February 2016

AATJNEWSLETTER

VOL. 5
NO. 1

President’s Message

Yoshiko Saito-Abbott 齋藤アボット佳子
この度AATJの会長に選出されました齋藤・アボット佳子と申します。ご支援のほどよろしくお願いいたします。これまでは副会長としてAATJのAffiliates のリエゾン、書記、リーダーシップトレーニング等に関わって参りました。これからもAATJの一層の発展にAATJ
本部のスタッフ、役員と共に鋭意努力する所存ですのでよろしくお願い致します。
任期中に押し進めたいことは、前会長の田伏素子先生が尽力された３つ分野、①AATJの中核であるaffiliatesの強化、② これからの日本語教育を担うリーダーの育成、そして③ビジネス関係、日本政府との連携に引き続き力を入れていくことです。また
AATJでは新たにJ-CANのイニシャティブを推進してまいります。J-CANとはJapaneseCore Practices, Articulation/Advocacy and Networkの略称で、articulation, advocacy 、そしてnetwork活動の支援と共にACTFLが言語教育に必須の実践項目として掲げている Core Practices*を奨励していく活動です。この活動により日本語教育のさらなる普及・奨励に力をいれていきたい思っておりますのでよろしくお願いいたします。
AATJの活動は年賀状コンテスト、JNHS、NJE、春秋の学会、Bridging Scholarship、JOINT等のProfessional
Development、日本語能力試験の実施等があり、當作靖彦先生が引き続きリーダーとして活躍頂くことになっているGlobal Networkの活動もございます。またAATJ のExecutive Director Susan Schmidt さんと田伏素子先生がこの
度CULCON（日米文化教育交流会議）の中に新しく設立された分科委員会（Japanese Language Education
Committee）のメンバーとなられ、AATJと政府、領事館、ビジネス関係との連携にご尽力を頂けることになりました。
AATJ役員、そしてAATJ本部スタッフと共に、これから二年間、日本語教育の奨励に誠心誠意努力する所存です。
さて今回のニュースレターでは役員の紹介、ACTFLのExecutive Director Marty Abbottさんとのインタビュー記
事、３月にワシントン州シアトルで開催される春季学会のご案内を掲載させて頂きます。この春季学会のプルグラムには昨秋AATJのLife Time Achievement Awardを受賞されたLaurel Rasplica Rodd先生の基調講演、 内容豊富な
研究発表等プルグラムに紹介されております。是非ふるって参加して頂き、 活発な意見交換がされ、実のあるネッ
トワークの場になればと願っております。 ではシアトルでお会いできることを楽しみにしております。

Greetings! I am Yoshiko Saito-Abbott, the new AATJ (American Association of Teachers of Japanese)president. In the past two years, it was my great honor to serve as AATJ Vice President and work with local
affiliates as liaison secretary and in leadership development to prepare future leaders of our organization.
For the next two years, I am committed to working with the AATJ office staff and board of directors topromote AATJ’s mission through our many activities. Specifically, I am committed to supporting ongoing
efforts to strengthen three areas identified by our past President, Motoko Tabuse sensei. Those three areas are:(1) to strengthen regional and local affiliates, (2) to support their activities, and (3) to identify and prepare
future leaders of Japanese and world language education, and make ongoing connections with business andgovernment.
Additionally, AATJ will be launching our “J-CAN initiative”. J-CAN stands for Japanese-Core
Practices, Articulation/Advocacy and Network. In addition to articulation, advocacy, and network activities,
AATJ is going to promote ACTFL’s Core Practices* – that is, high leverage teaching practice – to promote
Japanese language and culture education. In addition to AATJ’s many activities such as; the Nengajo contest,
the Japanese National Honor Society, the National Japanese Exam, spring and fall conferences, Bridging
Scholarships, professional development activities such as JOINT, administration of the Japanese language
proficiency test (JLPT) in the United States, and Global Network activities led by Yasuhiko Tohsaku sensei, I
am glad to announce that AATJ’s Executive Director Susan Schmidt and past president Motoko Tabuse sensei
are now members of a newly established subcommittee of CULCON, the Japanese Language Education
Committee and they will contribute to strengthening connections between business, the Japanese Embassy,
and the two nations’ governments with AATJ.
Finally, in this issue, we will introduce the board of directors of AATJ who will take leadership roles in
AATJ activities, my interview with ACTFL Executive Director Mary Abbott, and information about the AATJ
2016 Spring Conference, which will be held in Seattle, Washington, in March. The program includes many
content-rich sessions and a keynote speech by Laurel Rasplica Rodd sensei, who received AATJ’s Lifetime
Achievement Award at last year’s Fall conference. I hope you will enjoy active exchange and networking
during the conference. I am looking forward to seeing you in Seattle.
*1. Use Target Language for Learning, 2. Design Communicative Activities, 3.Teach Grammar as Concept and use
in Context, 4. Use Authentic Cultural Resources, 5. Plan with Backward Design Model and 6. Provide Appropriate
Feedback

AATJNEWSLETTER February 2016

Table of Contents
Pages

1

President’s Message

3

Introduction of New Officers and Directors

6

Special Interview Series: Ms. Marty Abbott, Executive Director of ACTFL

11AATJ Announcements
・2015 Annual Spring Conference

19

・Nengajo Contest Results 201620

・AATJ Membership Information

25

・Nengajo Lesson: Make It My “Perfect” Lesson

26

・Report: Winter Activities

27

・Bridging Project News

28

・NJE Test Development Workshop
Bulletin Board
・Report by SNJTA
・Northwest Conference on Japanese Pedagogy

29

・CJLEA Workshop: JF Standard

30

・Uno-Japan: Study at Doshisha University

31

Job Opening Announcements

39

AATJ Member Application Form

40

Support Our Sponsors

Check out AATJ’s Facebook page, and “Like” us to receive updates and the latest news.
Click the link on our home page (www.aatj.org), or search for “AATJ-American

Association of Teachers of Japanese” on Facebook.

2

Introduction of Officers and Directors for 2016
These directors will be asking members of AATJ to collaborate with them and work on activities,
publications, and projects. If you are interested in working on any of the organization’s activities, pleasecontact aatj@aatj.org.

Title

Namee

Affiliation

President

Yoshiko Saito-Abbott

California State University, Monterey Bay, CA

Vice President/Secretary/Spring
Yoshiko Mori
Conference Co-Director
Vice President/Development
Masumi Reade
Director

Gerogetown University, Washington D.C.
The Woodlands High School, TX

Senior Advisor

Yasu-Hiko Tohsaku

University of California, San Diego, CA

Conference: Fall

Mieko AvelloMiami Palmetto Senior High School, FL

Kazue Masuyama

California State University, Sacrament, CA

Conference: Spring

Takako Aikawa

Massachusetts Institute of Technology, MA

Advocacy

Janet Ikeda

Washington and Lee University, VA

William Matsuzaki

Harford Day School, MD

National Contests & Exam

Tomoko Takami

University of Pennsylvania, PA

NengajoKazumi Yamashita-Iverson Maloney Interdistrict Magnet School, CT

Professional Development

Eiko Ushida

University of California, San Diego, CA

Newsletter

Masahiro Tanaka

United Nations International School, NY

Greetings from Officers and Directors
AATJ会長の齋藤・アボット佳子です。カリフォルニア州立大学モントレーベイ校
でビジネス日本語、サービス・ラーニング、キャップストン等、初級から上級のコースを教えています。趣味は自然を楽しむこと、草花を愛でること、そして生花です。
世界言語の中で日本語教育の促進に貢献できればと願っています。多くの会員の皆様とお会いし、ネットワークが一層広がるよう努力したいと思います。

I am Yoshiko Saito-Abbott, new President of AATJ. I teach at California State
University Monterey Bay and teach lower and upper division courses including
Business Japanese, Service Learning and Capstone course. I enjoy viewing flowers
and nature and flower arrangement. I want to continue to promote the importance oflearning and teaching Japanese within the World Language community. I am
looking forward to meeting with many members to expand our network.
AATJ副会長と2016年春の大会のCo-Chairを務める森美子です。ジョージタウン大学では、日本語プログラムのコーディネーターを担当し、日本語と言語学を教えています。 楽しみはテニス、編み物、読書、そして整理整頓です。物事を整理する力を活かして、AATJと地方教師会の皆様のお役に立てればと思います。どうぞよろしくお願いします。
My name is Yoshiko Mori. I serve as the AATJ Vice-President and a Co-Chair of the 2016 AATJ
Spring Conference. I coordinate the Japanese language program and teach upper level courses inJapanese language and linguistics at Georgetown University. I enjoy playing tennis, knitting,reading, and organizing things. I look forward to working with AATJ and local affiliate members,
using my organizational skills and experience.

