The
Biannually

Fal l 2 0 0 2 / Nu m b er 2 6

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

国際交流基金
ロス・アンジェルス
日本語センター1

Renewal of the official website of the JFLALC

2

Webring: Online Community for Japanese
Language Educators

4
5
5

6-10

そのまま使える教材シリーズ

no.1

6

Minna No Kyozai Saito

11

Workshop Report 2002: The 9th Summer
Workshop for Japanese Teachers

Japanese Language-Related Grants Recipientsfor Fiscal Year 2002/2003

12

From the Nihongo Library

Japanese Language Grant Programs for
2003/2004 (via LA-Tokyo)

14-15

Announcements & Conference Calender

ACTFL 200216

Staff Directory, Map, etc.

www.jflalc.org
Renewal of the official website of the JFLALC
The Japan Foundation Los Angeles Office &Language Center is pleased to announce that our official website (http://www.jflalc.org) has been renewed
as of July 1st. The Japanese Language Teaching
section has been reorganized in the following manner:
1. The Japan Foundation Japanese Language Center(1) Pedagogy Workshop (Information on pedagogy
workshops organized and/or supported by the
JFLALC)(2) Technology Workshop (Information on technology
workshops organized and/or supported by the
JFLALC)(3) Faculty Report (Report on past projects conductedby Academic Specialists)(4) Projects (Brief report on on-going projects conducted by Academic Specialists)
2. Information: Calendars related to Japanese language teaching(1) Conference Calendar (Schedule of upcoming conferences in the U.S.)(2) Workshop Calendar (Schedule of upcoming workshops in the U.S.)(3) Job Information (Current job openings in the U.S.)(4) Grants and Scholarships (Currently available
financial aid resources)

3. Resources(1) FAQ(2) Computer Technology Manual(3) Teachers’ Organization Information(4) Links (Currently under construction)
4. Teaching/Learning Materials(1) Textbook & Teaching Material Information(2) Online Teaching/Learning Materials(3) Video Teaching Material(4) Discount on a Japanese Electronic Dictionary
If you'd like to post your information on the Information section,please contact us at maki_watanabe@jflalc.org. We are alsoplanning to start a 1-page web ad service for Japanese language teachers' local associations or study groups. If you orsomeone you know of is an association president or a grouporganizer, and are interested in posting its information on our
website, please contact us at maki_watanabe@jflalc.org.

Webring: Online Community forJapanese Language Educators
Yasuhiro Omoto, The University California, Berkeley (yomoto@nihongoweb.com)
Mayumi Ishida, Dartmouth College (mayumi.ishida@dartmouth.edu)
Keiko Schneider, Saboten Web Design (kschnei@sabotenweb.com)

1. Sharing Materials Through Online Community: WebringThose of us who teach Japanese language courses know that weneed materials to supplement textbooks unless we use a textbook
that was developed for a specific course. Necessary materials mayvary from institution to institution, even for the courses pitched at thesame level. However, it is true that there are some generic materials anyone can use. Hiragana and Katakana charts, for example,
must be almost identical no matter where you teach.
Generally, we spend great amounts of time developing supplementary materials and may waste time creating materials that alreadyexist. We tend to make this mistake very easily because we think
WE need to develop materials for our OWN students. Is this true
though, and if the materials that you need are already out there, why
not use what is available? In order to know what materials have been
already developed, we need to open ourselves to new opportunities.

load when you need them. 2) Materials are not on one website.
They are in individual members’sites. Thus, as the number of participating sites increases, the amount of material increases as well.
3) Because the webmaster of each participating site is responsible
for maintaining their site, it is easy to revise the material in case mistakes are found. 4) Ownership of the material is clear. 5) The
webring is user friendly: you can find the material you are looking forby going through the list of participating sites. By sharing materials
this way, two things become clear: First, you can easily see whatmaterials are beneficial for the actual teaching of your Japanese
courses, and second, you can easily get a sense of which materials
exist and which ones need to be developed.
This Japanese Language Material Ring Project is still in the earlystages of development, and we would like to add as many participants as possible. The more participating sites there are, the wider
the variety of materials become. If you are interested in this project,please contact Mayumi Ishida, or go to the following site:

In the past, Japanese language educators did not have the means
to share teaching materials. We had to reinvent the wheel every
time we started a new assignment. If we could pool the materials
we created and share them with others, the time that we save canbe devoted to our students, improving our teaching, etc. In the end,
this benefits both educators and students. Moreover, if we share not
only teaching materials, but also lesson plans and ideas, we canlearn about courses offered at different institutions. We can adopt
others’ ideas or rework them to suit our own programs. In short, we
not only save time, but we can also pursue our professional development.
http://www.dartmouth.edu/~introjpn/webring.e.html.
Our project, the Japanese Language Material Ring, enables
Japanese language educators to build an online community. In thiscommunity, we can guide each other, share copyright free materials
without worrying about violating copyright laws, and exchange ideas
on teaching. The webring connects individual websites to form aring. Unlike portal sites, each webring site is treated equally. Eachsite is managed by the site owner who is responsible for his or her
own materials. If you have any questions about the material you findon the Japanese Language Material Ring, you know who to contact.
The materials and ideas we can share include: 1) information on
Japanese computing, 2) information on freeware, shareware andcommercial tools and their usage, 3) creating online materials, 4)
copyright free photos and picture clips of Japan, 5) teaching ideas,
6) articles on Japanese language education, 7) online materials, 8)
reading materials and lesson plans, and 9) database on Japanese
language education.
There are many advantages to sharing materials using our webring:1) Because the materials are all on the web, you can easily down2.

