Nihongojin Connect!
Issue No.2, September 2021

coined from NIHONGO (Japanese language) and JIN (person)- refers to native/non-native individuals involved in Japanese Language Education

Hi everyone, My name is
JFT Basic kun, officialmascotof JFT Basic!
I am here to support Filipinos who are taking the JFT
Basic test. I will do my best to let Filipinos know about
the JFT Basic Test!

Konnichiwa
JFT Basic Kun!
MY Profile
Birthplace: Tokyo, Shinjuku Ward, Yotsuya /Raised in Manila, PH
Gender: Male Robot
Birthday: March 1, 2021
Height / Weight: 170cm / 1 ton
Likes: Games, Reading, Soccer, Japanese
Culture, Tradition, Calligraphy
Weakness: Swimming (I’m a robot, I’ll
malfunction in water)

Can you find me?
Look for 8 specific “JFT Basic kun”
hiding places within this newsletter(page 2-11)!

JFT Basic kun's Body Parts
In the JFT Basic test, all the questions
are displayed in a computer monitor.

With this headphone, I can listen not only to Japanese
expressions but also to various Philippine languages.

JFT Basic is my most precious job
so I attached the logo on my chest.

My left hand changes to a keyboard
when there’s a seminar or test.

My right hand can alsochange to a computer mouse.
These are my lucky colors.
With this, I feel great!

1

もっと知ろう JFT-Basic

About JFT-Basic team
The JFT-Basic (Japan Foundation Test for BasicJapanese) team is appointed with the mission to support
Japanese-language education mainly for those who areaiming to obtain the residency status of “Specified Skilled
Worker (i)” and to disseminate information regarding the
JFT-Basic and its corresponding teaching material, Irodori:
Japanese for Life in Japan.
Irodori A2-1 and A2-2 were released at the end of
March 2020, while Irodori A1 was released in December
2020. From May to August, 2021, we conducted an online“Irodori A1 Pilot Course” (scheduled to end in August 2021)
so that we could actually experience how to teach using
the Irodori A1 teaching material. Based on this course, we
hope to provide Philippine institutions a model curriculumwith concrete procedures on how to conduct the Irodori
A1 Course. In October 2021, we plan to conduct an online
teacher training course on how to teach Irodori utilizing thematerials in the pilot course. Please look forward to it.
We are currently meeting online with local
institutions and teachers in Manila, Cebu, and Davao tolearn how they are managing in this trying situation causedby the pandemic. Based on these discussions, we plan to holdseminars for various areas catering to the specific needs ofthe local institutions and teachers. Although It may be in theform of webinars rather than face-to-face seminars, pleaselook forward to these as well.

Introducing the Nihongo Coursebook:
IRODORI Starter A1
The Nihongo coursebook Irodori Japanese for life in Japan isa learning material for non-native Nihongo learners to acquire basic
communication skills necessary for living and working in Japan. This
coursebook provides examples of Nihongo from various aspects of Japanese
life: working, shopping, outings, dining, interacting with others, and more.
Previously, the Japan Foundation released two coursebooks: Irodori
Elementary 1 and Irodori Elementary 2 last Spring 2020. Then in Autumn
2020, Irodori Starter was also released and now all three parts are available
for free online.
Similar to the Irodori Elementary 1 and 2, the Irodori Starter uses
the JF standard for Japanese-Language Education* A1 level framework
which means each exercise is based on the JF Can-Do learning objectives.
At the A1 level, you can make simple greetings and practice communicating
using common expressions. In addition, these coursebooks can also be usedin preparation for the “JFT-Basic”, a Japanese language test which measures
practical everyday Nihongo skills.
Aside from the coursebooks, the Irodori main website also provides
other resources such as lists for sentence patterns and kanji, and a free online
self-learning course, with more to come in the future. Incidentally, the JFM is
currently working on a Filipino-Tagalog version for the Irodori Elementary
1 coursebook which will be available for download soon.
*The JF Standard for Japanese-Language Education represents levels ofJapanese in six stages, from A1 to C2. These are the same as the Council ofEurope’s CEFR.