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AATJNEWSLETTER February 2016

AATJ副会長をしております、リード真澄です。テキサス州ヒューストンの郊外にある公立高校、ウッドランズ高校で、日本語１からAPまで110名ほどの生徒に教えております。毎日高校生と付き合い、放課後も補習や日本語クラブ、よさこいソーラン踊りなどに明け暮れていますので、気持ちだけは若いまま年を取って行く様です。日本語教師の仕事を始めた頃からずっと続けている姉妹都市の高校との交流が今年で二十周年を迎えます。年に二回日本の高校生を受け入れ、毎夏教え子達と日本へ旅行しますが、今でも楽しんでいます。副会長の任期はあと一年ですが、少しでも皆様のお役に立てる様、頑張りたいと思います。宜しくお願い致します。

Fall Conference Co-directorのアベロ美恵子と申します。フロリダ州のマイアミパルメッ
ト高校とフロリダ国際大学で教鞭を取っております。高校では日本語１からAP, 大学
では初級のクラスを教えております。趣味は食べ歩きと絵画です。皆様のご期待に添えるような秋の大会をめざして努力したいと思っております。その為には皆様のご意
見、アドバイスが大切ですので、どうぞ何時でもご連絡下さい。共に秋の大会を盛り上げましょう！！よろしくお願いいたします。
My name is Mieko Avello. I am co-director of the fall conference. I'm teaching Japanese 1 to
AP at Miami Palmetto Senior High School and lower division courses at Florida International
University in Miami, Florida. I enjoy eating out and painting. I will work hard to live up to
your expectations. In order to do so, your opinion and advice are important. So please feel free
to contact us. Let’s work together to make the fall conference great!!

Kazue Masuyama
1. Position in AATJ: Annual Fall Conference (ACTFL-affiliated) Co-Director
2. School(s) where you teach: California State University, Sacramento (Sacramento State)
カリフォルニア州立大学サクラメント校（サクラメント州立大学）
3. Classes/Courses in charge: All levels of Japanese language instruction, Japanese literature &Civilization日本語の全レベルの授業、文学、歴史
4. Hobbies: hiking, racket sports, yoga, gardening
ハイキング、ラケットを使ったスポーツ、ヨガ、土いじり
5. Message/Statement to the AATJ members: Well, things don't always go as planned or expected.
So this year, I chose Albert Einstein’s saying "In the middle of difficulty lies opportunity.”
Would you like to join me for this journey?
皆さん、物事がなかなか計画した通りに進まないこともあると思います。ということで、私は今年のモットーとしてアインシュタインの「困難の中に、機会がある」を選
びました。よかったら、一緒にこの言葉を心にとめて、物事に取り組んでいきませんか。

Takako Aikawa
1. Position in AATJ: Co-organizer for AATJ’s Spring Annual Conference
2. School(s) where you teach: Massachusetts Institute of Technology
3. Classes/Courses in charge: Beginning ~ Advanced Japanese courses
4. Hobbies: zumba; tennis; hiking; painting

ペンシル大学の高見智子です。NJE日本語テストディレクターを務めております。大学では、中級日本語(４年生レベル）とビジネス日本語を担当しています。趣味は旅行と料理です。ＮＪＥをさらに発展させていくよう頑張ります。これから多くの先生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いたします。

My name is Tomoko Takami. I’m a National Japanese Exam (NJE) Director. I teach Japaneseand Business Japanese at University of Pennsylvania. I love traveling and cooking. I will do
my best to help expand and enhance NJE. I am looking forward to meeting many colleagues
along the way.

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My name is William Matsuzaki and I am one of the Advocacy Co-Directors. I am
currently a middle school principal in Maryland and teach one section of Japaneseand coach cross country. I enjoy running and playing tennis during my free time.
Janet Ikeda, Co-Director of Advocacy on the AATJ Board: I teach language,
literature and a course on the tea ceremony at Washington & Lee University in
Lexington, Virginia. I co-manage the AATJ Facebook and look for ways topromote Japanese through various modes of social media. We recently began an
AATJ twitter account and I propose we add an Instagram for students interested instudying Japanese. I enjoy being faculty mentor to two student organizations,
PAACE (Pan-Asian Association for Cultural Exchange) and the Chanoyu Tea
Society. Learning a new language is a lot like learning a new skill, so I haverecently started taking cello lessons. I love AATJ teachers and their excitement
and passion for teaching. How to capture that spirit, distill its fine essence andbottle it as the strongest of “advocacy potions” are all the elements that make thisposition so much fun.

1.Position in AATJ: NENGAJO Contest Chair 年賀状コンテストディレクター
2. School(s) where you teach: Maloney Interdistrict Magnet School in Waterbury, CT
マローニー・インターディストリクト・マグネットスクール
コネチカット州ウォーターベリー市
3. Classes/Courses in charge Pre-Kindergarten to 5th Grade (About 600 students are learning
Japanese) 4歳児クラスから5年生まで (全校生徒約600名が日本語を勉強しています。)
4. Hobbies: Traveling/Teaching Japanese…. Not much time for having hobbies..
旅行、日本語を教えること？？ 趣味の時間、あまりないです。。。	
 5. Message/Statement to the AATJ members : I would like to see more nominations for the
NENGAJO Contest! Please join us for the “Year of Rooster” Contest!!
年賀状コンテストへの応募を増やすことが新年の目標です。「酉年」の年賀状コン
テストへの参加、ぜひ今からご検討ください！

Professional Development Directorをしております牛田英子です。カリフォルニア大学
サンディエゴ校にある環太平洋国際関係研究大学院でプロフェッショナルのための中•上級日本語コース（大学院生対象）を教えています。趣味はジムで運動することと日本のドラマを見ることです。 AATJメンバーの皆様によりよい Professional Developmentの機会を提供できるよう努力したいと思います。どうぞよろしくお願いいたします。
Hello. My name is Eiko Ushida. I am a Professional Development Director. Ihave beenteaching graduate level intermediate and advanced Japanese coursesfor professional
proficiency at School of International Relations and PacificStudies, University of California,
San Diego. I love working out at a gym and watching Japanese dramas. I will do my best to
provide AATJ members with useful professional development opportunities.

AATJニュースレターのレイアウト担当の田中雅裕と申します。ニューヨークにあるUnited Nations International Schoolで教鞭を取っております。普段は中・高校生の第三言語クラスとIBクラス、そして小学生のアフタースクール継承語クラスを教えております。北東部教師会では、ブレンド型学習のワークショップ開催しております。趣味は、スポーツ、音楽鑑賞、コーヒー淹れ、食べ歩きです。どうぞよろしくお願い致します。ニュースレターの記事、お待ちしております。
My name is Masahiro Tanaka and I am a Director of newsletter layout. I teach 3rd language
and IB classes for middle and high school students on regular basis. I also teach after school
heritage class for junior school students. I organize Blended Learning workshops at NECTJ. I
enjoy playing sports, listening to music, brewing coffee and eating out. Please send me articles
for newsletters.