2. Utilization of the Internet for Japanese Language
Education: Online Community
The Internet has become a part of our daily lives, and it has established itself as an important medium. We cannot ignore its influenceon education. Nowadays, there are quite a few distance-learning
courses on the web, and some institutions offer diplomas for thesecourses. Foreign language education is also taking advantage of
the Internet. Japanese language education is no exception.
Omoto, Schneider, and Fukai conducted a survey on the usage ofcomputers and the Internet among Japanese language educators.
The survey was first conducted in Northern California in 2001, andthen nationwide in 2002. The questionnaires were sent by US mailbecause we did not exclude those who do not use computers andthe Internet.
According to the results of the surveys, the Internet is widely used inJapanese language education. Even between the 2001 and 2002
surveys, there was a slight increase in Internet usage. Based on theB re ez e Fa l l 2 0 0 2

results, we can expect that more Japanese language educators will
utilize the Internet in the future. Detailed analysis of the first survey
can be found on Keiko Schneider's website. The results of the2002 national survey will be posted in the near future.
We can think of several reasons why the usage of the Internet has
been increasing among Japanese language educators. Newer
operating systems produced both by Apple Computer and by
Microsoft can handle Japanese fonts. Although additional installation and configuration of the operating system are necessary inorder to view and input Japanese characters, users are notrequired to purchase any additional Japanese fonts. Japanese
educators started to see the potential of the Internet to enhancetheir in-class teaching. The Internet can replace conventional selfstudy tools such as audiotapes and videotapes. The Internet canhandle the materials which incorporate text, graphics, audio andmovie, and combine them all. These materials on the web can beaccessed from anywhere and at any time. Students have more
freedom in using them. It is also possible for the students to receive
instant feedback on the exercises they do.
Utilization of the Internet for Japanese language education can bealso effective for implementation of National Standards. Students
can study Japanese communication with native Japanese speakers on the Internet (Communication), and can deepen their understanding of Japanese culture (Cultures). Students also can acquire
knowledge about Japan through the Internet (Connections) andcan compare Japanese culture to their own (Comparisons). Most
importantly, students can continue their study of Japanese in the
online community (Communities).
The Internet can be the best tool to acquire the most up-to-date
information on Japan and Japanese culture. It is a very powerfultool when the usage of the Internet is combined with face-to-facein-class teaching. Because more and more learners are familiar
with the computer and the Internet, it would be easy for educators
to utilize the Internet for Japanese language education. Faster network connections offer smoother video-conferencing and better
streaming of the videos that simulate face-to-face teaching more
effectively.
However, Japanese language educators in general already haveenough responsibilities and may not spend a lot of time creating
online practice. Also, it may be difficult for them to learn new skills
in order to fully utilize the Internet. The Japanese Language
Material Ring Project can help in this regard. It offers downloadable
materials and Japanese computing guides, as well as IT literacy
guides specific to Japanese Language educators. Other information and ideas include how to implement the Internet for classroom
activities and projects. If we receive feedback from Japanese language educators who have tried the projects that we suggested,
the feedback will be added to the database. This is one of the ways
this Japanese Language Material Ring Project and our online community can be improved.

3. IT Literacy for Japanese Language Educators:
Webring and SenseiOnline
It is important for Japanese language educators to share our ideas

in order to avoid reinventing the wheel and repeating the same mistakes. One of the Japanese Language Material Ring sites called
NihongoWeb (http://www.nihongoweb.com) covers such topics as
how to configure your computers in order to view and input
Japanese fonts and how to create PDF files that contain Japanese
fonts. It introduces useful freeware and commercial software forJapanese language education.
The Japanese Language Material Ring Project can offer you IT
information that we think is important and useful for Japanese language educators. However, there must be more questions thatneed to be answered. You may have questions regarding technical issues, etc. SenseiOnline, a mailing list managed by Keiko
Schneider is a good place to ask such questions. SenseiOnline is
a community of Japanese language educators where we can ask
questions, exchange ideas, and learn new information.
SenseiOnline has been growing fast, with participants from all over
the world. This mailing list uses a service provided by Yahoo! Onceyou become a member, you can search the archive to see whatkind of questions have been asked. You may be able to find theanswers to your questions by reading past messages. The mailinglist also offers a synchronous part online. Once a month, a study
forum is held online. Participants have the chance to ask questions
to the invited speakers in the chat room. If you are interested in joining SenseiOnline, please contact Keiko Schneider or go to

http://www.sabotenweb. com/bookmarks/about/senseiOnline.html.
The best part of the Internet is that the receiver can also become aspeaker. Anyone can offer ideas and materials. It was not thateasy for us to share materials and ideas until the Internet became
so easily accessible. However, now we can. Should you be interested in this project, please contact any of us. We are more than
happy to assist you.

3.

