective instructional capability among its members, througha mutual exchange of pedagogic information, compilation of textbooks and otherrelated teaching aid materials. In existence since the early 1960s, the CAJLS is
headquartered in Los Angeles and currently has thirty-six members.
L A N G UAG E O RG A N I Z AT I O N S :American Council on Education (ACE)The ACE is the largest and most comprehensive of the higher education associations. Its membership includes 1,500
public and private two-year andfour- year colleges and universities andover 200 national and regional associations. Among its international initiatives
have been four projects to help U.S. colleges and universities improve foreign language teaching. Two of those included

the teaching of Japanese and other lesscommonly taught languages, as well asteacher education. Two have focused on
improvement and dissemination of themodel of foreign languages across thecurriculum. ACE is also interested innational, state, and institutional policy
issues concerning language learning andteaching and national needs.

American Council on the Te a ching of
Fo reign Language s, Inc. (AC T F L )The ACTFL is dedicated to promoting
the study of foreign languages and cultures as an integral component ofAmerican education and society.
Launched in 1967 by the Modern
Language Association, ACTFL remains
the only national organization representing teachers of all languages at all education levels. Through its programs andpublications, ACTFL seeks to provide
effective leadership for the improvementof teaching and the learning of languages
within the United States. From the development of Proficiency Guidelines, to its
leadership role in the creation of national
standards, ACTFL focuses on issues thatare critical to the growth of both the profession and the individual teacher.

A s s o c i ation of D ep a rtment of Fo re i g n
L a n g u a ges (ADFL)
The ADFL was established in 1969 andaddresses the professional concerns ofadministrators from nearly 1,000 departments at two-and four-year colleges anduniversities. ADFL is an affiliate organization of the Modern Language
Association. ADFL organizes two annual three day summer seminars to provide
foreign language department administrators with a forum for sharing informationand discussing developments in the field.
ADFL also keeps its membership(continued on page 6)(continued from page 5)

informed of developments in the profession through the ADFL Bulletin. A regular feature of the Bulletin is the analysis ofdata from MLA surveys relating to foreign language curricula, faculty characteristics, enrollments, and requirements.
ADFL is currently developing projects
that include conferences and dissemination activities in support of articulation
efforts between high school and college
foreign language programs.

E xch a n ge: Ja p a n
Exchange: Japan is committed to the promotion of mutual understanding andglobal exchange built on excellence inJapanese language training. Since 1979, it
has offered intensive Japanese language
training in the U.S. and in Japan withhome stays. During the past ten years it
has placed more than 420 trained lecturers of Japanese in over 130 colleges anduniversities across North America. The
intensive, summer-long training offeredby Exchange: Japan for these college lecturers, as well as for high school teachersof Japanese, provides an opportunity toobtain hands-on knowledge of teaching
Japanese offered by few other programs.

Joint National Committee for Language(JNCL)
Since 1976, the JNCL has provided aforum for cooperation and discussion
among language professionals. Whatbegan as an informal coalition of eightnational language teaching associations
now brings together representatives ofover 64 organizations encompassing virtually all areas of the language profession:
the major and less-commonly taught languages. JNCL functions as a point of reference for the planning of national language policies and the identification ofnational needs in this area. JNCL is affiliated with the National Council for
Languages and International Studies, anadvocacy organization with which it
shares a governance structure and staff.

The Laurasian Institution
As architects of behavioral space, The
Laurasian Institution focuses its practiceon cross-cultural learning environments.

The Laurasian Institution has particularexpertise in four principle areas of practice: (1) Design & Administration, (2)Research and Publication, (3) Education,and (4) Mobility. Their present Japanrelated activities are: administration of
the Japanese Language Exchange(JALEX) program, the formation andlaunch of the net-based Institute for
Teachers of Japanese (ITJ), and the New
Perspectives: Japan (NP:J) program. The
Laurasian Institution is a non-profit
organization.

Council speaks on behalf of the state
education agencies (SEAs), which haveprimary authority for education in eachstate, and carries national influence commensurate with this position. The
Council’s members develop consensus on
major issues, which the Council advocates
before the President of the United States,
federal agencies, the United States
Congress, and the public.

Japan-US Friendship Commission/
C U LC O N

The NFLC, a non-profit, privately funded Washington D.C. “think tank”on language in the United States, focuses muchof its attention on the “less commonly
taught languages,” including Japanese.
The Center’s Japanese initiatives haveincluded: “Japanese Language Initiativefor United States High Schools: The
Development of National Curricular
Guidelines and a College Board
Achievement Test;” “Center for Global
Partnership Review of Japanese Language
Exchange Program (JALEX);” “Japanese
Language Instruction in the UnitedStates: Resources, Practice, andInvestment Strategy;” and assistance inthe founding of NCSTJ. Cur rently, theNFLC is developing projects concernedwith distance delivery of Japanese language instruction, while it continues its
collaboration with The Japan Foundation& Language Center in Los Angeles.

The Commission, an independent federal
agency dedicated to promoting mutual
understanding and cooperation between
the United States and Japan, administers
grant programs in: Japanese Studies in the
United States; Policy-Oriented Research;
Public Affairs/Education; The Study of
the United States in Japan; The Arts; andInfrastructure Building. The Commission’s basic support for Japanese language
education is its annual grant to the InterUniversity Center for Japanese Language
Studies in Yokohama, which trains up to
sixty English-speaking students annuallyin advance language study on a full-time,intensive basis. In addition, on a case-bycase basis, the Commission supports
development of university language programs at the graduate level in businessand other fields. The Commission willconsider, under its new pro gr a m“Infrastructure Building,” administrative
support for building the institutional
infrastructure in fields such as language
education.

U S O RG A N I Z AT I O N S :N ational Endowment for the H u m a n i t i e s(NEH)

The National Fo reign Language Center( N F LC )Council of C h i e f S t ate Offi c e rs
(CCSSO)The CCSSO is a nationwide, non-profit
organization comprised of the public
officials who head the departments ofelementary and secondary education. The
Council has served as an independent
voice on federal education policy since
1927 and has maintained a Washington,
D.C. office since 1948. In representing
the chief education administrators, theUntil quite recently, the NEH made a
special effort to support the teaching ofless commonly taught languages inschools and colleges. Grants supported amodel elementary school Japanese program, summer training opportunities, anational network for Japanese immersion
teachers, summer institutes for native
speaking and non-native speaking highschool teachers of Japanese, a College
Board achievement test and an NFLCpublished Framework for Introductory Japanese,improved undergraduate programs, andan MIT-developed interactive programfor intermediate Japanese. Constrainedby reduced resources, NEH is still interested in summer training and “teachingwith technology” programs.