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AATJNEWSLETTER February 2016

Interview with Marty Abbott
Executive Director of ACTFL
by President Yoshiko Saito-Abbott

Marty Abbott is currently the Executive Director for the American Council on the Teaching of Foreign
Languages (ACTFL). Her career began in Fairfax County Public Schools (VA) where she was a language
teacher, foreign language coordinator, and Director of High School Instruction. She has served on national
committees to develop student standards, beginning teacher standards, and performance assessments inlanguages. She has held leadership positions at the national, regional, and state levels and was President of
the American Council on the Teaching of Foreign Languages in 2003. Marty has been active as an
advocate for language programs, serving as co-chair of the national public awareness campaign 2005: The
Year of Languages and now heading up ACTFL’s national public awareness campaign Lead with
Languages, which will launch in 2016. She has received numerous awards recognizing her contributions
to the language profession, including the Florence Steiner Award for Leadership and a Merita Award forservice from the American Classical League.
Marty sat down recently with AATJ President Yoshiko Saito-Abbott for an interview. Here is part of theirconversation.
YSA: Thank you very much for taking time for this interview. We appreciate it. My first question is:
Which language(s) have you studied?
MA: I studied both Spanish and Latin as a student. I spent my junior year in Madrid when I was in college,and ended up majoring in Spanish and minoring in Latin, and I taught both of those languages at the highschool level.
YSA: Have you been to Japan?
MA: I have been to Japan. When I was working with the Japanese immersion program in Fairfax County
Public Schools, we had a sister school in Fukuoka, and so I traveled to Tokyo and then to Fukuoka to see
the school and visit with them and signed an agreement. It was a wonderful trip; I enjoyed it so much. We
took some of our teachers on the English side of the program, and for them it was really exciting to see
Japan. We went to some big-city cultural sites, which were very interesting, but then we also had a chance
to visit the schools and talk to the teachers there. It was a great trip.
YSA: Would you like to go back to Japan again?
MA: I would, very much, and – I don’t know if I told you this – we were so honored in 1993 when theEmperor and Empress visited the United States, and the only school they went to was Great Falls
Elementary [in Fairfax County], and so we were able to meet them.
It was one of the highlights of my life; they were both so kind andpersonable and so interested in the students, and they interactedwith them, and it was just a great, great moment.
YSA: As the Executive Director of ACTFL, can you tell us whatissues ACTFL is currently working on?
MA: We are working on a number of issues. Primarily, in terms ofour teacher members, we try to support them with as many
resources as we can; and to the larger language field, we try to makeas many of those resources as possible available on our website,whether you are an ACTFL member or not, because we are trying to
make sure that we give back to the profession; so that has been very
important to us. In addition, we are focusing much more than in thepast on research issues. We have a research priorities initiative, and
we look at where we have research gaps, and we try to fill thosegaps with projects that we support.

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Marty Abbott
Executive Director of ACTFL

In addition, we’ve been spending a lot of time developing a position statement on global competence,
because we find that many other organizations have put out statements about global competence and often
it doesn’t include language at all or language has a very minor role, and so we tried to develop a position
statement that highlights what it really means to be globally competent and how language is at the core ofthat. And we are also developing a position statement on what constitutes fulfilling a foreign language
requirement, because we are battling computer coding substituting for foreign language requirements inthe state of Florida right now, and also in the state of Virginia, and it’s popping up in other areas as well.
What we are going to start working on this year in earnest, under our current President, Pete Swanson, isteacher recruitment and retention. The last time we looked at the data, fully 29 states had declared alanguage teacher shortage. So we know that is an issue; we are hearing from more and more schools thatthey are having trouble finding qualified language teachers, so that is going to be an area of emphasis in
the coming years.
YSA: Global competence is really an interesting issue, because for example we have global studies
majors; we have a foreign language requirement, but the students believe that global competency can beachieved by taking global studies courses, and not foreign language.
According to the most recent Modern Language Association (MLA) survey, aggregate enrollment in all
foreign languages decreased by 6.7% between 2009 and 2013 in the United States? What do you think aremajor factors contributing to this trend, and what do you think we should do to promote world language
learning?
MA: I think one of the major factors in students not choosing foreign languages is competing intereststhat higher education departments put forward to them. We often hear that students who want to continue
taking a language, when they get into a certain major, are told, ‘There’s no room for that.’ They havecertain required courses. I also think the onus is also on the language departments, because students speakwith their feet in this country – that’s the name of the game – and so if you don’t have an engaging
program for students, and if they don’t see a clear path that may or may not include a literary track, then
you need to rethink that. We’ve been working with MLA – they did a White Paper in 2007 on foreign
languages in higher education, called ‘New Structures for a Changed World’; and I think departments
need to listen to the students and see what the students need. What we found out in preparing for the
public awareness campaign Lead with Languages is that students are very practical. They want to takecourses that are going to work for them in their futures and their careers, and in the career pathways they
are seeking for themselves, so I think that helping them understand that no matter what field they go, into
languages are important. When I first started teaching we had posters that said, “Learn a language so you
can go into the diplomatic corps, or flight attendant, pilot – it had these specific and very limited types ofjobs – and now, it doesn’t matter what job you’re going into; languages are going to be an asset. I thinkthat’s really important for students to understand.
YSA: It takes time to become proficient, so students sometimes get discouraged, and with science orcomputers they can see the progress faster. It’s important to help them to connect to the discipline
somehow.
MA: Exactly; and I think helping them chart their own progress. You know, for students, it’s almost likegaming – they keep getting better, and keep trying until they get better, and we need to do the same thingwith language development; we need to help them and encourage them, and help them see the use – thefifth “C,” Communities.

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AATJNEWSLETTER February 2016

How can the university faculty help students see the use of the language beyond the classroom? To say
101, 102, and have a grammar syllabus – that doesn’t speak to students; it doesn’t tell them what they’ve
learned and what they can do to get better.
YSA: We have lots of work to do.
MA: We all do; it’s not just Japanese.
YSA: How does ACTFL advocate for foreign language education? Where do you reach out for advocacy?
MA: We advocate at a lot of different levels. You know the expression, “All politics is local”? We
certainly have a vital role with JNCL [Joint National Committee for Languages] at the federal level, and
we also have an educational lobbying group that we use for education purposes, and so we reach out on
the federal level; but we also know that a lot of the action, as with this computer coding issue, takes placeat the state level. We have volunteer state advocacy teams; they grew out of our Assembly of Delegatesthat we hold every year at our convention, plus our state language associations. They are all of course
volunteers, and they do this in their spare time, but we hold conference calls with them every quarter totalk about the established goals, and they get to pick the goals that they want to focus on. On the calls, wehave states report about their progress, and we also then post the calls online so that anyone can listen
later; and we keep providing resources that the teams need to go out and do the work that needs to bedone at the state level.
Occasionally we get involved at the local level, but that is harder for us to do. I would say, for myself,
being close to Fairfax County Public Schools, if there is some kind of alert about that program . . . I geton the listserv to make sure that if there is testimony that I can provide locally, I do that. I went up to
Maryland last year to provide testimony for their Seal of Biliteracy; it didn’t pass, but they are going to
try again. So we reach out locally when we can.
YSA: What kind of support does ACTFL provide schools which are in danger of shutting down or losing
programs?
MA: We provide resources on our website about advocacy, so hopefully schools are paying attention; but
often we find that they alert us at the last minute, when it’s already too late, so what we try to get schools
to do is to advocate from the beginning. The Language Educator [ACTFL’s quarterly publication formembers] often has stories about what schools did to promote language and give people ideas about what
they can do, because we need to pay attention to . . .Often we hear that school boards are making
decisions and the teachers themselves were unaware that these decisions were being made. So you reallyneed to keep your feelers out there and stay in touch and advocate. What’s better than pulling in someelected official or school board chair to come and visit your program and take a photo? It’s very hard forthat person to turn around and vote to cut your program after they’ve been featured in a local newspaper
saying, “This is a great program.” Fortunately most members of our profession feel that advocating fortheir program is part of their job – maybe not in some of the commonly taught languages as much as inwhat we call the less commonly taught, but this is something that is an uphill battle for all of us.
YSA: The Salinas School District, where Yo Azama [former ACTFL National Teacher of the Year] works,
organizes speech contests and other activities for the students, and every time they do, they make sure tocall the newspapers and do publicity and try to get everybody involved. In your opinion, what are theunique features of AATJ, its activities or members, compared with other language associations?