JAPANESE LANGUAGE-RELATED GRANTS RECIPIENTS FORFISCAL YEAR 2002/2003

1. Support Program for Japanese
Language Courses Abroad-Salary
Assistance
Hamilton College (NY)Natrona County School District (WY)(3) Short-Term Training Program (Summer
Course)Mr. Steven Gilhooley(Washington Irving High School, NY)

Ms. Maren Williams(Vashon Island High School, WA)

Ms. Bonnie Wolfgang
2. Support Program for Japanese
Language Courses Abroad-Support
for Courses
Sudbrook Magnet Middle School (MD)
3. Support Program for Developing
Networks of Japanese Language
Teachers and Institutions(Penn High School, MI)(4) Zaigai (Japanese Abroad)Ms. Yoko Messersmith(Morningside Elementary, FL)(5) Three-Week Summer Intensive Training
Course for Teachers from the U.S.,
Canada and U.K.

The Regents of the University of

Ms. Jannie Koo-DeVera,

California, University of California, San(George Washington High School, GU)

Mr. Tammy M. Haldeman,

Diego (CA)(Issaquah High School, WA)

4. Japanese Speech Contest Support
Program
Arizona Association of Teachersof Japanese (AZ)

Mr. Matthew P. Hartford,(Clarendon Alternative Elementary School,CA)

Mr. Jonathan A. Heikkinen(Academy of Our Lady of Guam, GU)

California State University, Los Angeles(CA)

Mr. Clark F. Limtiaco

Duke University (NC)(Cornerstone Academy – SBISD, TX)

University of Colorado, Boulder (CO)(Southern High School, GU)

Mr. Bryan H. Meadows
Ms. Mima L. Nojima(Menlo Middle School, CA)

University of Iowa (IA)Ms. Darlene A. Okada
5. Assistance Program for Japanese
Language Teaching Materials

Mr. Scott P. Pakiser(Loara High School, CA)

Ms. Connie Schuler

No successful applicants
6. Japanese
Language
Fellowship Program(Honoka'a High School, HI)(Maggie L. Walker Governor's School for
Government & International Studies, MD)

Education

No successful applicants
7. Training Programs for Japanese
Language Teachers at the JapaneseLanguage Institute, Urawa, Japan

Ms. Ann S. Tomatani(Iolani School, HI)

8. Japanese Language Program for
Postgraduate Students/Researchersat the Japanese-Language Institute,Kansai, Japan
Ms. Angelina Y. Chin
(University of California, Santa Cruz)(1) Long-Term Training Program
Ms. Federica Bando

Ms. Amy H. Sueyoshi(University of California, Los Angeles)(Salt Lake Community College, UT)(2) Short-Term Training Program (WinterCourse)Mr. Mike H. Matsuno(University of Alaska, Fairbanks, AK)4.

9. Japanese Language Teaching
Materials Donation Program
Pre-Collegiate & Public Organizations
Alisal High School (CA)
A.N. McCallum High School (TX)

Austin High School (TX)
Central High School (AZ)
Chipman Middle School (CA)
Churchill High School (OR)Crestridge School of International/Global
Studies (NE)
D.H. Conley High School (NC)Elkhart Central High School (IN)Fairview Elementary School (IL)
Falls Church High School (VA)
Felix V. Festa Middle School (NY)
Gilbert Elementary School (SC)Golden Tree Middle School, Inc. (KY)
Gulliver Academy (FL)
Hopewell High School (NC)Jasper High School (IN)
Kamiak High School (WA)
Kennedy High School (IA)La Costa Canyon High School (CA)Langley High School (VA)
Los Gatos High School (CA)Lyndon Baines Johnson. High School (TX)
Mainland High School (FL)
Manhattan Center for Science &Mathematics High School (NY)
Miami Palmetto Senior High School (FL)
Millwood School (VA)
Mt. Eden High School (CA)Mt. Tahoma High School (WA)
Newport News Japanese School (VA)
Northern Valley Regional High School (NJ)
Oakton High School (VA)
Patrick Henry High School (MN)
The Pilgrim School (CA)Ramapo High School (NY)Ridgefield High School (CT)
Ridgetop Junior High School (WA)
Robert E. Lee High School (VA)
Sakura Gakuen (NY)San Dieguito High School Academy (CA)Sheridan Japanese Program (OR)Smith Middle School (NC)
Smoky Hill High School (CO)Spring Valley High School (NY)
Tampa Bay Technical High School (FL)West Bloomfield High School (MI)Western High School (FL)
Westfield High School (VA)
Westwood Junior High School (TX)
Whitney Young Magnet High School (IL)
Willow Glen Elementary School (WI)The Woodlands High School (TX)

B re ez e Fa l l 2 0 0 2

Collegiat
Baruch College, The City University of
New York (NY)Community College of Philadelphia(PA)
Florida International University (FL)
Georgia Southern University (GA)Grossmont Community College (CA)Mississippi State University (MS)Northern Virginia Community College,
Alexandria Campus (VA)
Rensselaer Polytechnic Institute (NY)
Scottsdale Community College (AZ)
Snow College (UT)
University of Alaska, Fairbanks (AK)University of Wisconsin, Superior (WI)
Villanova University (PA)Japanese
Language Grant
Programs
for 2003/2004