N ational Security Education Pro g ra m
(NSEP)The NSEP was created by the Unites
States Congress in 1991 to foster the
study of countries and languages criticalto U.S. national security that are traditionally under-represented in study by
U.S. college students, both undergraduate and graduate. The program consistsof three major components: (1)Scholarships for U.S. undergraduate students to study abroad in world areas critical to U.S. national security; (2)Fellowships for U.S. graduate students todevelop expertise in languages and cultures of less commonly studied countries
to U.S. national security; and (3) Grants
to U.S. institutions of higher education
to develop or strengthen their capabilities to enhance the national capacity to
educate U.S. citizens in critical languages, areas, and international fields.

US Dep a rtment of E d u c ation, Center
for Intern ational Educat i o n
The U.S. Department of Education,
through the authority of Title VI of theHigher Education Act and Section 102(b)(6) of the Fulbright - Hays Act
administers 13 programs designed to
improve the nation’s expertise in foreign
languages, area and international studies.
Grants are made under these programs to
U.S. colleges and universities and nonprofit educational organizations andassociations. Japanese language training
has been and continues to be an important component of these activities;
specifically through graduate fellowships
for advanced Japanese language training
in the U.S., support for intensive
Japanese language training in Japan for
American students and through development of Japanese language materials, andresearch in the uses of technology inJapanese language learning. In addition,
fellowship support is provided forAmerican graduate students and postdoctoral faculty members to conduct
research in Japan.

US Dep a rtment of E d u c at i o n ,Bilingual Education & Minority
L a n g u a ge A ffa i rs
Congress passed the Bilingual Education
Act in 1968 in recognition of the g rowing number of linguistically and culturally diverse children enrolled in schools
who, because of their limited English
proficiency, were not receiving an education equal to their English proficientpeers. Established in 1974 by Congress,
the Office of Bilingual Education andMinority Languages Affairs (OBEMLA),
helps school districts meet their responsibility to provide equal educational opportunity to limited English proficient(LEP) children. Since the 1995 school
year, the Office of Bilingual Education &Minority Languages Affairs has also
administered the Foreign Language
Assistance Grants.

US Info rm ation A gency (USIA)The USIA’s Bureau of Educational andCultural Affairs promotes mutual understanding between the U.S. and othercountries through a wide range of international educational and cultural
exchange and training programs. One
such program is Fulbright. The Japan
Fulbright Exchange program began in
1952 and the Japan-U.S. Educational
Commission (JUSEC) was established in
1979. In 1986, a total of 141 grants
were made to Japanese and American
scholars in all categories, with a budget of$7.8 million. USIA also administers theFulbright Teacher Exchange Program,
although Japan does not participate inthis direct year-long exchange of classroom assignments by teachers. Throughthe Fulbright Memorial Teacher
Exchange Fund, 10 million dollars wasgiven by the Government of Japan to support short-term study visits to Japan for
U.S. teachers (K-12) over the next five
years. This fund is administered by

JUSEC in Japan and by the Institute ofInternational Education in the UnitedStates. USIA also provides support forother U.S.-Japan educational and professional linkage activities, including theJapan-U.S. Friendship Commission and
CULCON.

The United Stat e s - Japan Fo u n d at i o n
The United States-Japan Foundation, aprivate and independent grant making
organization, is dedicated to the promotion of greater mutual knowledge
between the U.S. and Japan through support for programs in three principle areas:
Communication and Public Opinion;
Precollege Education; and Public Policy.
In the area of Precollege Education, theFoundation supports the improvement
and enhancement of instruction on Japanin the U.S.–and on the U.S. in Japan–insecondary and elementary schools
through teacher training, professional
development, intensive study tours andcurriculum design.
J A PA N E S E O RG A N I Z AT I O N S :The Japan Forum (TJF)
TJF is a private non-profit foundation
established in Japan in 1987. TJF’s main
objective is to promote internationalawareness and an understanding of othercultures among young people. To fulfill
this goal, TJF promotes Japanese language
learning in elementary and secondary
schools abroad with an emphasis on the
United States, as well as China andAustralia. It also promotes Asian
Language education in Japanese highschools, contributes books, and issues
various publications. TJF has provided
assistance to Japanese language programsin Wisconsin in cooperation with
Wisconsin Department of Public
Instruction.

The Japan Fo u n d at i o n
The Japanese language program is one of
the core international cultural exchange
programs of the Japan Foundation. The
Foundation has various language-related(continued on page 8)(continued from page 7)

grant programs to support teachers ofJapanese and Japanese language institutions. Teacher training and language
courses are available at its two language
institutes in Japan. The Language Centerat the Los Angles Office offers training
workshops for precollegiate teachers,
library services, information gatheringand dissemination, proficiency tests, aswell as emergency-type grants.

The Japan Fo u n d ation Center fo r
Global Pa rt n e rship (CGP)The CGP does not support Japanese language-related programs under its program
guidelines. The one exception to this rule
is JALEX, a program that sends Japaneseyouths to the US in much the same way as
the JET program. Based on a study ofthe most effective ways to send Japaneseyouths to local communities in the US, it
was found that Japanese language assistants are needed in American secondary
schools. To meet this need, CGP
launched the Japanese Language Exchange
Program (JALEX) in 1992, in conjunction with the Laurasian Institution.
S P E C I A L P RO J E C T S :C U LC O N
The US-Japan Conference on Culturaland Educational Interchange (CULCON) is a bilateral advisory panel toboth governments. Since 1962, CULCON has served to focus official andpublic attention in both the United States
and Japan on the vital cultural and educational underpinnings of this relationship.
At its April 1993, and again at its January
1995 plenary session, CULCON emphasized “ ... the importance of Japanese language education in the United States”andagreed to examine ways to improve it,
especially at the primary and secondary
level. This liaison meeting is a direct
result of that expression of concern.