Irodori can be downloaded for free. Scan the code or visit theofficial Irodori website: https://www.irodori.jpf.go.jp/en/2

3こんにちは JLE: Japanese Language Education

About Nihongojin Support Team
Under JFM’s Japanese Language Education (JLE)
section, the Nihongojin Support Team spearheads the
preparation and execution of the JFM Language Courses
and Teacher Training Courses.
These courses are targeted towards Nihongo
learners and teachers respectively. Language Courses areintended for learners who wish to study Japanese, with orwithout prior knowledge, and are centered on using the
Marugoto Coursebooks, which are based on the JF Standard
for Japanese Language Education. Learners can avail ofa range of courses from the beginner level A1 up to theintermediate level B1.
Due to the COVID-19 pandemic, Marugoto courses
are currently held online via Zoom and utilize the self-study

courses available at the JF Japanese e-Learning Minato
website. The highest course level being offered so far is the
MARUGOTO Conversational Japanese for Everyone A2-1
Module 2 Online Course.
Meanwhile, Teacher Training Courses aim
to present insightful pedagogical methods in teaching
Marugoto and Irodori: Japanese for Life in Japan to apprisethe local Nihongo teachers on up-to-date teaching materials.
The Nihongojin Support Team also conducts related
events such as the Sensei no Wa and the Philippine Nihongo
Teachers’ Forum, which provide a venue for teachers toshare their ideas and learn about current trends in Nihongo
teaching. Last but not the least, it is also in charge of theannual Nihongo Speech Contest under the Nihongo Fiesta.

Nihongo Fiesta Online 2021
Marking the start of the event was the 48th Nihongo Speech Contest. The
Awarding Ceremony of the 2nd Nihongo Video Contest (NiViCon) for Nihongojin for
Filipino high school students, was held in the afternoon.
Using the Online Plattform, Facebook and YouTube Live, we welcomed theaudience from not only the Philippines but also all over the world.
We deeply appreciated that around 60 candidates of the Speech Contest andaround 110 candidates of NiViCon took on their challenge for this year. Though there
were a lot of difficulties due to the pandemic, a lot of Nihongojin showed their brilliant
talents of Nihongo.

48th Speech Contest Results
Student Division

Non-Student Division

1st Place / Grand Champion
Ms. Bab E. Pangan(Philippine General Hospital)
Fight Against COVID-19
新型コロナウイルスとの戦い

1st Place
Mr. Howell T. Suerte(Cebu Mitsumi Inc.)
Education in the Age of Corona
コロナの時代の教育

2nd Place
Ms. Jazzrine A. Tagle(University of the Philippines Diliman)
All is Well When You Know Kanji Well
漢字を知っていれば、
すべてよし

2nd Place / Outstanding PerformanceAward
Ms. Charie Lyn L. Malik(Philippine Nikkei Jin Kai International School)Let’s JUMP Into the New World
新しい世界の扉を開いてくれたアイドル

2nd Place
Ms. Geri Nicole, A. Pingoy(University of Mindanao)
Thanks to My Mother
母に感謝

1st Place
Ms. Judith P. Cadampog(University of Cebu)
If He Were Born in Japan
もしも彼が、
日本でうまれていたら3rd Place / Special Jury Award
Mr. Daniel John R. Casas(Philippine Nikkei Jin Kai International School)
The Not-so-Japanese Girl and the Very-muchJapanese Me
まるで日本人じゃない彼女とまるで日本人の僕

3rd Place
Mr. Reyhan Q. Orocio(Cebu Mitsumi Inc.)
Home
ふるさと

4

Open Division

3rd Place
Ms. Jaun Iyah Caryl R. Deza
(Accenture, Inc.)The Friendship That Started With “Thank You”
「ありがとう」
から始まった友情こんにちは JLE: Japanese Language Education

2nd NiViCon for Nihongojin Results

CATEGORY A

CATEGORY B

Theme: My Daily Life
Eligibility• Course on Japanese High School - CJH student• 2 months or less experience staying in Japan• Maximum of 10 video entries per school

Theme: Learning Japanese in the New Normal
Eligibility• Open to all High School and Senior High School
students interested in JapaneseBest School Award
Abellana National School

1st Place
Mapa, Noe Angelo P. (Ramon M. Durano Sr. Foundation Science and Technology Education Center)

1st Place
De Castro, Sheena A. (Abellana National School)

2nd Place
Salimbangon, CJ Clint M. (Philippine Science High School- Zamboanga Peninsula Region Campus)

2nd Place
Chan, Erica Cristie (Makati Science High School)

3rd Place
Larita, Myden Zarah C. (De LaSalle ASMC)*This award is given to the school with the most number and best quality
entries for Category A.