Tokyo Headquarters. Applicants will be notified of the results in April 2003.
Applications are now available in our
office. In addition, applications will beavailable in a downloadable format thisyear. Prospective applicants are urged tocontact Justin K. Miyai, Program Assistantat the contact information below before
proceeding with the application process.
Email: Justin_miyai@jflalc.org
Telephone: (213) 621-2267 Ext. 110
Fax: (213) 621-2590
By mail:
Justin K. Miyai, Program Assistant
The Japan Foundation Los Angeles
Language Center
333 South Grand Avenue, Suite 2250
Los Angeles, CA 90071
1) Support Program for Japanese Language
Courses Abroad:

Language Institute, Urawa in Japan:
Offering teachers opportunities to attend
an intensive course in Japanese language
and teaching methodology. Four types oftraining: (1) Long-Term; (2) Short-Term; (3)Japanese Abroad (Zaigai Hojin Kenshu);and (4) Three-Week Summer Intensive
Course for Teachers in the U.S., Canada,
and the U.K. (non-Japanese).
5) Assistance Program for Japanese
Language Teaching Materials:
Offering financial assistance to publishers ofprinted resources or audio-visual materials
related to Japanese language education.
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 theguidance of Japanese experts in (1) development of teaching resources; (2) teaching
methods; and (3) research.

Two categories of support: (1) Salary
Assistance: designed to assist in the creation
or expansion of a full-time teaching position
up to an initial three-year period to help coverpersonnel expenses; (2) Support for Courses:
designed to partially assist the teaching staff's
salaries, in order to maintain the positions forthe year in question.

7) Japanese Speech Contest Support
Program:

The Japan Foundation will administer thefollowing grant programs for 2003-2004 to
support the development of Japanese language education in the United States. The
Foundation's Los Angeles Language
Center will accept all applications submitted within the United States. All applications are due (postmark) December 2,
2002.

2) Support Program for Developing
Networks of Japanese Language Teachers
and Institutions:8) Japanese Language Program for
Researchers at the Japanese Language
Institute, Kansai in Japan:

Designed to assist organizations/institutions
to conduct research, seminars or workshops
at the pre-collegiate level.

Long-term intensive training courses inJapanese for scholars or researchers whoneed to learn Japanese for their academic
research activities.

Some of these grants will be subject to prescreening conducted by a select Advisory
Panel convened in Los Angeles in January
2003. The final determination for all grantapplications will be made at the Foundation's

Selected teaching materials from the JF's list
will be donated to educational institutions.

(via LA-Tokyo)

3) Japanese Language Teaching Materials
Donation Program:

4) Training Programs for Japanese
Language Teachers at the Japanese

Intended to assist organizations holdJapanese speech contests by providing partial financial support and prizes.

9) Japanese Language Program for
Postgraduate Students at the Japanese
Language Institute, Kansai in Japan:
Intensive training courses in Japanese forpostgraduate students who major in thesocial sciences or the humanities and wish to
improve their Japanese language abilities.

ACTFL 2002
Due to financial constraints, The Japan Foundation Los Angeles Language Center (JFLALC) will not be sponsoring its annual teacher's luncheon during ACTFL 2002 in Salt Lake City, Utah. While we will surely miss celebrating and interacting withyou at this cherished event, we invite you to please visit us at our booth (Stall #17) in the Exhibitor's Hall. There, you willfind the latest in grant information including applications available, and helpful JFLALC staff will be on hand to field any questions or comments that you may have. In addition, Japanese language educators who stop by will have the opportunity to
become members of our Nihongo Library. With a focus on Japanese language education and convenient mail circulation
service, qualifying persons should not miss out on this invaluable resource. Here's looking forward to seeing you all in Salt

5.

B re ez e Fa l l 2 0 0 2

そのまま使える教材シリーズ No. 1
そのまま使える教材1『そのまま使える教材』 is a new 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 your own way. The Japan Foundation Los Angeles
Language Center 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.
*The materials may be duplicated only for educational purposes.
Please do not charge students for duplication. The copyright ofthese materials belongs to the Japan Foundation Los Angeles
Language Center.

1. Summer Beach (Information Gap)
Target grammar: Relative clause, Plain past form, -ている form
Target function: Describe people
Vocabulary: うきわ ビーチパラソル じゅんびうんどう
Steps of Sample Activity:(1) Teacher has students discuss what a typical activity on thebeach is.
(2) The teacher hands students a picture with names and thenasks them questions using a relative clause such as:a. ボートに乗っている人は、何人ですか。
b. ビーチパラソルの下で寝ている人は男の人ですか、女の人ですか。
c. よしださんといっしょに歩いている人はだれですか。
(3) The teacher hands students a picture with blanks and has them
fill it in with names. The teacher then has students form pairs
and ask each other questions using relative clauses.

2. Greeting Card (Reading Comprehension)
Target grammar: Adjective
Target function: Describing physical features
Kanji: 男 女 月 日 生 大 目
Vocabulary: たいじゅう そっくり body parts
Steps of Sample Activity:(1) Teacher has students discuss on what occasion you would
send a card to your friend.
(2) The students read the card.
(3) The teacher asks questions regarding the content of the cardsuch as:a. What kind of announcement is this?
b. How many pounds is this baby?
c. 生まれたあかちゃんは、男の子ですか、女の子ですか？
(4) The teacher has them choose from the list the man that is most
likely to be the baby's father.