Japanese National Standards
A coalition of four national language
organizations (ACTFL, AATF, AATG,
and AATSP) received funding in 1993

from the U.S. Dept. of Education and
NEH to develop standards for foreign
language learning for K-12. A 11-member K-12 Student Standards Task Force,with the assistance of a 21-member
Advisory Council, 6 pilot sites, and 141
Board of Reviewers, developed and published Standards for Foreign Language Learning:
Preparing for the 21st Century in March,
1996. The work was endorsed by 42 foreign language related organizations.
In the fall of 1996, five more national
language organizations, including NCSTJ
and ATJ, joined the above four to form
the National Standards in Foreign
Language Education Collaborative project. Each of the eight language-specificassociations is now expanding the genericstandards by adding descriptions of theunique aspects of each specific language,
its history and current usefulness. Some
progress indicators and learning scenarios
are modified or added to with languagespecific examples.
The Japanese National Standards Task
Force consists of 12 teachers of Japanese,
divided equally into native and non-native
speakers of Japanese, and encompassing
K-college grade levels and locations from
Hawaii to the East Coast. The Task Forceheld one meeting in January to work on
Standard 1, and will meet in a one-week
working session at the end of July to workon Standards 2 through 5. Upon completion of the draft, all the NCSTJ andthe ATJ members will be presented with
the Japanese Standards including sample
progress indicators, and will be asked tocontribute comments as well as sample
learning scenarios. The expected projectcompletion date is the end of November,
1998, provided the Task Force has funding. (At this point, the Task Force has justenough funding to cover the July 1997
meeting. The Task Force is in need offunding for: holding two more Task Forcemeetings, distributing the draft to the two
association members, editing and producing the finished documents, and disseminating the finished product.)

Newly Arrived
VIDEOÇ † Ç § Ç Ò Ç≈ Ç ¢ Ç ± Ç § Å I Å F É R É j É Ö É j É
PÅ[ÉVÉáÉìÇÃÇΩÇflÇÃì˙ñ{åÍÉrÉfÉIã
≥çfi = A-un : The Video for
CommunicatinginJapanese.
ì˙å¸ñŒíj...[etal.].
ÉWÉÉÉpÉìÅEÉâÉCÉÄ, 1994.
Vol. 1, 1 videocassette (35 min.)Vol. 2, 1 videocassette (35 min.)Vol. 3, 1 videocassette (25 min.)â ìöï“, 1 videocassette (35 min.)Animated Classics of Japanese
Literature. Central Park Media
Corporation, 1994, c1986.
v. 1: The Izu Dancer; The Dancing
Girl = à…ì§ÇÃéqÅGïëïP.
êÏí[çNê¨ÅGêXâ®äO. 1 video
cassette (52 min.)v. 2: The Harp of Burma ; part 1 &2 = ÉrÉãÉ}ÇÃíGã’.
í|éRìπóY. 1 videocassette(52 min.)v. 3: The Season of The Sun;
Student Days ; The Grave of
the Wild ChrysanthemumÅÅëæózÇÃãGêflÅGäwê∂éûë„ÅGñÏãeÇÃïÊ.êŒå¥êTëæòYÅ
Gãvïƒê≥óYÅGà…ì°ç∂êÁïv. 1
videocassette (52 min.)v. 4: A Ghost Story; The Theater ofLife = âˆíkÅGêlê∂åÄèÍ.
è¨êÚî™â_ÅGîˆçËémòY. 1
videocassette (52 min.)v. 5: Wandering Days; Growing Up= ï˙òQãLÅGÇΩ ÇØÇ≠ÇÁÇ◊,ó—ïáî¸éqÅGîÛå˚àÍót. 1 video
cassette (52 min.)ÉrÉfÉIÇÕÇ∂ÇflÇƒÇÃì˙ñ{åÍã≥àÁ.
NHKÅG NHK ÉNÉäÉGÉCÉeÉBÉu,ÉAÉXÉNçuíké–ÅGñ}êlé–. 1996ÇPÅFì˙ñ{åÍÇÃâπê∫. 1 videocassette(40 min.)ÇQÅFèâãâÇÃéwì±. 1 videocassette(30 min.)ÇRÅFíÜè„ãâÇÃéwì±. 1 videocas
sette (30 min.)Business Savvy : Japan Unveiled.. Yohan,
1993. 1 video
cassette (24 min.)ideo, LD and Realia List at Nihongo Library
Celebrating The Season : Japan Unveiled..
Yohan, 1994. 1 video cassette (24 min.)Contemporary Business Japanese; complete with
helpful hints and advice 1-2. East-West
Institute Co., Ltd.; Asahi National
Broadcasting Co., Ltd.
Doubles: Japan and America’s Intercultural
Children (American Version). Theodore R.
Life Jr., 1995. 1 video cassette (59 min.)âfëúÇ≈å©ÇÈäøéöÇÃó éj. NHK ;NHK ÉNÉäÉGÉCÉeÉBÉu;ëÂèCäŸèëìX, 1992. 1 videocassette (58min.)
Getting Acquainted: Japan Unveiled. Yohan,
1993. 1 video cassette (28 min.)óyÇ©Ç»ÇÈäøéöÇÃó∑. NHK ; NHK
ÉNÉäÉGÉCÉeÉBÉu; ëÂèCäŸèëìX,[199-].
ÇPÅFäøéöíaê∂ÅGÅgà§ÅhÇÕ
Ç±Ç§ÇµÇƒê∂Ç‹ÇÍÇΩ. 1 video
cassette (42 min.)ÇQÅFèëëÃÇÃïœëJÅGèëÇ
ÕêlÇ»ÇË. 1 videocassette (41min.)ÇRÅFï∂éöï∂âªÇÃè´óàÅGÇ
QÇPê¢ãIÅAäøéöÇÕÇ«Ç§Ç»ÇÈ. 1
videocassette (43 min.)Learn Japanese for Business. Central Media,
1986. 1 videocassette (70 min.)Let’s Learn Japanese BasicIIÅFÉeÉåÉrì˙ñ{åÍçuç¿èâãâII.
çëç å ó¨äÓã‡ÅGÉrÉfÉIÅEÉyÉfÉBÉb
ÉN, 1995.
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1 videocassette (36 min.)ÇRÅFÇ©ÇÆÇ‚Ç–ÇflÅGÇ
ÕÇøÇ©Ç¬Ç¨ïPÅGÇµÇΩÇ´ÇËÇ∑Ç ∏Çfl. 1 videocassette(36 min.)ÇSÅFÇÕÇ»Ç≥Ç©Ç∂Ç¢Ç≥ÇÒÅGÇ‰Ç´Ç®ÇÒÇ»ÅGÇ¬ÇÈÇÃÇ®ÇÒÇ™Ç¶Çµ. 1 videocassette (36 min.)ì˙ñ{åÍã≥àÁâfëúã≥çfiÅFèâãâï“ÅFì˙ñ{åÍÇ≈ÇæÇ¢Ç∂ÇÂÇ§Ç‘. çëóßçëåÍå§ãÜèä.
ì˙ñ{ÉVÉlÉZÉã, 1995
Unit ÇPè„ÅEâ∫ÅFÇÊÇÎÇµÇ≠Ç®äËÇ¢ÇµÇ‹Ç∑. 1 videocassette(15 min.)
Unit ÇQè„ÅEâ∫ÅFÇÊÇ≠ÇÌÇ©ÇËÇ‹ÇµÇΩ. 1 videocassette(15 min.)
Unit ÇRè„ÅEâ∫ÅFÇ∆ÇƒÇ‡Ç¢Ç¢Ç≈Ç∑ÇÀ. 1 videocassette(15 min.)
Unit ÇSè„ÅEâ∫ÅFÇ‹ÇΩâÔÇ¢Ç‹ÇµÇÂÇ§. 1 videocassette (15 min.)êVì˙ñ{åÍÇÃäÓëbÇhÇhÅFâÔòbÉrÉfÉI.
ÉXÉäÅ[ÉGÅ[ÉlÉbÉgÉèÅ[ÉNï“.
ÉXÉäÅ[ÉGÅ[ÉlÉbÉgÉèÅ[ÉN, 1994. 1
videocassette (45 min.)Situational Functional Japanese. Tsukuba
Language Group. ì˙ñ{ÉVÉlÉZÉã, 1996.
Vol. 1, 1 videocassette (37 min.)Vol. 2, 1 videocassette (38 min.)Vol. 3, 1 videocassette (37 min.)S t ru ggle & Success : The African
American Experience in Japan. Life.
Theodore R. Jr., 1993. 1 video cassette(85 min.)
Total Immersion Japanese language andCulture Camp. Japan-America Society of
the State of Washington, 1992. 1 video
cassette (19 min.)Tune in Japan. The Asia Society. 1995. 1
videocassette (63 min.)ÇÊÇ§Ç±Çª:
An
Invitation
toContemporary Japanese. Tohsaku, YasuHiko. McGraw Hill Inc., 1994. 1 videocassette
LASER DISKÉrÉfÉIçuç¿ì˙ñ{åÍÅFì˙èÌê∂äàÇ…å©ÇÈì˙
ñ{ÇÃï∂âª. éÅâ∆å§àÍ. ìåãûèëê–, 1994.
1. (60 min.)2. (60 min.)REALIAÇ‹ÇÆÇÀîoãÂ. Sohsei, Inc., 1997
East Asian Role Play Cards For Teaching& Testing. National Foreign Language