Special Jury Awards

3rd Place
Hermosilla, Stephen Jr. C. (Abellana National School)

Maribojo, Christine L. (Cabancalan National High School)
Pilapil, Allyssa Ashley P. (Cabancalan National High School)
Lachica, Darwen Deil S. (Cabancalan National High School)
Cajudo, Whevyn O. (Leyte National High School)
Araune, Charmie Shane A. (Lourdes National High School)
Dela Cerna, Nathanea Lexine (Marigondon National High School)
Zanoria, Akiesha Jaianne T. (Ramon M. Durano Sr. Foundation - Science

Special Jury Awards

Domingo, Mathessa Jane Q. (Compostela National HS - Day Class)
Aliño, Precious Hanna A. (Compostela National HS - Day Class)
Rojo, Renie Jeanne (Lourdes National High School)
Onil, Kim Ashley L. (Lourdes National High School)
Guzman, Sean (Makati Science High School)
Abella, KiaraI T. (Don Carlos A. Gothong Memorial National HS)
Pacheco, Ayah Nicole G. (Paradise Farms National High School)

and Technology Education Center)

Scan code to watch thevideo entries or visit
https://bit.ly/nivicon2021finalists5こんにちは JLE: Japanese Language Education

Illustration from JF Story Movie “Connecting Japan and the World with Nature” available to watch on Youtube

33rd Philippine Nihongo Teachers’ Forum“Reconsidering the Nihongo Class in the Philippines”
Over 100 participants participated in the
33rd Philippine Nihongo Teachers’ Forum entitled“Reconsidering the Nihongo Class in the Philippines” held
last May 22, 2021 (Saturday) via Zoom.
The forum was divided into two parts: AM session
and PM session. In the morning session, Senior Japanese
Language Education Adviser Ms. Yoshiko Furukawa
conducted a lecture-workshop with the theme “Managing
classroom activities for effective Nihongo learning: Focus
on the Four Strands by Paul Nation.”
Ms. Furukawa explained the importance of Second
Language Acquisition (SLA) theory in Nihongo educationand stressed the key points of Paul Nation’s Four Strands
which can help develop the fluency and competency ofthe students in language classes. The four (4) strands referto the following: 1) Meaning-focused Input, 2) Language(form)-focused Instruction, 3) Meaning-focused Output,
and 4) Fluency Development.
To demonstrate how these points could be appliedin Nihongo classroom activities, Ms. Carmencita Biscarra,
Program Coordinator of JFM, presented a demo lesson foreach strand using a chapter from Minna no Nihongo of 3A
Network, one of the widely used Nihongo textbooks in thePhilippines.
The participants were then divided into groups
to reflect on Meaning-focused Output Activity and create
cues that the students can relate to, besides those presented
in the textbook.

In the afternoon session, three parallel sessions
were conducted where twelve (12) Filipino Nihongo
teachers from different parts of the country did theirpresentations. They prepared a presentation tackling
the following issues on teaching practices: Curriculum/
syllabus design, Pedagogical topics such as Activities andteaching strategies, Teaching material introduction andAssessment.
Their presentations were grounded on the formatof Action Research for uniformity.

6こんにちは JLE: Japanese Language Education

33rd Philippine Nihongo Teachers’ Forum
Program - May 22, 2021 (Saturday) via Zoom
AM Session: Lecture & Workshop (10:00 - 12:00 NN)
Managing classroom activities for effective Nihongo learning:
Focus on the Four Strands by Paul Nation
9:45 AM

Start entry of participants

10:00 AM						

Lecture:Managing Class Activities for Effective Nihongo Learning: Focus on The Four Strands by Paul Nationby Ms. FURUKAWA Yoshiko
Senior Japanese-Language Education Adviser, The Japan Foundation Manila

		Workshop:		
Reflecting on your Classroom Activities
		
Facilitators: Ms. FURUKAWA Yoshiko, Ms. Carmencita Biscarra, Ms. IMAMURA Michiko
PM Session: Presentation by teachers (1:30 - 3:30 PM)
Sharing teaching practices in Nihongo Class!
Time

Room #1

Room #2

Room #3

1:30 PM

Introduction

Introduction

Introduction

1:40 PM

Trying out Senryu
Cunanan, Farah C.

Talent LMS as a learning
platform
Mendoza, Frances T.

Flipped Learning andAutonomy
KIMURA Kensuke

Conducting Online Kanji
Quizzes for 1st, 2nd year
students
Sabaldan, Natalia

Addressing multiple learningneeds in the online Japanese
language classroom
Santos, Carlos Luis L.

Utilizing Minato / Marugoto
in learning Japanese
Florague, Joan S.

Gamifying online classes
during pandemic
HORIUCHI, Maria
Filameda S.