8

MA: I think one area that’s very positive is the collaboration between higher education and K-12. I thinkit’s a very supportive relationship, and that’s an area that can be a model for other language-specificassociations, because seeing the mutual interdependence of the two levels is critically important forsuccess; so I think that is great. I also think AATJ has done a great job, as have other language
organization, of connecting with other supporting organizations like the Japan Foundation, the JapanAmerica Societies, and other associations. There has been a long history, as you know, of relationships
between our two countries, so I think a lot of the support that was built up after World War II, I think you
all are taking advantage of that and really using it to your advantage. There are a lot of opportunities forstudents to study abroad and so on.
YSA: What do you think AATJ should do to promote Japanese language education in the United States?
MA: I think it’s a matter of having very solid, high-quality programs. I believe that the classroom teacher
is the key. Where you have strong teachers, you still have strong programs – programs that are turning out
students who can really communicate in the language. I know AATJ does a lot with professional
development and providing resources for teachers, and I think that is an area where you can reallycontinue to support the teachers in the classroom.
YSA: What suggestions do you have for strengthening the connections, between ACTFL, AATJ, and otherlanguage associations?
MA: I think it comes from building on the partnership that we already have through the Convention,
attending our Assembly of Delegates, making sure that AATJ is involved in all the national initiatives,
which you have done, being involved in JNCL, and so on – I think those are the critical areas, because as
much as we all love our individual languages, we need to see ourselves as part of a larger endeavor. That’s
what we’re really hoping that Lead with Languages will help, and that people will join in and get involved
and work together on this so that we can change the attitude in this country about the importance of
language learning.
YSA: As you mentioned earlier, there is a movement in some states to allow high school students to study
computer coding language in place of a foreign language. What is your opinion about this movement?
MA: It’s a very unfortunate movement; I think people see the word ‘language’ and they think that you canreplace one with the other or substitute one for the other. Any time that any other subject area is allowed to
substitute in place of a foreign language requirement, the students lose out, because foreign language is nolonger a nice-to-have ability in the 21st century; this is a ‘need-to-have’ ability. All of our school
administrators and school boards are not there yet, but this is what the Lead with Languages campaign isdesigned to try to change. And I think with the White House announcing the “Computer Science for All”
initiative and the President announcing the importance of computer coding in the State of the Union
address, that this is the latest “subject du jour” that everybody is jumping on – “We’re falling behind;
we’re not competitive” . . . Well, believe me, we are falling behind and we are not competitive in terms of
our ability to do business around the world. Computer coding isn’t necessarily going to help us do businessaround the world; it’s about building relationships and speaking the language of the people we want to dobusiness with and we want to have diplomatic relations with; and the way you do that is starting early andhaving a long sequence of language study.
YSA: Today we announced the J-CAN [Japanese – Core practices; Articulation; Advocacy; Networking]initiative. How can we involve ACTFL in our efforts?
MA: We are very anxious to partner with AATJ in any parts of the initiative; it’s a multi-pronged initiative,
and I think that we definitely will be working together on Core practices and building professional
development around that. Articulation is such a challenge, in every language, and it’s something that I
hope we can try to figure out a way to solve that challenge. I know there were a lot of good ideas talked
about today, and I think if AATJ can implement some of those ideas we can try to move forward. Advocacy– we are hoping that you will get involved with Lead with Languages – that we will have a very robust
Japanese section of the website so that people can find out what is going on; and then it is all about
networking; that’s what our organization does, representing all languages. So I look forward tocollaborating with you; I think it’s an incredibly strategic initiative that is going to benefit your field.

9

AATJNEWSLETTER February 2016

YSA: We also look forward to being part of Lead with Languages. That will be very exciting.
MA: We are not asking our field to contribute financially; we are going out there and trying to get
contributions, and it’s coming along. We’ve had some really encouraging news lately. But it’s also hard.
We all want to advocate for our own languages, and that’s good and you’re going to find supporters likethe Japan Foundation; but it’s hard when we’re going out and trying to interest someone in all languages.
It’s an anomaly in the US; it hasn’t been part of our normal reality to grow up bilingually, so it’s kind of ashift to a new normal, and that’s always tough. So we’re fighting the good fight; it’s like Sisyphus pushing
the rock up the hill.
Progress is being made. But it’s hard. I don’t know what it’s going to take; I don’t know how many morenational and international issues we’re going to have to face before someone says, “You know, there is a
way that we can develop ourselves as a country that will put us in a good place globally.” When you lookat the international test scores on the PISA [Program for International Student Assessment] test, it’s sosimple to me: every country that out-performs us starts language learning early. And when we look at thecognitive benefits for young second language learners . . . that’s probably why they are doing better onthese international tests! It’s not rocket science; it’s having the will. Are we finally going to have thepolitical will – the collective will – to make change?
YSA: Today we announced the J-CAN [Japanese – Core practices; Articulation; Advocacy; Networking]initiative. How can we involve ACTFL in our efforts?
MA: We are very anxious to partner with AATJ in any parts of the initiative; it’s a multi-pronged initiative,
and I think that we definitely will be working together on Core practices and building professional
development around that. Articulation is such a challenge, in every language, and it’s something that I
hope we can try to figure out a way to solve that challenge. I know there were a lot of good ideas talked
about today, and I think if AATJ can implement some of those ideas we can try to move forward. Advocacy– we are hoping that you will get involved with Lead with Languages – that we will have a very robust
Japanese section of the website so that people can find out what is going on; and then it is all about
networking; that’s what our organization does, representing all languages. So I look forward tocollaborating with you; I think it’s an incredibly strategic initiative that is going to benefit your field.
YSA: We also look forward to being part of Lead with Languages. That will be very exciting.
MA: We are not asking our field to contribute financially; we are going out there and trying to get
contributions, and it’s coming along. We’ve had some really encouraging news lately. But it’s also hard.
We all want to advocate for our own languages, and that’s good and you’re going to find supporters likethe Japan Foundation; but it’s hard when we’re going out and trying to interest someone in all languages.
It’s an anomaly in the US; it hasn’t been part of our normal reality to grow up bilingually, so it’s kind of ashift to a new normal, and that’s always tough. So we’re fighting the good fight; it’s like Sisyphus pushing
the rock up the hill.
Progress is being made. But it’s hard. I don’t know what it’s going to take; I don’t know how many morenational and international issues we’re going to have to face before someone says, “You know, there is a
way that we can develop ourselves as a country that will put us in a good place globally.” When you lookat the international test scores on the PISA [Program for International Student Assessment] test, it’s sosimple to me: every country that out-performs us starts language learning early. And when we look at thecognitive benefits for young second language learners . . . that’s probably why they are doing better onthese international tests! It’s not rocket science; it’s having the will. Are we finally going to have thepolitical will – the collective will – to make change?

10

AATJ 2016 Annual Spring Conference
AAS in Seattle, WA

The 2016 Annual Spring Conference will be held on Thursday, March 31, 2016, at the Seattle Sheraton
Hotel in Seattle, WA, in conjunction with the 2016 Annual Meeting of the Association for Asian Studies(AAS) . The full-day conference will feature more than 100 presentations on language pedagogy, linguistics,
second language acquisition, literature, and topics specific to AATJ’s Special Interest Groups (assessment,
study abroad, language and culture, classical Japanese, and more). Publishers from Japan will be displaying
their new publications and offering resources.
The conference program is included in this issue of the newsletter, on pages 11 - 18. The conference website(http://www.aatj.org/conferences-spring) has more information and a program that contains abstracts of all thepresentations.
Online registration for the Spring Conference is open. Conference registration fees are $60 for AATJ
members ($40 for student members) and $100 for non-members. Online registration ends March 18; afterthat only on-site registration will be available.
To register for the conference, please go to http://www.aatj.org/conferences-spring.
The keynote speaker for this year's conference is Professor Laurel Rasplica Rodd, University of Colorado at
Boulder, who is a past president of AATJ and the first recipient of AATJ's Lifetime Achievement Award. She
will speak about the past, present, and future of Japanese language and literature education in the UnitedStates. The keynote speech and a reception will be held at the ACT Theatre, around the corner from the
Seattle Sheraton Hotel.
Accommodations for the conference will be at the Seattle Sheraton Hotel (www.sheratonseattle.com). A
special rate is available for those registering through the AAS Annual Meeting website.
We encourage those attending the AATJ Conference to also attend the AAS Annual Meeting, which takes
place Friday, March 27, to Sunday, March 29. The AAS conference features many sessions on Japanese (aswell as other Asian) history, culture, society, and language; in the conference Exhibit Hall, academic andgeneral-interest publishers, including many from Japan, exhibit and sell Japan- and other Asia-related books
and journals. AATJ's special sponsored session at this year's annual meeting, a panel in honor of Laurel
Rasplica Rodd, will take place on Friday, April 1, at 12:45 p.m.