Resource Center; University of Hawaii,1994ì˙ñ{åÍã≥àÁópé ê^ÉpÉlÉã I.
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ñ{èoî≈ñfà’âÔé–, 1996.
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ì˙ñ{èoî≈ñfà’âÔé–, 1996
Reminder to Current Library Members
Thank you for your continuing interestin the Nihongo Library. The Nihongo
Library User’s guide has been publishedin February, 1997. There are somechanges in the new policy, which is stated in the guide including overdue fines
and the new library card.
We now ask for fines for overdue material, in the event that it is not returned by
the due date. Fine of $0.50 per audiovisual material per day and $0.25 peritem per day up to a maximum of $10
per item would be charged. Some ofhigh-demand material in the collection
sometimes cannot be checked out byother members because it is overdue. We
would like to ask for your understanding
in this change in the policy.
If you have not received the The
Nihongo Library User’s Guide and/or a
new library card, please contact us so that
we can send them to you.
For further information for the application to a library membership, please contact the librarians at:
The Nihongo Library
The Japan Foundation and Language
Center in Los Angeles
2425 Olympic Blvd., Ste 650E
Santa Monica CA 90404.
tel: 310.449.0027
fax: 310.449.1127
e-mail: nihongolib@jflalc.org
T H A N K YO U .

R E M I N D I N G

Y O U

O F

The Japan Foundation’s Japanese Language
Grant Programs(Due Before December 1, 1997)
1) Salary Assistance Program for Full-Time Japanese LanguageTeachers: Designed to assist in the creation and/or expansionof full-time teaching position. The financial assistance will be up to an initial three-year period to help cover personnel expenses.
2) Japanese Language Research/Seminar Grant Program: Designed to assist educational institutions to conduct research, seminars
or workshops on precollegiate level.
3) Japanese Language Teaching Materials Donation Program: Donating sets of teaching materials to various types of educational
institutioin.
4) Training Programs for Japanese Language Teachers at the Japanese-Language “Institute, Urawa”, Japan:
Offering teachers opportunities to attend an intensive course in Japanese language and teaching methodology. Three types of training:(1) Long-Term, (2) Short-Term, and (3)Japanese Abroad (Zaigai Hojin Kenshu).
5) Assistance Program for the Development of Japanese Language Teaching Resources: (1)Printed Resources,(2)Audio Visual Resources.
6) Japanese Language Education Fellowship Program: Fellows will be invited to the Japanese-Language “Institute, Urawa”
in order to participate in cooperation with, or under the guidance of, Japanese experts in (1) development of teaching resources, (2) teaching
methods and (3) research.
7) Japanese Language Study Program for Librarians: Providing librarians with opportunity to participate in an intensive
Japanese language course in Japanese at the newly opened Kansai Japanese Language Institute.
8) Japanese Speech Contest Support Program: Assisting organizations to hold Japanese speech contests by providing partial financial
support and prizes.
9) Japanese Language Program for Researchers: Long-term intensive training courses in Japanese for scholars or researchers who intend to learn Japanese for their academic research activities.
10) Japanese Language Program for Postgraduate Students: Intensive training courses in Japanese for postgraduate students
who major in the social science or the humanities and wish to improve their Japanese language abilities.