A Teaching Strategy for
Online Nihongo
Narciso, Rodolfo R.

Targeting Areas
for Improvement ofIntermediate Japanese
Language Learners while
Developing Learner
Autonomy
Serrano, Zoe-Agatha M.

(UP Diliman)(TDG-SG Global Care Academy)

2:10 PM(Mindanao Kokusai Daigaku)

2:40 PM(Ateneo de Manila University)

Co-author:
Soriano, Aleli Emiko

Using Music and Videos
in Learning Japanese
Calendars
Toledo, Arbet D.

(Mindanao Kokusai Daigaku)
Co-author:
Pimentel, Pio Rodolfo(University of Baguio)(Ateneo de Manila University)(National Language Skills
Institute-TESDA)

3:10 PM(PJ Link Language Center, Inc)

(Graduate Student, Tokyo
University of Foreign Studies)

ZOOM class work-a-rounds
that minimizes student’s
reluctance and maximizes
class attention
Mercurio, June Jose, P.
(Philippine Nikkei Jin Kai
International)

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Challenges of assessment ina remote language learning
set-upRafael, Ria P.
(UP Diliman)こんにちは JLE: Japanese Language Education

Illustration from JF Story Movie “Connecting Japan and the World with Nature” available to watch on Youtube

33rd Philippine Nihongo Teachers’ Forum
Message from the Speaker		In the past two PNTF held in May, the focus was on reconsiderationof our Nihongo lessons. We focused on comprehensible input last year and this year,
the theme of the morning session of the 33rd PNTF was Four Strands. Both concepts
are from the second language acquisition (SLA) field. In the first part of the session, I
summarized the footsteps of Japanese language education in the Philippines and theinfluence of the current concepts such as competencies and proficiencies of Japanese
language and cultural knowledge. We then introduced the Four Strands language
teaching framework developed by Dr. Paul Nation. This is a conceptual tool which
is used to facilitate the creation of a flexible and well balanced language teaching
curriculum. Based on the Chat comments and Evaluation results of the forum, it
seems that many participant teachers enjoyed the demo lessons and felt that these werefeasible as well for their own classes. We would appreciate it if all the participants takethis opportunity to reflect on their Nihongo classrooms.
In the afternoon session, 12 teachers from Baguio, NCR and Davao presented various issues in their Nihongoclassrooms. Many of them were about online teaching practices which include LMS, quizzes, assessment strategies, online
materials and so on. All presentations included reflections not only of favorable results but also difficulties and problems
that they faced in their actual classrooms. These presentations were followed by lively question and answer sessions.
Throughout this one day PNTF, I got to see the power of the Nihongo teachers in the Philippines.
みなさん、
これからもがんばっていきましょう。
FURUKAWA Yoshiko
Senior Japanese Language Adviser

8ひろがれ！ CJH: Course on Japan for High School

About CJH TeamThe Course on Japan for High School (CJH)
program was created by the Japan Foundation, Manila
in response to the Department of Education, Bureau ofSecondary Education Memorandum No. 560, s. 2008, for
the implementation of the Special Program in Foreign
Language (SPFL), where Nihongo is one of the languages
being offered in the program. The CJH program has two

distinct features which are the various training for highschool teachers and the creation of “enTree: Halina Be a
Nihongojin”, a set of teaching materials exclusively designed
for Filipino high school students. COVID-19 has affected theprogram greatly and currently all the training is conducted
online.

Online JS Forum in the Philippines 2021
POSITIVITY IN TIMES OF PANDEMIC
いっしょにがんばろう！
The Japanese Speakers’ Forum (JS Forum) is
an annual event held by the Japan Foundation and theKamenori Foundation in order to create a model of theJapanese language education, to develop a network ofJapanese speakers in secondary education and to promotemutual understanding among youths in Asia. The JS Forumprovides both learners and teachers a platform to interact
and share with each other one’s experiences in studying
the Japanese-language, and to further enhance 21st century
skills - abilities to learn, to grow, to think independently,
and to achieve collaborative presentation skills.
Due to the Pandemic which started last year, allpublic schools were not allowed to have face-to-face classes,
and children were not even allowed to go out of their homes.
Moreover, many similar events were already canceled allover the world. Although the situation was difficult, wethought we needed this event all the more, and we wanted
to give opportunities for Japanese learners to communicate
with each other and feel they are not alone. Of course,
different from the previous years, face-to-face set-up was
not our option this year. So we decided to conduct the JS