3. ロ ペ ス さ ん は な ん ば ん め 何 番 目 ？ (Reading
Comprehension)

Target grammar: まえ あと 〜てからTarget function: Temporal sequence
Vocabulary: Ordinal numbers
Steps of Sample Activities:(1) Teacher has students read statements below the picture andfigure out the correct order of the singings.
(2) The teacher then has the students fill the callouts in the picturewith numbers according to the ordering in (1).
(3) The teacher has the students find out Mr. Lopez's place inorder.

4. Horoscope: 今 日 は 、 い い こ と が あ る で し ょ う(Oral/Writing)Target grammar: 〜でしょう 〜かもしれません
Target function: Guess
Steps of Sample Activities(1) Teacher has students discuss horoscope, e.g., name of eachstar, whether they believe in horoscope or not, under whichstar they were born, and so on. If there is any student who
read his/her horoscope of the day/week, have him/her report itin Japanese.
(2) Teacher has the students form a group of 2-3 and has themwrite their own version of horoscope using 〜でしょうand/or〜かもしれません.
(3) Each group reports their version. After the reports, they decide
which group's version they want to believe most.

みんなの 教材 サイト
Outline of "MINNA NO KYOZAI SAITO"(Teaching Resources for Everyone’ site), the Web-based
Community for Japanese Language Teachers

http://www.jpf.go.jp/kyozai/
The Japan Foundation Japanese Language Institute established the
MINNA NO KYOZAI SAITO in May 2002, with the purpose of supporting the overseas production of Japanese Language Teaching
Resources. The intent of this website is to provide its users with theJapanese language teaching resources, which the Japan Foundation
owns copyrights on, and create a system where people concernedwith Japanese language education throughout the world can freely,
without the worry of issues relating to copyrights use the provided
information to make their own teaching materials.

6.

B re ez e Fa l l 2 0 0 2

そのまま使える教材シリーズ No. 1
1. Summer Beach

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

7.

B re ez e Fa ll 2 0 0 2

そのまま使える教材シリーズ No. 1
2. Greeting Card

だれがお父さんですか？

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

8.

B re ez e Fa l l 2 0 0 2

そのまま使える教材シリーズ No. 1
な ん ば ん め

３. ロペスさんは何番目 ？

せんしゅう

ど よ う び田中さんは、先週の土曜日にスミスさん、ロペスさん、リーさんの三人といっうた
あそしょにカラオケボックスに行って、日本の歌を歌って遊びました。
たなか：
スミス：
ロペス：
リー：

あと

わたしは、スミスさんの後に歌いました。
ぼくは、一ばんでした。
まえ
わたしは、リーさんの前に歌いました。
ぼくの前に、ロペスさんが歌いました。

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

9.

B re ez e Fa l l 2 0 0 2

そのまま使える教材シリーズ No. 1

10.

B re ez e Fa ll 2 0 0 2

WORKSHOP REPORT2002
The 9thSummer Workshop
for Japanese Teachers
Maki Watanabe, Academic Specialist, JFLALC
Lynn Sessler-Schmaling, Menasha Joint School District,Menahsa, WI
The ninth annual workshop was held at the Japan Foundation
Language Center in the summer of 2002. There was a 6-day
session for K-12 school teachers of Japanese (August 5-10) thatwas preceded by an online pre-workshop session (July 1-August3). A total of 13 teachers successfully completed the course. 5
quarter credits (3.33 semester credits) from UCLA Extension
were available for those participants who wanted credits.

WebQuests was provided, too. The participants also learned
how to use “Minna no Kyozai Site,” a website constructed by theJapan Foundation Japanese-Language Institute.
Presentation
The participants made a presentation on the last day of the workshop. The presentation was approximately 20 minutes and on
their learning scenarios and sample activities that they constructed during the workshop. After each presentation, the otherparticipants commented on their opinions, such as what wasgood and how it could have been made better.
Field Trip
Although it was not originally planned, thanks to Director Daisuke
Tonai's generosity, the participants had the luck of visiting theJapan National Tourist Organization Los Angeles Office toreceive Japan tourist information materials, such as beautiful
posters, brochures, and maps. Mr. Tonai also kindly gave theparticipants a presentation on tourism in Japan, and allowed
them to duplicate the JNTO's videotape on travels in Japan sothat they could show the video to their students.

1. Objectives
The objectives of the workshop were set as follows: (1) becoming familiarized with the National Standards for Japanese
Language Learning, (2) learning how to apply the Standards totheir classrooms, (3) sharing ideas and experiences with otherparticipants, and (4) adopting computer technology to theirteaching.
2. Content
Online Pre-Workshop Assignments
Pre-workshop assignments had been sent one month prior to theworkshop via the Internet. The assignments consisted of threeparts: (1) reading assignments, (2) posting answers to questions
based on the reading on the BBS, and (3) BBS discussion on
topics derived from participants' answers. The reading assignments were to read ACTFL's Standards for Foreign Language
Learning in the 21st Century, and some online literatures. Afterthe readings, the participants answered questions related to thereading assignments and posted their answers on BBS so thateveryone could read the other participants' answers. On the
BBS, online discussion was encouraged. The purpose of theassignments was to familiarize the participants with the National
Standards, as well as to become acquainted with one anotherbefore coming to the workshop.
Application
During the workshop, practical implementation of the National
Standards to a Japanese class was focused. To make the purpose more explicit, one day was spent for each C. The participants discussed how they could realize the Standards in theirteaching and what kind of activities they could do for each C
within the range of the proficiency-oriented instruction. During
the discussion, the participants also exchanged their experiences and problems encountered in the past.
Technology
The concept of WebQuests and how to design them was introduced to participants. A list of useful Japanese websites for3. Evaluation
We asked the participants to fill out a post-workshop evaluationquestionnaire. The results showed their positive reactions to theobjectives we set at the beginning of the course. In addition,
many participants found the “Instructional Processes,”“Interaction with Other Teachers,” and “Field Trip to JNTO” mostuseful.