J A PA N E S E L A N G U A G E P RO F I C I E N C Y T E S T
A test devised to measure your Japanese skill against a global standard, Level 1-4
Date: Sunday, December 7, 1997
Test Sites: Chicago, Los Angeles, New York (Vancouver and Toronto in Canada)
Application Period: September 8 - October 17
Fees: Level 1 & 2:$50.00 Level 3 & 4: $30.00
Tel: 1-888-667-0880 or 310-449-0027 (10 am - 5 pm pacific time)
Fax: 310-449-1127
e-mail: (for Grant Programs) jflalc@jflalc.org(for Proficiency Test) noryoku@jflalc.org

AS A G I
N EWS FROM THE JAPAN FOUNDAT ION LOS ANGELES OF F IC E

G rantee List

Karen Tei Yamashita, The Brazilian
Community in Japan: Research for a
New Novel, Los Angeles CA.

AWARDEES OF JAPANFOUNDATION GRANTS

FIL M P RODUCT ION SU PPORTP RO G R A M(screened in Tokyo), April 1997 - March 1998

Christopher Desjardins, Yakuza Eiga: an
Encyclopedia of Japanese Gangster Films.
Marilyn Robert, Indigo/Textile Research,
Eugene OR.
Richard Wiley, Commodore Perry’s
Minstrel Show, Henderson NV.

Kit Fitzgerald, Art Talk Japan, Santa Fe
NM (¥2,200,000).
Ann Akemi Kaneko, Letters Home fromJapan, Culver City CA (¥2,300,000).
Oregon Public Broadcasting, Experimentin Democracy, Portland, OR(¥2,700,000).
Christal Whelan, Otaiya, Honolulu HI(¥1,000,000).

F ILM PRODU CTION SUPPORTP RO G R A M

EXH IBIT ION AB ROAD SU PPO RT
P RO G R A M

A RT IST FELLOW S H I P

Lyn Goldfarb, Circus Stories, Los Angeles
CA (¥1,500,000).
Craig McTurk, Tokyo Blues, Los Angeles
CA (¥1,800,000).
EXH IBITION ABROAD SUPPO RT
P RO G R A M

The Museum of Contemporary Art, Los
Angeles, Out of Actions: Performanceand the Object, Los Angeles CA(¥5,000,000).
P U B L I C AT ION A SSISTA NC E P RO G R A M

Stonebridge Press, Ravine and Other Stories
by Yoshikichi Furui, Berkeley CA($1,420.00).
University of California Press, Japan’s
Total Empire: Manchuria and the
Culture of Wartime Imperialism by Louis
Young, Berkeley CA ($3,000.00).

AWARDEES OF JA PANF O U N DATION GRANTS(screened in Tokyo), April 1996 - March 1997
A RT IST FELLOW S H I P

Sharon Takeda, Sacred or Secular: An
Examination of Silk Weaving and its
Patronage, Malibu CA.

Santa Barbara Museum of Art,
Katagami: Japanese Paper Stencils of
the Textile Trade, Santa Barbara CA(¥1,000,000) — postponed one year.
P U B L I C ATI ON ASSIS TANCE PRO G R A M

Stanford University Press, An Anticlassical
Political Economic Analysis by Yasusuke
Murakami, Stanford CA ($6,355.00).

AWARDEES OF LOSANGELES ARTS &C U LTURE GRANTS,
April 1996 - March 1997
Japanese Traditional Pe r fo rming
Arts Organization, Torrance CA,
Dance of Japan,
June 1996
Taro Yashima Exhibition, Los
Angeles CA, Taro Yashima
Exhibition at, JACCC,
June 1996$1,500 Japan Society of Greater, San
Diego & Tijuana, San Diego
CA, Japanese Film Festival 1996,
October 1996

$500 San Diego City Schools,
San Diego CA,
Education Day
October 1996
$3,000 UCLA Film & Television
Archive, Los Angeles CA,
The Art of Kenji Mizoguchi,
film retrospective,
January 1997
$1,000 Oregon-Toyama Governmental
Exchange, Salem OR, General
support.
FilmForum, West Los Angeles CA,
Branded to Thrill: The Delirious
Cinema of Seijun Suzuki retrospective,
March 1997
$1,000 Dances We Dance, Inc.
Honolulu HI, Keiko Takeya
Contemporary Dance Company
performances in Hawai‘i,
April 1997
$1,000 Japan Society of Northern
California, San Francisco CA
Hiroshi Kondo: Japanese Potter
lecture- demonstrations,
April 1997
$1,500 Hayakawa Enterprises,
Hollywood CA,
Sessue Hayakawa & Michio Itophotographic exhibition,
May 1997$2,000 Arizona State University,
Tempe AZ, Oe Kenzaburo lecture.
April 1997
San Diego Sister Cities,
San Diego CA,
SanDiego/Yokohama 40th
Anniversary Celebration,
August 1997

The JapanFoundation

G ra n t
P ro g ra m s
A T HE JA PAN FO UNDAT ION
DEC EMBER DEADLI NE
GRA NT PRO G R A M S

The following are brief descriptions of
the programs. There are set application
forms for each program which are available in the summer. So please makesure to request in writing the appropriate application form for your desired
grant program. The following programs are screened by The Foundation
headquarters, and are due in the Los
Angeles Office on December 1st ofeach year, if the applicant is from the
13 western states of the United States.
For full guidelines and applications
regarding programs in this category,please contact:
Alan Kita, Program Associate
T H E JA PA N F O U N DAT I O N &LA N G U G E C E N T E R I N LO S AN G E L E S

2425 Olympic Boulevard,
Suite 650E Santa Monica,
California 90404-4034
voicemail: (310) 449-0027 ext. 104
faxmail: (310) 449-1127
email: alkita@jflalc.org
http://www.jflalc.org
1. The Japan Foundation Fellowship Programfor Artists and Cultural Properties
Specialists
Opportunities to the specialists to
conduct research or pursue creative
projects in Japan.