AATJ	  2016	
  Annual	  Spring	  Conference	
  	
  
Part	
  One	  Sheraton	  Seattle	
  Hotel,	  Seattle,	
  Washington

Meeting	
  Rooms	
  (4th	  Floor,	
  Union	
  Street	
  Tower):	
  Jefferson,	
  Columbia,	
  Boren,	  Seneca,	
  University,	
  Virginia
Thursday,	  March	  31,	
  9:00	
  a.m.–5:00	
  p.m.	
  (On-­‐site	  Registration	  and	
  Check-­‐in:	
  4th	
  Floor	
  Lobby)	
  Papers	  whose	
  titles	  appear	  in	
  Japanese	
  in	
  the	
  program	
  will	  be	
  delivered	  in	
  Japanese;	
  those	
  with	  only	  English	
  titles	
  will	  be	
  delivered	
  in	
  English	  11

AATJNEWSLETTER February 2016

9:40 a.m. - 10:40 a.m. - Session 1
Session	
  1-­‐A:	
  Pedagogy	  Panel	  [	  Seneca	
  Room	  ]	
  Chair:	
  Noriko	
  Fujioka-­‐Ito,	
  University	
  of	
  Cincinnati	
  Panel	
  Title:	
  「日本語教育におけるテクノロジーを活用した学習方法の変化と今後の展望」(Change	
  of	
  Learning	
  Methods	
  Utilizing	
  Technology	
  and	  Future	
  Directions	  in	
  Teaching	
  Japanese	
  as	
  a	
  Second	  Language)「テクノロジー支援日本語学習の変遷と調査研究への展望」(History	
  of	
  technology	
  assisted	
  Japanese	
  language	  learning	
  and	
  future	
  direction	
  of	
  research)
Noriko	  Fujioka-­‐Ito,	
  University	
  of	
  Cincinnati	
  「発音自律学習の促進とテクノロジー」(Enhancing	  learner	
  autonomy	
  for	  Japanese	
  pronunciation	
  learning)
Tomoko	  Shibata,	
  Princeton	
  University「日本語クラスにおけるブレンデッドラーニング―オンライン活動とクラス内活動で紡ぐグループでの協働―」(Application	
  of	
  blended	
  learning	
  strategy	
  in	
  a	
  Japanese	
  classroom:	
  Weaving	
  online	
  and	
  in-­‐class	
  activities	
  for	
  group	
  collaboration)
Hisae	  Matsui,	
  Princeton	
  University	
  「オンライン日本語コースに関する学生の動向の変化」(Exploring	
  students’	
  attitude	
  change	
  towards	
  university	
  beginning	
  online	
  Japanese	
  courses)
Satomi	  Suzuki,	
  Georgia	
  Institute	
  of	
  Technology

Session	
  1-­‐B:	
  Pedagogy	  Papers	
  [	  Colombia	
  Room	  ]Chair:	
  Satoru	  Ishikawa,	
  Boston	  University「第二言語読解理論を応用した初中級CBIコースの実践：ポップカルチャーを題材に」(Second	
  language	  reading	
  theory	  and	
  Content-­‐Based	
  Instruction:	
  A	
  report	
  of	
  a	
  CBI	
  course	
  on	
  pop-­‐culture)
Yoshiro	
  Hanai,	
  University	
  of	
  Wisconsin,	
  Oshkosh「グローバルスカラー育成のための内容重視授業(CBI)「生物学」（Biology	
   in	
   Japanese:	
   Content-­‐based	
   instruction	  (CBI)	  to	
  foster	  “Global	
  Scholars”	
  at	
  the	
  University	
  of	
  Oregon)	
  Yukari	  Furikado-­‐Koranda,	
  University	
  of	
  Oregon	  	
 「学生個々の興味と必要性を重視した上級日本語クラスにおける日本研究教授との協働授業の可能性」（Exploring	
  possibilities	
  of	
  collaboration	
  with	  content	
  specialists	
  in	
  an	
  advanced-­‐level	  Japanese	
  course	
  emphasizing	  students’	
  individual	
  interests	
  and	
  needs)
Shino	  Hayashi,	
  Washington	
  University	
  in	
  St.	
  Louis「演劇的手法を取り入れた読解、作文、会話、音声表現の指導の試み 〜小説の読解を脚本につなげて朗読する〜」(Trial	  in	
  applying	  a	
  theatrical	
  approaches	
  to	
  reading,	
  writing,	
  dialogue	
  and	
  phonetic	
  practices:	
  Connecting	
  novel	
  reading,	
  writing,	
  and	  discussion)
Satoru	  Ishikawa,	
  Boston	  University;	
  Mika	  Oidaira,	
  Hiroshima	
  University	  	
  Session	
  1-­‐C:	
  Pedagogy	  Papers	
  [	  Boren	
  Room	  ]	
  Chair:	
  Mieko	
  Kawai,	
  University	
  of	
  Virginia「学習者同士のフィードバックを活かした個人プロジェクト」(Collaborating	
  with	  classmates	
  in	
  an	
  independent	
  project)
Junko	
  Hatanaka,	
  University	
  of	
  Texas,	
  Austin	  「実践と応用の場を作るー日本文化と生活を探るプロジェクト」	
 (Creating	
  hands-­‐on	
  experiences	
  for	
  language	  learners:	
  A	
  project	
  that	  explores	
  Japanese	
  culture	
  and	
  life)	
  Kayo	
  Nonaka,	  New	
  York	  University	
  「上級日本語コースにおける「研究プロジェクト」：学習者が用いたストラテジーの考察」(A	
  study	  on	
  learning	
  strategies	
  
used	
  in	
  a	
  research	
  project	  for	
  advanced	
  Japanese	
  learners)	
  Ibuki	  Aiba,	
  Dickinson	
  College	
  「「発表」をゴールとしないファイナルプロジェクト：学びの共有を目指すカリキュラムの試み」(Process-­‐focused	
  final	  project	
  in	  a	
  collaborative	
  learning	
  curriculum)
Mieko	
  Kawai,	  Tomoko	  Marshall,	
  and	  Tomomi	  Sato,	  University	
  of	
  Virginia	
  Session	
  1-­‐D:	
  Proficiency	  Assessment	  SIG	  Panel	  [	  Jefferson	
  Room	  ]Chair:	
  Ken-­‐Ichi	
  Miura,	  Franklin	
  &	
  Marshall	
  College
Panel	
  Title:	
  「新しい時代の学生のための日本語教育：Proficiency Guidelines 2012を基にして」 (Japanese	
  Language	  Education	
  in	
  the	  New	
  Era:	
  Proficiency	  Guidelines	
  2012	
  and	
  Their	
  Usage)12

「デジタル・ネイティブ世代の学習者を対象にした学習者オートノミー獲得への一実践例」(Exploring	
  ways	  to	
  support	  digital	
  native	
  generation	
  learners’	
  acquisition	
  of	
  learner	
  autonomy)
Momoyo	
  Kubo	
  Lowdermilk,	
  Stanford	
  University	
  「アニメ、漫画から社会問題へ：中上級におけるポップカルチャー」(Anime,	
  manga	  and	
  societal	
  issues:	
  Pop	  culture	  in	
  intermediate	
  and	
  advanced	
  Japanese	
  classes)	
  Ken-­‐Ichi	
  Miura,	  Franklin	
  &	
  	
  Marshall	
  College	
  	
  	
  “Japanese	
  language	
  (Nihongo)	
  education	
  for	
  immigrant	
  students	
  in	
  public	
  schools	
  in	
  Japan	
  and	  the	
  issue	
  of	
  language	
  proficiency”	
  	