The Summer Workshop forJapanese Language Teachersin San Francisco
Maki Watanabe, Academic Specialist, JFLALC
Date: August 17 - 18, 2002
Saturday 10:00 a.m. – 6:00 p.m.
Sunday 10:00 a.m. – 6:00 p.m.
This two-day workshop was organized by William R. DeAvila
Elementary School in San Francisco for elementary school
teachers at the bilingual school in an attempt to create a closer
connection between Japanese language teachers and classroom teachers. A total of 11 teachers (4 Japanese language
teachers and 7 classroom teachers) attended the workshop.
During the workshop, the basic principles of the National
Standards and implementation of each of the 5 C’s to a classroom were introduced. Proficiency-oriented instruction was also
discussed along the lines of the National Standards.
11.

B re ez e Fa l l 2 0 0 2

Video Tape
アニメ文学館
伊豆の踊り子 ; 野菊の墓
11161
高野聖 ; 怪談11045
風立ちぬ ; 春琴抄
11046
太陽の季節 ; オリンポスの果実
11048
舞姫 ; たけくらべ
11049
あすなろ物語 ; 人生劇場
11050
放浪記 ; 奉教人の死 ; 高安犬物語
11051
潮騒
11052
坊ちゃん
11053
路傍の石 (前編・中学志望) （後編・つらい日々) 11054
ビルマの竪琴
11055
姿三四郎
11056
明智小五郎シリーズ 屋根裏の散歩者 ; 心理試験 ; 赤い部屋
11057
ホームタウンの事件簿 ; 天からの声
11058
友情 ; 学生時代
11059

Class acts : success storiesfromtheUK
Japaneseclassroom11192
課長 : ジェトロビジネス日本語会話
11166
まんが日本昔ばなし

浦島太郎 ; 絵姿女房 ; 一休さん ; 髪長姫
11019
三枚のお札 ; そこつ惣兵衛 分福茶釜 湖の怪魚
11020
一寸法師 ; 火男 ; カチカチ山 ; 大沼池の黒竜
11021
金太郎 ; 宝の下駄 ; おむすびころりん ; 馬方とタヌキ 11022
養老の滝 ; 雀とｷﾂﾂｷと山鳩; こがねの斧 ; 蛙の恩返し 11024
七夕さま ; さだ六とｼﾛ ; 河童の雨ごい ; イワナの怪 11025
耳なし芳一 ; 月見の枝 三年寝太郎 ひょうたん長者11026
舌切り雀 ; 龍の淵 ;おいてけ堀 ; 河童のくれた妙薬11027
うばすて山 ; 芋ほり長者 ;だんだらぼっち ; ムカデの使い
11028
屁ひり女房 ; 旅人馬 ;八郎潟の八郎 ; 猿の恩返し
11030
塩ふきうす ; あとかくしの雪 ;羅生門の鬼 ; 大歳の火 11031
雪女 ; 岩屋の娘 ; かしき長者 ; ソラ豆の黒いすじ
11032
小太郎と母龍 ; オオカミと娘 ; タヌキと彦市 ; ねずみの嫁
11033
八つ化け頭巾 ; クラゲの骨なし ; 座敷童子 ; ナマズの使い
11065
鉢かつぎ姫 ; 一 軒 家 の 婆; ねずみ経 ; に ん じ ん と ご ぼ う と だ
いこん
11034
くわず女房 ; 蛙になったぼた餅 ; むりどん ; 小僧がま 11036
き つ ね の 嫁 入 り ; 熊と狐 ; う ぐ い す 長 者; ミ ソ サ ザ イ は 鳥 の王様
11037
カサ売りお花 ; 船幽霊 ; 赤ん坊になったお婆さん ; 水神さまと
二次の橋
11038
牛方と山んば ; よくばり和尚 ; 爺婆かぼちゃ ; 水の種 11156
み そ 買 い 橋; 言 う な の 地 蔵; 猿地蔵 ; エ ビ の 腰 は な ぜ ま が
ったか
11157
狐森 ; 乞食のくれいた手ぬぐい ; 蛸鉢長者 ; 千亀女 11158にせ本尊 ; きつね女房 ; としがみさま ; すりばちをなめた猫
11159
宝のおお釜 ; 雷と月と日 ; 大年の客 ; 天福地福11160
かぐまのちから石 ; 白狐の湯 ; 念仏天狗 ; 猫檀家
11039
かじ屋のばばあ ; 百合若大臣 ; 大蔵と天狗どん ; 蛸薬師11042
梨山の大蛇 ; 念仏の鼻 ; へび女房 ; 幽霊飴11043
雷と悪者 ; 案珍清姫 ; かみそり狐 ; 佐吉舟
11044
はなたれ小僧さま ; 山伏石 ; 木仏長者 ; 夢地蔵
11040