2. Exhibitions Abroad Support Program
Provides financial support to exhibitions that introduce Japanese art
and culture abroad.
3. Film-Production Support Program
Provides financial support for the
production of films, TV programs,
and other audio-visual materials
that serve to further an understanding of Japan and Japanese culture
abroad.
4. Publication Assistance Program
Assistance will be considered forbooks on, or relating to, Japan in
the humanities, the social sciences,and the arts.
5. Translation Assistance Program
Provide financial assistance for thetranslation of works of high valuethat are only published in Japanese,on or related to Japan in thehumanities, the social sciences, andthe arts, particularly classics, introductory works on Japan, and reference works or Japanese studies.

Advisory Committee convening in
New York City. Thus, all applications
can be made available from the New
York Office, and are due at that officeby November 1.
The New York Office
T H E J A PA N F O U N DAT I O N

152 West 57th Street, 39th Floor
New York, New York 10019
voicemail: (212) 489-0299
faxmail: (212) 489-0409
email: info@jfny.org
http://www.jfny.org
1. The Japan Foundation Fellowship Programfor Scholars, Researchers, and Doctoral
Candidates
2. Institutional Support Programs forJapanese Studies
a. Visiting Professorship Direct
Dispatch Program and Financial
Support Program
b. Staff Expansion Grant Programc. Research/Professional
Conference Grant Program
3. Library Support ProgramB

LOS ANGELES ARTS & C ULTURE
GRANTSD PE RFO RMIN G A RT S JA PANDU E TO T HE N EW YO R K

The Japan Foundation & Language
Center in Los Angeles will support projects that are related to the presentationof the arts and culture of Japan within
the western United States covered.
Martial arts are excluded. Please direct aletter of proposal. The result of thescreening will be notified within twomonths after acknowledgement ofreceipt, unless otherwise notified.

O F F I CE

J A PA N- U. S. PA RT N E R S H I P F O R T H E
PE R F O R M I N G ART S , I N C .

1501 Broadway, Suite 2303
New York, New York 10036-5601
E

CE NT ER F OR GLO BAL
PA RT N E R S H I P

J A PA N F O U N DAT I O N C E N T E R F O RCTHE JA PAN FO UNDAT ION AAC

G L O BA L PA RT N E R S H I P

GRANT P ROG RAMS (NOVE MBER

152 West 57th Street, 39th Floor
New York, New York 10019
voicemail: (212) 489-1255
faxmail: (212) 489-1344
http://www.cgp.org

DEAD LINE) DU E TO NEW YOR K
OFFICEThe following programs are screenedby the The Japan Foundation American

SPONSORED FILM SERIESThe Los Angeles Office is pleased to have assisted in the support and coordination of the following film series, since the beginning of 1997.

Film Series: The A rt ofKenji Mizo g u ch i
Organizer: Cinematheque
Ontario/UCLA Film and Television
Archives
Venue: Melnitz Theater (now James
Bridges Theater), UCLA, Los
Angeles, California
Date: January 11~February 2, 1997
Film Titles:

Cascading White Threads (Taki noshiraito) ëÍÇÃîíéÖ
The Crucified Lovers (Chikamatsu
monogatari) ãflèºï®åÍ
A Geisha (Gion bayashi) ã_âÄöíéq
Hometown (Furusato) Ç”ÇÈÇ≥Ç∆The Life of Oharu (Saikaku ichidaionna) êºíflàÍë„èó
The Love of Sumako the Actress (Joyu
Sumako no koi) èóóDê{ñÅéqÇÃóˆ
The Loyal 47 Ronin, Parts 1 & 2(Genroku chushingura) å≥ò\íâêbë†Miss Oyu (Oyusama) Ç®óVÇ≥Ç‹Musashi Miyamoto (Miyamoto Musashi)
ã{ñ{ïêë†My Love Has Been Burning (Waga koi
wa moenu) â‰Ç™óˆÇÕîRÇ¶Ç
Osaka Elegy (Naniwa hika) òQë¨îflâÃ
The Princess Yang Kwei Fei (Yokihi)ókãMî‹
Sansho the Bailiff (Sansho Dayu)éRû£ëæïv
Sisters of the Gion (Gion no shimai)
ã_âÄÇÃéoñÖThe Story of the Last Chrysanthemums(Zangiku monogatari) écãeï®åÍ
Street of Shame (Akasen chitai) ê‘ê¸ínë—
Ugetsu (Ugetsu monogatari) âJåéï®åÍ
Utamaro and His Five Women (Utamaro
wo meguru gonin no onna)âÃñõÇ ÇflÇÆÇÈå‹êlÇÃèó
The Woman Of Rumor (Uwasa no onna)
â\ÇÃèó
Women of The Night (Yoru no
onnatachi) ñÈÇÃèóÇΩÇø

Film Series: Branded to Th r i l l :The Delirious Cinema of S e i j u nSuzuki
Organizer: FilmForum Los Angeles
Venue: Landmark Nuart Theater,

West Los Angeles, California
Date: March 14 ~ March 20, 1997
Film Titles:

Branded To Kill (Koroshi no rakuin)
éEÇµÇÃ‡ÄàÛ
The Bastard (Akutaro) à´ëæòY
Detective Bureau 23: Go To Hell,
Bastards! (Tantei jimusho
23–kutabare akuto domo)íTí„éññ±èäÇQÇRÅ[Ç≠ÇΩÇŒÇÍà´ì}Ç«Ç‡Fighting Elegy (Kenka ereji)ÇØÇÒÇ©Ç¶ÇÍÇ∂Ç¢
Gate of Flesh (Nikutai no mon)ì˜ëÃÇÃñÂ
Heat-Haze Theater (Kageroza) ózâäç¿
Kanto Wanderer (Kanto mushuku)ä÷ìåñ≥èhLove Letter ÇÁÇ‘ÇÍÇΩÇ†
One Generation of Tattoos(Shunpuden) ètïwì`Tokyo Drifter (Tokyo nagaremono)ìåãûó¨ÇÍé“Youth of The Beast (Yaju no seishun)ñÏèbÇÃê¬èt
Yumeji ñ≤ìÒ
Zigeunerweisen
ÉcÉBÉSÉCÉlÉãÉèÉCÉ[ÉìFilm Series: Outlaw Masters ofM o d e rn Japanese Filmmaking
Organizer: American Cinematheque
Venue: Charlie Chaplin Theater,