  Naomi	
  Asakura,	
  Franklin	
  &	
  Marshall	
  College	
  Session	
  1-­‐E:	
  Linguistics	
  Papers	
  [	  University	
  Room	  ]	
  Chair:	
  Hidemi	
  Riggs,	
  University	
  of	
  California,	
  Irvine	  “Showing	
  subjectivity	
  in	
  the	  construction	
  of	
  intersubjectivity:	
  Use	  of	
  ‘shi’	
  in	
  conversations	
  among	
  Japanese	
  native	  speakers”
Noriko	  Noma,	
  Kapiolani	
  Community	
  College	
  “Multiple	
  levels	
  of	
  style-­‐shifting	  in	
  Japanese	  discourse”
Shiho	  Yamamoto,	
  University	
  of	
  Arizona	
  
	
  “A	
  corpus	
  analysis	
  of	
  the	  modal	
  marker	
  'daroo'	
  in	
  Japanese	
  Tamika	  Jimbo,	
  University	
  of	
  Oregon	
  「現代母語者の「帰る」「戻る」の使い分け：補助動詞も含めて」(Rule,	
  pattern,	
  and	
  meaning	
  in	
  the	
  word	  selection	
  of	
  'kaeru'	
  and	
  'modoru'	
  in	
  modern	
  Japanese)
Hidemi	  Riggs,	
  University	
  of	
  California,	
  Irvine	
  Session	  1-F:	
  Literature	
  Papers	
  [	  Virginia	
  Room	  ]	
  Chair:	
  Joanne	  Quimby,	
  North	  Central	
  College	
  “Reviving	
  Good	  Wife/Wise	
  Mother	
  ideology:	
  Kataoka	
  Teppei's	  "Two	  Professional	
  Working	
  Women"	
  as	
  nationalist	
  propaganda”	
  Yumi	
  Soeshima,	
  West	  Virginia	
  University	
  	
  “Transpacific	
  feminism:	
  Yamada	
  Waka	  and	  Japanese	
  immigrant	
  women	
  in	
  the	
  Pacific	
  Coast	  region”
Rika	
  Saito,	
  Western	
  Michigan	
  University	
  	
  “Alternate	
  (re)productive	  bodies	
  in	
  Shirai	  Yumiko’s	
  "Wombs"”
Kazue	  Harada,	
  Miami	  University
	  “Visualizing	  female	
  sexuality	
  in	
  Matsuura	
  Rieko’s	
  “The	  Apprenticeship	
  of	
  Big	
  Toe	
  P””	
  Joanne	  Quimby,	
  North	  Central	
  College

10:50 a.m. - 12:30 a.m. - Session 2
Session	
  2-­‐A:	
  Pedagogy	  Panel[	  Seneca	
  Room	  ]Chair:	  Yuka	  Kumagai,	
  University	
  of	
  Southern	
  California	  	
  Panel	  Title:「読む！読む！読む！：日本語力全般を引き上げる自発的読書の支援」(Read!	
  Read!	
  Read!	
  –	  Supporting	
  students'	
  free	  voluntary	  reading	  to	
  enhance	  Japanese	
  language	
  proficiency)「多読授業における教師の役割・評価・学生の伸び方」(Teacher’s	
  role,	  assessment,	
  and	
  students’	
  progress	  patterns	
  in	
  Extensive	  Reading	
  class)Yuka	
  Kumagai,	
  University	
  of	
  Southern	
  California	
  「「読む」から「創る」へ：日本語多読プロジェクトの試み」	
 (From	  input	
  to	
  output:	
  Creative	
  projects	  in	  Japanese	  extensive	  reading)	
  Noriko	  Hanabusa,	
  University	
  of	
  Notre	  Dame	  「多読向けの読みもの：レベル別読みもの作成方法と市販本の選び方」(Books	
  for	
  extensive	  reading:	
  How	  to	
  write	  Japanese	
  graded	
  readers	
  and	
  how	  to	
  choose	
  from	  authentic	
  books)
Kazuko	  Kawamoto,	
  NPO	  TADOKU	
  Supporters	  「読んで世界を広げよう--中上級向け読みプロジェクト」(Expand	
  your	  world	
  by	
  reading:	
  Reading	
  project	  for	  mid-­‐advanced	
  learners)	
  Yoshimi	  Nagaya,	
  Massachusetts	
  Institute	
  of	
  Technology	
  13

AATJNEWSLETTER February 2016

Session	
  2-­‐B:	
  Pedagogy	  Papers	
  [	  Colombia	
  Room	  ]	
  Chair:	
  Michiru	  Ishihara	
  Lowe,	  Vanderbilt	
  University「日本語教育でのテクノロジーの位置づけ」(The	
  place	  of	
  technology	
  in	
  Japanese	
  classrooms)	
  	
  	
  
Kozue	  Miyama,	
  Amherst	
  College	  	
  「キャンパス内の『日本』を見つける–日本語学習を促進するためのGPSゲームの利用」(Find	  "Japan"	
  on	
  campus:	
  Promoting	
  Japanese	
  language	
  learning	
  through	  a	
  GPS-­‐based	
  game)Yumiko	  Tashiro,	
  Washington	
  and	  Lee	
  University;	
  Shinji	  Shimoura	
  and	  Kazumi	  Hatasa,	
  Purdue	
  University「身近なテクノロジーを利用した自己モニター音声教育の実践報告」	
  (Self-­‐monitoring	
  pronunciation	
  activities	
  using	
  commonly-­‐available	
  technology)Emi	
  Yamanaka,	
  Boston	  University	  「動画インタビューサイトとマンガを活用した中上級授業－学習者主体のピアラーニングの試み」(An	
  upper-­‐intermediate	
  class	
  utilizing	
  online	
  video	
  interviews	
  and	  manga:	
  A	
  student-­‐centered	
  peer	  learning	
  approach)
Michiru	
  Ichihara	
  Lowe,	  Vanderbilt	
  University	  Session	
  2-­‐C:	
  Pedagogy	  Papers	
  [	  Boren	
  Room	  ]Chair:	
  Jun	
  Xu,	
  University	
  of	
  Denver	  	
  “Exploring	  a	
  flipped	
  classroom	
  approach	
  in	
  a	
  Japanese	
  language	
  classroom”
Yuko	
  Prefume,	
  Baylor	
  University	
  「反転授業を用いた次世代型学習への取り組み」(Flipped	
  classroom:	
  Transforming	  the	
  course	
  for	  a	
  new	
  generation	
  of	
  teaching	
  and	
  learning)
Yoshie	  Kadowaki	
  and	
  Sayumi	  Suzuki,	
  University	
  of	
  Nevada,	
  Reno「日本語発音指導の必要性に関する調査－学習者調査と教師調査の比較から見えてくるもの－」(Survey	
   on	
   the	  views	
  and	
  practices	
  on	
  Japanese	
  pronunciation:	
  Comparing	
  students’	
  and	
  teachers’	
  beliefs)
Mayu	
  Miyamoto	
  and	  Natsumi	  Suzuki,	
  Purdue	
  University	  「初級日本語における終助詞「よ」の指導について	
 —『げんき１』を例に—」 (Teaching	
  the	
  sentence-­‐final	
  particle	  ‘yo’	  in	
  elementary	  Japanese:	
  Using	  “Genki	
  I”	
  examples)
Jun	
  Xu	
  and	
  Yuki	
  Arita,	
  University	
  of	
  Denver;	
  Hironori	
  Nishi,	
  University	
  of	
  Iowa	  Session	
  2-­‐D:	
  Second	  Language	  Acquisition	  (SLA)	
  Papers	
  [	  Jefferson	
  Room	  ]Chair:	
  Mariko	
  Wei,Purdue	
  University「第二言語学習者におけるアクセント習得－認知的要因とアクセントタイプの検討―」(Acquisition	
  of	
  L2	
  lexical	
  accent:	
  Examination	
  of	
  cognitive	  factors	
  and	
  accentual	
  patterns)
Yukiko	  Hatasa,	
  Hiroshima	
  University;	
  Eriko	
  Takahashi,	
  Mejiro	
  University	
  	