みんなの日本語初級 : 会話ビデオ
ステップアップ日本語 : 総合日本語学習教材

11068
11190

花咲かじいさん ; 夢を買う ; さるかに合戦 ; たのきゅう
11047
桃太郎 ; 豆つぶころころ ; わらしべ長者 ; 田植地蔵 11018

Video Teaching Material Using NHK TV Programs for Loan
The Japan Foundation Japanese-Language Center, Urawa has developed a new video teaching material using
NHK TV programs for the secondary education level. The Center is planning to make this material available forloan in winter 2002. The videocassette cannot be sold and/or donated by the Japan Foundation due to legal
agreements with the copyright holders, but can be rented to Japanese language programs in the United States
through the Los Angeles Language Center.
Brief description of the video:
NHK Programs Video+ includes drama/program episodes from 1) 六番目の小夜子 Rokuban-me no Sayoko (TV drama, 1 episode, 30+ 30 min. with and without subtitles); 2) あずきちゃん Azuki-chan (animation, 1 episode, 30 + 30 min. with andwithout subtitles) and; 3) みんなのうた Min'na no Uta.
+ includes a booklet of 1) script; 2) vocabulary, expression, conversationand 4) teaching manual.

notes and cultural notes; 3) index;

Please contact the Nihongo Library at nihongolib@jflalc.org or 213.621.2267 for further information.

13.

B re ez e Fa l l 2 0 0 2

F r o m the N i hongo l i b r a r yLoan Policy Changes
Library membership for non-teachers
Double limit of items to be checked out
There have been two major changes in our library policy implemented since August of this year. First, a non-teacher who visits the library may apply for a library card which gives the privilege of borrowing materials (non-mail circulation) from the collection. Secondly, a library cardholder may now check out six(6) books, four (4) audio-visual materials, and six (6) backissues of periodicals at one time.

Recently Catalogued Material
The following is a list of the titles of Japanese language materials that are available now for loan. Please contact the library(nihongolib@jflalc.org) for borrowing.

Library New Acquisitions
Book
Title
Barcode
1日15分の漢字練習 : 1日6字､3ｶ月でマスター
11143
ACTFL-OPI入門 : 日本語学習者の｢話す力｣を客観的に測る
新しい日本語学入門 : ことばのしくみを考える

11173
11126

大学で学ぶためのアカデミック・ジャパニーズ : 中・上級者用
日本語テキスト
11177
大学・大学院留学生の日本語 : 2 作文編
11175

コミュニケーションのための日本語･音声表現
くらべてわかる日本語表現文型ノート

11138
11186

Living in Japan
日本語文法学習者によくわかる教え方：１０の基本にほんごだいすき

11119
11169
11150

日本語で海外派遣
日本語学習者の文法習得

11140
11127

日本語教育年鑑
日本語教育における学習の分析とデザイン
日本語教育のかなたに : 異領域との対話

11066
11125
11184

日本語教育のための音声表現
日本語の地平線 : 吉田彌壽夫先生古稀記念論集

11176
11170

日本語能力試験 : 1･2級試験問題と正解
日本語能力試験 : 3･4級試験問題と正解にほんごつぎの45じかん

11071
11068
11153

認知文論
音韻/音声

11129
11187

初級ひらけ日本語
初級実践日本語
初級日本語 : 文法解説

11122
11167
11145

すぐに使える上級動詞 : 英語訳つき
すぐわかる上級表現 : 英語･中国語･韓国語訳つき

11063
11062

スキルアップ日本語表現
テップアップ日本語 : 総合日本語学習教材
The Handbook of Japanese Verbs

11132
11189
11135

トピックによる日本語総合演習 : テーマ探しから発表へ
11185
わかるビジネス日本語 : ｢ジェトロビジネス日本語能力テスト｣
11086
読みやすく考えて調べて書く : 小論文から卒論まで 11182
予測してよむ聴読解 : 現代日本事情に関する38章

11082

Decoding Kanji : a practical approach to learning look-alikecharacters
11194
絵でわかるかんたんかんじ80
複雑･微妙な意味を言い分ける助動詞(上級)
ふれあい日本語

11141
11128
11081

外国語はなぜなかなか身につかないか : 第二言語学習の謎を解く
11130
外国人力士はなぜ日本語がうまいのか : あなたに役立つ｢ことば習得｣のコツ11131
話し手の判断・意識を伝える助動詞
11180

12.

異文化接触論児童生徒に対する日本語教育のための基本語彙調査

11118
11060

条件表現
季節で学ぶ日本語
子どもといっしょに! : 日本語授業おもしろﾈﾀ集

11139
11124
11142

ここからはじまる日本語文法

11172

Cassette Tape
<日本語>ﾆｭｰｽからおぼえるカタカナ語350: 初級から中級へ
11162
ステップアップ日本語 : 総合日本語学習教材 = S t e p up
Nihongo11191
Compact Discにほんご90日 : 教師用Navi: 初級文法ハンドブック 11149
初級日本語[げんき]; v.1
10778
初級日本語[げんき]; v.2
10779
たのしいにほんご11165

B re ez e Fa l l 2 0 0 2

WE LCOME !