Forum fully online.
Although we decided not to give up this event,
we were not able to proceed with the usual steps because
nobody had an experience organizing this forum online. We
needed to plan the event from scratch. So, we discussed itwith JFM staff, Filipino core teachers and the Kamenori
Foundation over and over, revised it several times, and thenfinally wrapped up the plan.
‘Positivity in times of Pandemic’ was chosen as thetheme this year. We hoped that the participants would findpositivity in the current situation and look forward to theirbright future.
The event was held on May 9, 2021. There were
16 Filipino high school students from different regions inLuzon and Visayas. They were also joined by 11 Filipino
high school teachers and 4 Japanese guests. The event was
highly successful. The participants collaborated with theirgroup mates and made wonderful presentations as a final
output. We were surprised how much they learned throughthis event and how much they enjoyed it.

9夢に向かって JPEPA

About JPEPAThe Japan Foundation, Manila handles a 6-monthspecial intensive Japanese language course for nurse andcare worker candidates who will work in Japan and aim
to pass national examinations there as professionals under
the Japan-Philippines Economic Partnership Agreement(JPEPA). It has been designed especially for the purposeof enabling the learners to use Japanese language at theirworkplaces such as hospitals and care giving facilities inJapan, and also for them to learn how to adapt to new culture
and society which is different from their own. To makethis program happen, approximately 50 staff, e.g. Japanese
language advisors, Japanese lecturers, Filipino lecturers, andcoordinators, are involved.

Message from the Team
Marugoto course books in class, together with the courses
on Minato (https://minato-jf.jp/), a Japanese language
learning platform provided by the Japan Foundation forthe candidates’ self-study. That allowed the candidates tolearn Japanese efficiently even though they are not in theclassrooms.
The candidates learned Japanese from their own
homes all over the Philippines, and Lecturers held classes
from Japan or the Philippines. Poor internet connection
was experienced by many of the candidates, but they stillchallenged themselves to improve their Japanese proficiency.
Lecturers also devoted themselves to supporting candidates
thoroughly and carefully. Even though we were not in
the same venue, we were on the same page. The Japaneselanguage training of the 13th batch was completed on
August 26. We believe that every candidate is well equipped
to go to Japan to achieve their own goals.

JPEPA 13th batch started March 3, trying to overcome
this pandemic. We held all classes on Zoom in this batch
to prevent infection. Usually, Japanese-language lecturers
from Japan are brought to the Philippines, but we were
not able to do this due to this tough situation. We used the

Message from the Teacher
I have been learning Nihongo for more than a decade since I started my studies
back in 2011 under the Department of Linguistics at the University of the Philippines.
I also studied in Hiroshima University for a year as a short-term exchange student
through the help of the Japan Student Services Organization (JASSO) scholarship.
Studying in Japan has exposed me to different teaching styles which helped me craft
my classes in JPEPA today.
Learning languages for me is a fun hobby and I am very fortunate that I getto help people enjoy it as much as I do. Being an instructor for the JPEPA program
has widened my horizons and enabled me to adjust to different learners and different
situations. Through the advice of my different mentors and colleagues in the program,
I was able to learn various approaches to teaching different topics in Nihongo and I
also learned how to meticulously analyze different learning materials.
Being part of the JPEPA Program has introduced me to many amazing people bothhere in the Philippines and abroad. I always say to candidates that I am still learning Nihongo since for me, our Nihongo
education never really ends.
SUNGA, Akiko
Japanese-language Lecturer

10

H

G

Hello and Goodbye

Hello!
Hello!

SUZUKI Ben
こんにちは！鈴 木 勉（すずきべん）です。2010年以来のBalik Bayang 所長です。10年の間にフィリピンの日本語教育は大きく変化し、ますます重要になってきています。
これからみなさんと仕事ができることにワクワクしています。
コロナの時代はまだ続きますが、一緒にがんばりましょう！

MATSUMOTO Takeshi
はじめまして！
2021年1月にフィリピンへ来た松本毅（まつもと たけし）
です。
みなさんに日本の良いところをたくさん知ってもらうためにフィリピンへきました！でも、反対に、
フィリピンの良いとこ
ろをたくさん知って、日本に広めたいとも思っています！Maraming Salamat!