  “Perceptions	
  of	
  the	  Japanese	
  imperfective	  aspect	
  marker	
  'teiru'	
  among	
  native	
  speakers	
  and	  L2	  learners	
  of	
  Japanese”
Yoshiyuki	
  Hara,	
  University	
  of	
  Oregon	
  “Pedagogical	
  mediation	
  for	
  game-­‐mediated	
  Japanese	
  learning”
Kayo	
  Shintaku,	
  University	
  of	
  Arizona	  	
  “Teaching	
  reading	
  to	
  English-­‐Japanese	
  bilingual	
  children	
  with	  autism	
  spectrum	
  disorder”	  Mariko	  Wei,	
  Purdue	
  University	  Session	
  2-­‐E:	
  Linguistics	
  Panel	  [	  University	
  Room	  ]Chair:	
  Fumiko	
  Nazikian,	  Columbia	
  University	  Panel	
  Title:「文末表現の言語学的考察」(Study	
  on	
  Sentence-­‐Final	
  Expressions	  in	
  Japanese)	
  	
  「トイウコトデについての一考察」(A	  Study	  on	  ‘to	  iu	  koto	
  de’)
Michio	  Tsutsui,	
  University	
  of	
  Washington「「の」真偽疑問文に関する一考察」(Some	
  observations	  on	
  Japanese	
  yes-­‐no	
  questions	
  marked	
  by	
  ‘no’)	
  Naomi	
  McGloin	
  and	  Yan	
  Wang,	
  University	
  of	
  Wisconsin「終助詞ネのオプショナル用法：ポライトネスの観点から」(An	
  analysis	
  of	
  “optional	
  ne”	
  from	  a	
  politeness	
  perspective)	
  Mutsuko	
  Endo	  Hudson,	
  Michigan	
  State	  University	
  「よね」と	
 「でしょう」の確認機能の比較:	
 談話機能と相互関係機能について」(A	
  comparative	
  analysis	
  of	
  ‘yone’	
  and	  ‘deshoo’:	
  From	  the	  point	
  of	
  view	
  of	
  discourse	
  and	
  interactional	
  functions)
Fumiko	  Nazikian,	  Columbia	
  University

14

Session	
  2-­‐F:	
  Literature	
  Papers	
  [	  Virginia	
  Room	  ]Chair:	
  Miyabi	
  Yamamoto,	
  Independent	
  scholar	  “Railways	
  and	  the	
  formation	
  of	
  the	
  nation-­‐state	
  in	
  modern	
  Japanese	
  literature”
Jing	
  Wang,	
  University	
  of	
  Toronto“Spiritual	  Recovery	
  in	
  Yoshimoto	
  Banana:	
  From	  Kitchen	
  to	
  Honeymoon”
Yuko	
  Ogawa,	
  Purdue	
  University	
  “Challenging	
  ideals	
  of	
  romance	
  in	
  Japanese	
  girls’	
  comics”
Miyabi	  Yamamoto,	
  Independent	
  scholar	  “Abstinence	
  makes	  the	
  heart	  grow	
  fonder”	  Luciana	
  Sanga,	
  Stanford	
  University	
  Chair:	  「構想（プラニング）の作文への影響」(Effects	
  of	
  planning	
  on	
  second	
  language	
  writing)
Tomoko	
  Okuno	
  and	  Ayaka	  Sogabe,	
  University	
  of	
  Michigan「中級学習者の作文におけるピア・ラーニング」(Peer	
  learning	
  in	
  intermediate	
  learners`	
  writing	
  tasks)
Hiromi	  Uchida,	
  University	
  of	
  Hawaii,	
  Manoa	  「インタラクションから見る日本語ペア作文の効果」(Collaborative	   writing	
   activities	
   in	
   the	   JFL	
   classroom:	
  Product,	
  process,	
  and	
  students’	
  reflections)Yuta	
   Mori,	
   University	
   of	
   Michigan,	
   Ann	   Arbor;	
   Mayumi	
   Hirano,	
   University	
   of	
   Nevada,	
   Las	   Vegas;	
   Megumu	  Tamura	  「「書く活動」を通して生み出される学習者のやる気・創造力と日本語レベルの向上：初級、中級、上級レベルでの実践報告」(Implementing	
  writing	
  activities	
  for	
  enhancing	  students’	
  motivation,	
  creativity,	
  and	  proficiency	
  levels)	
  	
  Junko	
  Tokuda,	
  University	
  of	
  California,	
  San	
  Diego	  12:30 p.m. – 1:30 p.m. - Lunch Break
1:30 a.m. - 3:10 a.m. - Session 3
Session	
  3-­‐A:	
  Pedagogy	  Panel	  [	  Seneca	
  Room	  ]	
  Chair:	
  Yasu-­‐Hiko	  Tohsaku,	
  University	
  of	
  California,	
  San	
  Diego	  	
  Panel	  Title:「ソーシャルネットワーキングアプローチ	
 (SNA)：グローバル社会とつながるための言語教育」(Social	
  Networking	
  Approach:	
  Language	  Education	
  to	
  Connect	
  to	
  Global	
  Society)	
  「ソーシャルネットワーキングアプローチ:	  人、モノ、情報、社会、文化をつなぐ言語教育」(Social	
   networking	
  approach:	
  Language	
  education	
  to	
  connect	
  people,	
  things,	
  information,	
  societies,	
  and	
  cultures)
Hideko	  Shimizu,	
  Kaetsu	
  University	
  「SNAの視点からみた留学生の「つながる」社会力の育成プロセス	
 」	
 (The	
  process	
  of	
  learning	
  social	
  skills	
  for	  connecting	
  to	
  the	
  real	  world	
  from	  the	  perspective	
  of	
  social	
  networking	
  approach)	
  Naruhiko	
  Shiratori,	
  Kaetsu	
  University	
  「ソーシャルメディアによる言語の社会化と日本語談話表現の習得」(Language	
  socialization	
  through	
  social	
  media	
  and	  the	
  acquisition	
  of	
  discourse	
  expressions)
Yuki	
  Matsuda,	
  University	
  of	
  Memphis	  「社会を組み替え、構築するデザイン力の育成」(The	  ability	
  to	
  design	
  and	  construct	
  society)	
  Noriko	  Okamoto,	
  Tokyo	
  International	
  University	  Session	
  3-­‐B:	
  Pedagogy	  Papers	
  [	  Colombia	
  Room	  ]Chair:	
  Junko	
  Tokuda,	
  University	
  of	
  California,	
  San	
  Diego「構想（プラニング）の作文への影響」(Effects	
  of	
  planning	
  on	
  second	
  language	
  writing)
Tomoko	
  Okuno	
  and	  Ayaka	  Sogabe,	
  University	
  of	
  Michigan「中級学習者の作文におけるピア・ラーニング」(Peer	
  learning	
  in	
  intermediate	
  learners`	
  writing	
  tasks)
Hiromi	  Uchida,	
  University	
  of	
  Hawaii,	
  Manoa	  「インタラクションから見る日本語ペア作文の効果」(Collaborative	  writing	
  activities	
  in	
  the	
  JFL	
  classroom:	
  Product,	
  process,	
  and	
  students’	
  reflections)Yuta	
   Mori,	
   University	
   of	
   Michigan,	
   Ann	   Arbor;	
   Mayumi	
   Hirano,	
   University	
   of	
   Nevada,	
   Las	   Vegas;	
   Megumu	  Tamura	  15

AATJNEWSLETTER February 2016「「書く活動」を通して生み出される学習者のやる気・創造力と日本語レベルの向上：初級、中級、上級レベルでの実践報告」(Implementing	
  writing	
  activities	
  for	
  enhancing	  students’	
  motivation,	
  creativity,	
  and	  proficiency	
  levels)	
  	