Raleigh Studios, Hollywood,
California
Date: June 24 ~ July 26, 1997

Directors and Film Titles:
FUKUSAKU Kinji (at Director’s

Guild of America Theater)
Battles Without Honor andHumanity (Jinginaki tatakai)êmã`Ç»Ç´êÌÇ¢Graveyard of Honor and Humanity(Jingi no hakaba) êmã`ÇÃïÊèÍKUDO Eiichi
Thirteen Assassins (Jusannin no
shikaku) è\éOêlÇÃéhãq
MASUMURA Yasuzo
All Mixed Up (Manji) ô¬
The Black Test Car (Kuro no tesu
to ka) çïÇÃééëñé‘Giants And Toys (Kyojin togangu) ãêêlÇ∆äflãÔMISUMI Kenji
Destiny’s Son (Kiru) éaÇÈThe Life and Opinion of Masseur
Ichi (Zatoichi monogatari)ç¿ì™ésï®åÍ
Lightning Swords of Death (Lone
Wolf Child #3)
éqòAÇÍòTÅ[éOìrêÏÇÃì˚ïÍé‘S wo rd Devil (Ken ki) åïãSMORI Kazuo
A Certain Killer (Aru koroshiya)Ç†ÇÈéEÇµâÆ
OKAMOTO Kihachi
Age of Assassins (Satsujinkyo
jidai) éEêlã∂éûë„
Kill (Kiru) éaÇÈ!
S wo rd of Doom (Daibosatsu toge)ëÂïÏéFìª
SHINODA Masahiro
Pale Flower (Kawaita hana)ä£Ç¢ÇΩâ‘
WAKAMATSU Koji
Ecstasy of the Angels (Tenshi nokokotsu) ìVégÇÃúíçõ
Go, Go, Second Time Virgin (Yuke,
yuke, nidome no shojo)çsÇØçsÇØìÒìxñ⁄ÇÃèàèó

Announcements from
Tuttle Language Grant
Charles E. Tuttle Company, Inc. is pleased
to announce the winners of the Second
Tuttle Language Grant for Asian
Language Publication Research.
This grant is awarded in memory ofCharles E. Tuttle (1915-1993), whoworked tirelessly for over forty years toforge stronger ties between East and West.
Grand Prize Winner: A Short Beginner’s
Course in Burmese by John Okell from
London, England
First Place Winner: Language in Culture by
Mari Noda from Columbus, Ohio
Second Place Winner: Dictionary of the
Okinawan Language by Mitsugu Sakihara
from Honolulu, Hawaii
The purpose of the Tuttle Language
Grant is to assist authors in completing
work on dictionaries, textbooks, and language instruction materials that will aid in
the study of Japanese, Korean, Chinese,Thai, Indonesian, and other modern languages of East and Southeast Asia. The
grant has an annuity of $10,000 that is
divided among the awardees.
Applications for the 1997-1998 Tuttle
Language Grant will be available
November 15, 1997. For more information and an application, please send yourwritten request to: 1997-1998 Tuttle
Language Grant, Charles E. Tuttle Co.,
Inc., 153 Milk Street, Fifth Floor,
Boston, MA 02109-4809 USA, fax 617951-4045. No applications will be distributed after April 19, 1998. All applications will be distributed by mail.
Application Deadline; May 1, 1998.

The Center for the
Improvement of Teaching ofJapanese Language andCulture in High School(CTIJ)The Center for the Improvement of
Teaching of Japanese Language Culture
in High School (CITJ) was established in1986 at the University Laboratory HighSchool of the University of Illinois at
Urbana-Campaign. CITJ’s goals havebeen to develop teaching materials forhigh school Japanese language education,
to maintain a nationwide information
network for Japanese language teachers,
to conduct instructional programs forteachers, and to provide assistance toschools implementing new programs inJapanese. The Japanese Language Teachers
Network (JLTN) Quarterly and the annually
updated Resources for Teachers of High School
Japanese are published under the auspicesof CITJ.
Since 1986 CITJ has produced Hiragana,an award-winning instructional video toteach hiragana through the use of calligraphy, sound and visual cues, which has
sold over 700 copies to schools nationwide. In 1992 Stone Bridge Press ofBerkeley, California, published CITJ’s
intermediate reader, Nihon to no Deai,
which has been very well received and is
now in its second printing.
CITJ staff continues to develop teachingmaterials, disseminating them throughthe JLTN Quarterly and through presentations at ACTFL meetings and otherprofessional gatherings. A current materials development project called “Talking
about America in Japanese” offers classroom-ready worksheets and activities forteaching students to speak in Japanese
about American high school life, musicand entertainment, spectator sports, holidays, family traditions and otherto these will be available for the 1997-1998
school year.
CITJ has conducted a number of workshops for secondary Japanese language
teachers. A 1993-94 workshop included a
week of seminars in Urbana on proficiencyoriented instruction, a three-week trip toJapan to live with Japanese families and togather materials and information for participants’curriculum projects, and a week-longfollow up the next summer to complete theprojects and present them to other teachers.
In addition to workshops, CITJ has hosted
leadership conferences to foster local andregional support networks for teachers.
Currently CITJ’s staff performs a variety oftasks regarding language education.
Christopher Thompson, CITJ’s director,
who teaches Uni High’s Japanese I and IVclasses and develops teaching materials.
Hiroko Ito teaches Japanese II and III andassists Chris with materials development.
Starting in September of 1997, Thompson
and Ito will add an innovative dimension totheir Japanese curriculum by utilizing thewide range of technical and creative expertiseof students who have had more than four
years of formal instruction to develop a
CITJ world wide web page. In addition they
will contribute by teaching in lower level
Japanese courses, and help CITJ develop
more new and exciting supplementary materials for publication in the JLTN Quarterly.
Barbara Shenk is the assistant to the director
and editor of the JLTN Quarterly andResources for Teachers. CITJ’s founder andformer director, Carol Bond, retired in 1996.
For more information about CITJ or toreceive a complimentary copy of the JLTN
Quarterly, contact :Barbara Shenk,
CITJ, University High School,
1212 West Springfield Avenue,
Urbana, IL 61801.
Tel 217/244-4808
fax 217/333-4064

Other Orga n i z at i o n s
New Website for Japanese
Language TeachersU s e f u l - courses are based on real-worldpractices and what you learn can beapplied directly in your classroom;

The Laurasian Institution proudly
announces the launch of the Institute for
the Teaching of Japanese (ITJ) on theinformation superhighway. Breeze readers
are invited to visit this website at<www.itj.org>.