Hello!
Hello!
HAYAKAWA Naoko
みなさん、
おひさしぶりです。
はじめてのかたは「はじめまして！」。
またフィリピンに来ることができてうれしいです。
フィリピンの青い
空と海、白い雲、緑のヤシの木、
カラフルな
くだもの、
そして明るい人たちが大好きです。
みなさんに会えるのを楽しみにしています。
どうぞよろしくお願いします！

💗

FUKAZAWA Yoo
はじめまして！
皆さん、こんにちは。
新しくマニラ事務所に加わりました深沢
陽と申します。私の業務はEPAに基づく
訪日前の現地日本語研修です。実は数年前にもフィリピンには滞在したことがありますが、
フィリピンは人が優しいです
し、美しい海に囲まれていて大好きです。
コロナでなかなかお会いする機会があ
りませんが、よろしくお願いします。

TAKEMOTO Kyoko
はじめまして。昨年12月にフィリピンに来た竹本
恭子（たけもときょうこ）です。
約４年ぶりにフィリピンに戻ってきました！まだ行ったことないパラワンやダバオなど機会があれば、ぜひ行ってみたいです。他にもおすすめの場所があれば、ぜひ教えてくださいね。
どうぞよろしくお願いします。

Goodbye!Goodbye
EMORI Etsuko
みなさま、お世話になりありがとうございました！
フィリピンの海と太陽と人々から生きるパワーを得た3年間でした。JFマニラセンターを通じて、素晴ら
しい先生方、仲間との出会いがあったことに感謝しています。
またいつか会えたら、Sinigang na baboyを一緒に食べましょう。Hanggang sa magkita ulit tayo.

11

Japanese Teaching Methods Program for Teachersof Specified Skilled Worker Candidates 2019-2020

Greetings from the
Director

海外日本語教師 特定技能制度による来日希望者のための日本語教授法研修

1ST BATCH November 19 ~ December 18, 2019

Integrating Lives into Japanese Society

In an era in which the newcoronavirus is widespread worldwide,
the cross-border movement of people
is severely restricted. But I think that weare the ones who seek connection. I hope
Nihongo will become one of the catalysts
in our time. I would like to say whatever
kind of world is waiting for us, we want totry our best for our future. Nihongo jin din
ako!
SUZUKI Ben
Director
The Japan Foundation, Manila

The very first Japanese Teaching Methods Program for
Teachers of Specified Skilled Worker Candidates was held lastNovember 18 to December 19, 2019. The 1 month program held in
The Japanese-Language Institute, Urawa, focused on ways on how toeffectively teach the Japanese language to people who wish to work inJapan under the Specified Skilled Worker Visa.
The training gave importance to classes that are focused on
accomplishing tasks. We were introduced to a new set of Can-do’s,
the JF Can-do for Life in Japan. As a guide to completing the Can-do’s,
The Japan Foundation started creating a new set of textbooks—now
officially released as Irodori: Japanese for Life in Japan.
For one of our projects, we were given the task of interviewing
a fellow Filipino who is currently working in Japan. Outside ofwork, they said that they find it very hard to integrate themselvesin society. One reason is that they don’t feel comfortable with their
Japanese language abilities. It takes too much effort to communicate
in Japanese, and it is easier if they just stayed inside their homes.
A lecture that made a huge impact on us was when Naitei
Bridge, a Japanese Language training & recruitment company, went
over to present research on Communication in the Workplace. They
noted that one of the reasons why foreign workers do not feel integrated
into society is because of the way of thinking of the Japanese. Most
Japanese still don’t know how to interact with foreigners, and end up
alienating them unknowingly. As a solution, Naitei Bridge is taking
actions to make sure that the Japanese are educated on how to interact
with foreigners. They are also making sure that the companies also
exert effort in giving support to their foreign workers both in their
daily lives & in continuing their Japanese studies.
As teachers, we should also educate students on how to live
a fulfilling life in Japan by engaging them more in everyday activities.
We must prepare them and give them the tools that they need tosuccessfully integrate themselves in society.
Vianca Marie R. Ramirez
Nihongo Center Foundation

Published by The Japan Foundation,
Manila (JFM)
23F Pacific Star Building, Sen. Gil Puyat
Ave., Cor. Makati Ave., Makati City ,Philippines 1226
m (632) 8811-6155 to 58

Vianca Marie R. Ramirez started formal
Japanese language studies after graduatingfrom university in 2011. She studied in
Sapporo for 2 years, and transferred to
Fukuoka to study Events Production foranother 2 years. She is currently a full-time
faculty member at the Nihongo Center
Foundation. She was also a grantee of The
Japan Foundation Long Term Teacher
Training Program FY 2018-2019.

(632) 8811-6153
k email@jfmo.org.ph
K www.jfmo.org.ph
Q E JFManila

12