Mr. O g o

The Japan Foundation Los Angeles Office and Language Center is pleased toannounce the arrival of its new Director, Mr. Hayato Ogo, designated in April. Mr.
Ogo worked with the Sydney Cultural Center as Director from 1989 through 1993,
followed by the directorhship of the New Delhi Office from 1993 through 1995. As
Director General, he led the Yokohama Triennial, Japan's first international contemporary art festival to a great success last year. Before joining the JapanFoundation, he taught Western Art History at the college level. He plays the fluteand Shakuhachi as his pastimes. Please join us in welcoming him!

ConferenceCalendar
Year 2002
Mo

Day

Conference and Contact

Mo

Day

Conference and Contact

10

10-12

The 56th Annual Convention of the Rocky
Mountain Modern Language Association,
Scottsdale, AZ
http://rmmla.wsu.edu/
conferences/conf02-Scottdale/conf02.asp

1

6-10

Hawaii International Conference on
Education
Sheraton Waikiki Hotel, Honolulu, HI
http://www.hiceducation.org/

15-19

E-Learn 2002 - World Conference on ELearning in Corporate, Government,
Healthcare, & Higher Education, Montreal,
Canadahttp://www.aace.org/conf/elearn/callfinal.html

227

Southern Conference on Language
Teaching (SCOLT) in Atlanta
http://www.valdosta.edu/scolt

3

20-22

Digital Stream Conference at CSU Monterey
Bay
More information will be available soon
iwlc.csumb.edu/digitalstream

22-25

The Annual Conference of the American
Association for Applied Linguistics (AAAL) at
the Sheraton National Hotel in Arlington, VA
http://www.aaal.org/aaal2003

430-5/3

The 4th International Symposium on
Bilingualism
Arizona State University
http://isb4.asu.edu/

5

7-10

WorldCALL 2003 in Banff, Alberta - "CALL
from the Margins"
http://worldcall.org

7

10

AFMLTA National Conference 2003 "Babble,
Babel & Beyond"
http://www.afmlta.asn.au

18-19

18-20

26-27

11

14.

Year 2003

1-2

MWALLT 2002
(MidWest Association for Language Learning
Technology)
Concordia College - Moorhead, Minnesota
http://languagecenter.cla.umn.edu/MWALLT/The 2nd National Conference on Heritage
Language in America"Building on our National Resources"
Tysons Corner, VA
http://www.cal.org/heritage/conferences/conf20
02.html
New England Associations of Asian Studies
2002 Annual Conference
Colby College, Waterville, Maine
http://www.colby.edu/eas/neaas02/
National Association of Self-Instructional
Language Programs
Arlington, VA
Contact: Alex Dunkel, U of Arizona - email
adunkel@u.arizona.edu

9

FLANC Fall Conference 2002
University of California, Berkeley (Dwinelle
Hall)
Contact: email normflanc1@attbi.com

22-24

ACTFL(American Council on the Teaching of
Foreign Language)Salt Lake City, UT
http://www.actfl.org/

B re ez e Fa l l 2 0 0 2

Wahoo is a new newsletter of the Japan Foundation
Los Angeles Office & Language Center. This magazine targets secondary-level learners of the Japanese
language. The concept of this new magazine is toreach out to learners of Japanese directly, and to
motivate students to learn Japanese language andculture by providing various, updated, and interesting
facts about Japanese culture, as well as the language
itself. Full colorful illustrations, easy to learn
Japanese lessons, and attractive information on
Japan, such as animation, high-tech products,
movies, and so on also inspire students to learn more
about Japanese culture and language.
The first issue was published in the Spring of 2002, and 20 copies were circulated to eachof 500 selected secondary schools with Japanese programs. This first issue containedsuch articles as, "Learning from Recycling of the Edo Period," "A Variety of Recycling
Businesses," "Natto-Good for the Mind, Good for the Body," etc., and we received very
encouraging and positive responses.
The second issue will be published in January 2003. Now, we are looking for schools
wishing to subscribe to Wahoo No. 2. If you are interested in having 20 copies sent toyour class, please fill out the following form and send it back to us at the following addressby the end of this year:
The Japan Foundation Language Center
Wahoo Subscription Division
333 South Grand Ave. Ste 2250
Los Angeles, CA 90071
You can also request subscription through our website http://www.jflalc.org/newsletter/
wahoo.html. Due to our limited publication, subscribers will be selected on a first-comefirst-serve basis, and middle and high schools with Japanese programs will be given firstpriority for selection.
(Depending on the number of requests, we may be able to provide an additional 20 copies.)✄
Wahoo Issue No.2 Request Form
Name

Name of school you are teaching

Mailing Address❏ Schoolor ❏ Home空（そら）から雨（あめ）が ぽつり、ぽつり。
A few dropsof rainfalldown,plip
plop.／だんだんぽつぽつ降（ふ）りだして・・・
It starts rainingharder:pitterpatter,pitter
patter. ／ざあざあ雨は大降（おおぶ）りに。
Thenitstartspouring
down. ／頭（あたま）のてっぺんから足（あし）の先（さき）まで
び し ょ び し ょ だ 。 M iandchy
Pochi aresoakedfromheadto toe.

Street

City

State

Zip

Email Address
Japanese Program @ Your School?
Need Additional 20 copies?

❏ Yes

❏ Yes

❏ No
❏ No

15.

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

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Standard
U.S. Postage

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