M a n a ge a bl e - you can successfully complete most modules within a four-week
block of time.

The Institute for the Teaching of Japanese(ITJ) is a professional development
resource for busy Japanese language teachers. ITJ is a program of Internet-assisted
learning environments that provides convenient and useful training to teachers
when and where they need it.
Teaching is one of the most demandingof all professions. Classroom instruction,
after-school activities, lesson planning,
and the grading of student work consumes most of any teacher’s day. On topof their heavy workload, teachers alsoneed to keep their skills sharp, learn new
ways to enhance student learning, andstay in touch with others in their field.
The Institute for the Teaching of Japanese(ITJ) meets this challenge by offering
Japanese language teachers an alternative
approach to meeting their professional
development needs.
Through theresources of the World Wild Web, ITJ
provides teachers with a stimulating mix
of professional development activities.
At the NCSTJ symposium in Seattle on
May 3, ITJ was given rave reviews by several teachers who were able to visit thesite. “I’m interested in using your system
to earn a Master’s degree,” said one visitor. Another described it as an “....exciting medium for networking and a greatsite for bringing the benefits of the
WWW to the Japanese teaching field.”
In essence, teachers found ITJ to be:
C o nvenient - courses can be easily accessed
via the Internet, at anytime, from any
basic computer that is connected to aphone line.

Other features of the site include a
Virtual Library of WWW Resources, anannouncement bulletin board and a mechanism for sharing teaching materials. The
ITJ site also provides Japanese language
teachers with on-line means to networkand discuss a variety of topics with educators from across the United States andaround the world.
The Institute for the Teaching of Japanesewas partially funded by a grant from theFord Foundation. ITJ is an educational
program of The Laurasian Institution.

Announcements from theJapan ForumÅiç‡Åjçëç ï∂âªÉtÉHÅ[ÉâÉÄTJFÉAÉCÉfÉBÉAÉRÉìÉeÉXÉgÇ≤àƒì‡T H E SE C O N D CO N T E S T O N ID E A S
A N D E X A M P L E S O F H OW TO T E AC H

C U LT U R E
CLASS

IN

J A PA N E S E - L A N G UAG E

Purpose: TJF supports Japanese-language
education that leads students to create abetter cultural understanding and global
awareness. We are holding this contest to
solicit lesson plans for ways to promotecultural understanding from people whoteach Japanese in elementary or secondary
schools outside Japan. The best lessonplans submitted will be featured in TJF
publications and posted on our Web site.
Who is Eligible to Enter: The contest is
open to current and former teachers ofJapanese employed by elementary or secondary schools outside Japan.

Prizes: Two grand prize winning lessonplans will be selected, one elementarylevel and one secondary-level plan.
Contest winners will receive a 10-day
expense-paid trip to Japan. A total of 10
outstanding lesson prizes will be awarded
to teachers who submit ideas of special
merit for either elementary-level or secondary-level lesson plans. These prizes
shall consist of packages of books related
to Japan.
Deadline and Procedure for Entries: All
entries must be submitted by September
30, 1997.
TJFê}èëäÒë°ÉvÉçÉOÉâÉÄÇ≤àƒì‡A P P LY F O R T H E B O O K D O NAT I O N
P RO G R A M
C O M M E M O R AT I N G T H E T E N T H
A N N I V E R S A RY O F T H E J A PA N
F O RU M
TJF’s book donation program stands
alongside its language education work andcultural exchange programs as one of its
main activities. Over the past ten years,
the program has given away over 70,000
books. TJF is commemorating its 10th
anniversary year in 1997 by augmenting
its regular book donations with special
contributions of sets of English-language
volumes devoted to Japanese literature,art, and society.
Eligibility for Donations: Eligibility for
TJF book donations is restricted to institutions that operate or support Japanese
language or Japanese studies programs.
Individuals are not eligible to apply.
Donated books are shipped from Japan by
surface mail, with the receiver liable for all
shipping costs.
Deadline: October 31, 1997
For application forms, please contact theJapan Forum, Lesson Plan Contest orBook Donation Program: by e-mail atforum@tjf.or.jp or by fax at 81-3-53225215.

The

I S AO T S U J I M OTO, D i re c t o r

ex t .
101

SH O J I YO S H I DA , D eputy Dire c t o r

102

AK I YA M A S A K I, O ffice Supervisor

103

TO M O KO UC H I DA , Assistant to the Dire c t o r 1 0 6
A L A N K I TA , P ro g ram A s s o c i at e

104

E R I C CH OW , P ro g ram A s s i s t a n t

105

RI M I YA N G , L i b ra r i a n

107

E I I C H I I TO, Assistant Libra r i a n

108

KE I KO M A RT I N, L i b ra ry A s s i s t a n t

118

MA M O RU I K U TA , Visiting Lecture r

124

K I M I KO KA BU TO M O R I , L e c t u re r

120

HI RO KO F U RU YA M A, L e c t u re r

121

G R AC E KATAO K A , Re c ep t i o n i s t

100

Voice mail is enga ged after 5:30 in the afternoon until 9:00 in
the morn i n g. Te l ephone 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

Broadway
DMV

Colorado▲N
Olympic

We are pleased to welcome Mr. Eric Chow
to our staff.
T H E J A PA N F O U N DAT I O N &L A N G UAG E C E N T E R I N L O S A N G E L E S
2425 Olympic Blvd., Suite 650E
Santa Monica, CA 90404
Phone:(310) 449-0027, 1-888-667-0880

Fax:(310) 449-1127

E-mail:jflalc@jflalc.org

Exit
Cloverfield/
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