  Junko	
  Tokuda,	
  University	
  of	
  California,	
  San	
  Diego	  Session	
  3-­‐C:	
  Pedagogy	  Papers	
  [	  Boren	  	
  Room	  ]Chair:	
  Yasuko	  Akiyama,	  Indiana	
  University「「おもしろさ」を「伝える」話術へのアプローチ」(How	
  can	  we	
  make	  a	
  story	
  funnier?	
  Cultivating	
  self-­‐monitoring	
  skills	  through	
  applying	
  storytelling	
  techniques)Miki	
  Yagi	  and	  Wakana	
  Maekawa,	
  Harvard	
  University「オノマトペの副詞用法とアクション主体の総合教授法」(Integrated	
  method	  of	
  teaching	
  adverbial	
  Japanese	
  onomatopoeia	
  through	  action)
Junko	
  Baba,	
  University	
  of	
  South	  Carolina「言語景観と日本語教育：日本語学習者が収集した言語景観データの分析と活用法」(Linguistic	
  landscape	
  and	  Japanese	
  language	
  education:	
  An	
  analysis	
  of	
  linguistic	
  landscape	
  data	  collected	
  by	
  JFL	
  learners)
Asako	  Hayashi-­‐Takakura,	
  University	
  of	
  California,	
  Los	
  Angeles「「人生は紙飛行機」比喩的表現を意識させる中級授業での試み」("Life	
  is	
  a	
  paper	
  plane":	
  Report	
  on	
  incorporating	
  metaphor	
  instruction	
  in	
  intermediate	
  Japanese	
  class)
Yasuko	
  Akiyama	
  and	  Natsuko	
  Tsujimura,	
  Indiana	
  University	  	
  Session	
  3-­‐D:	
  Second	  Language	  Acquisition	  (SLA)	
  and	  Language	
  and	  Culture	
  SIG	
  Papers	  	  [	  Jefferson	
  Room	  ]Chair:	
  Soichiro	
  Motohashi,	
  Kalamazoo	
  College“On	
  the	
  learning	
  of	
  viewpoint	
  consistency	
  in	
  Japanese	
  narratives”
Akiko	  Kashiwagi-­‐Wood,	
  Oakland	
  University	
  	
   “L2	
  Japanese	
  learner's	
  development	
  in	
  conversational	
  style:	
  An	
  analysis	
  of	
  overlap	
  in	
  talk-­‐in-­‐interaction”
Rie	
  Maruyama,	
  University	
  of	
  Arizona	   “Japanese	
  politeness	
  behavior	
  in	
  a	
  Level	  2	
  classroom:	
  Cultural	
  politeness	
  norms	  and	  perceptions”
Karen	
  Curtin,	
  Ohio	  State	  University	
  
	
  	
  	
  「ビジネス・プロジェクトを使用した中級日本語学習者のための言語・文化学習：在米日系企業の日本人雇用者によるオンライン・レクチャーの有効性」(The	
  effectiveness	
  of	
  a	
  Japanese	
  employee's	
  online	
  lecture	
  to	
  enhance	
  high-­‐intermediate	
  learners’	
  linguistic	
  and	  contextual	
  competence)	
  Soichiro	
  Motohashi,	
  Kalamazoo	
  College	
  Session	
  3-­‐E:	
  Linguistics	
  Panel	  [	  University	
  Room	  ]	
  Chair:	
  Polly	
  Szatrowski,	
  University	
  of	
  Minnesota	  Panel	
  Title:	
  「日本語母語話者・非母語話者・英語母語話による話し言葉と書き言葉の談話分析―言及表現を中心に―」(Reference	
  in	
  native	
  Japanese,	
  nonnative	  Japanese,	
  and	  English	
  written	
  and	
  spoken	
  discourse)「どのように日本人大学生は文章ジャンルによって１人称「私」と「私たち」を使い分けるのか」(How	  do	  Japanese	  university	
  students	
  use	
  first	  person	
  pronouns	
  ‘watasi’	
  'I'	  versus	  ‘watasi-­‐tati’	
  'we'	
  across	
  different	  text	
  genres?)
Mitsuko	
  Kido,	  University	
  of	
  Tsukuba	  	
  「物語談話において言語化しにくい指示対象にどう言及するか？」(How	  do	
  Japanese	
  and	  English	
  speakers	
  refer	  to	
  referents	
  difficult	
  to	
  verbalize	
  in	
  narrative	  discourse?)
Fumio	
  Watanabe,	
  Yamagata	
  University	
  「ストーリーの語りにおける発話末の「んです＋φ／よ／ね／けど」の形式選択について」(On the selection ofsentence final n desu+φ/yo/ne/kedo ‘It’s that …φ./you know/isn’t it/but’ forms in Japanese native andnonnative speech)
Mariko	  Masuda,	
  University	
  of	
  Tokyo“Negotiation	
  of	
  references	
  for	
  unfamiliar	
  food	  in	
  Japanese,	
  English,	
  and	
  nonnative	  Japanese	
  Taster	  Lunch	  conversations”
Polly	  Szatrowski,	
  University	
  of	
  Minnesota	
  Session	  3-F:	
  Literature	
  Papers	
  [	  Virginia	
  Room	  ]Chair:	
  Lawrence	  Marceau,	
  University	
  of	
  Auckland	  “Employing	
  the	
  films	
  of	
  Ozu	
  Yasujiro	
  to	
  teach	  Japanese	
  culture”
Scott	  Langton,	
  Austin	
  College16	
  “Cultural	
  memory	
  and	  constructions	
  of	
  gender	  in	
  modern	
  Japan:	
  Reexamining	
  the	
  legacy	
  of	
  Hara	  Setsuko”
Kelly	  Hansen,	
  San	
  Diego	  State	  University
	  “Premodern	
  poetics	
  for	  a	
  modern	
  lyric	
  voice”	  Rachel	  Epstein,	
  Philadelphia	
  University	
  	  	  “Esopo,	
  Isopo,	
  Aesop:	
  Early	
  modern	
  Japan's	
  fables	  and	  the	
  Isopo	
  monogatari	
  emaki"Lawrence	  Marceau,	
  University	
  of	
  Auckland	
  3:20 a.m. - 5:00 a.m. - Session 4
Sessioz	
  4-­‐A:	
  Pedagogy	  Papers	
  [	  Seneca	
  Room	  ]Chair:	  Mitsue	
  Tabata-­‐Sandom「年少者用SPOTの開発 －日本の公立小学校、米国日本語補習校、インターナショナルスクールでの実施結果から－」(Development	
  of	
  SPOT	
  for	
  children:	  	
  Results	
  in	
  a	
  Japanese	  supplementary	
  school,	
  a	
  public	  elementary	
  school	
  of	
  Japan,	
  and	  an	
  international	
  school)	
  Takako	  Sakai,	
  Chieko	  Kano,	  and	
  Noriko	
  Kobayashi,	
  University	
  of	
  Tsukuba「流暢性指標の縦断的研究」(A	
  longitudinal	
  study	
  of	
  fluency	
  development	
  in	
  Japanese	
  learners	
  using	
  objective	  measures)
Saori	
  Masumoto	
  Houston,	
  Purdue	
  University「日本語初級コースにおけるタイムドディクテーションの効果－カタカナ書字における正確さと流暢さを中心に－」(Effects	
  of	
  a	
  timed-­‐dictation	
  activity	
  in	
  an	
  introductory	
  course	
  in	
  Japanese:	
  Focusing	
  on	
  the	
  accuracy	
  and	
  fluency	  of	
  writing	
  katakana)Aya	
  Okada,	  Purdue	
  University“Speed	  reading	
  training	
  for	
  advanced	
  learners	
  of	
  Japanese”	
  Mitsue	  Tabata-­‐Sandom,	
  University	
  of	
  Hawaii,	
  Manoa	
  Session	
  4-­‐B:	
  Pedagogy	
  and	
  Professional	
  Development	  SIG	
  Papers	
  [	  Colombia	
  Room	  ]Chair:	
  Kazuaki	  Nakazawa,	
  Yuan	  Ze	
  University	
  (Taiwan)“Classroom	
  interactional	
  competence	
  and	
  teacher	
  development”
Yumiko	  Tateyama,	
  University	
  of	
  Hawaii,	
  Manoa「「ダイバージェント」日本語教師に対する学生の視点と観察データ分析」(Observational	
  analysis	
  and	
  students’	
  perceptions	
  of	
  "divergent"	
  Japanese	
  language	  teachers)
Shinsuke	
  Tsuchiya,	
  Ohio	  State	  University「現役日本語教師と教師を目指す大学院生のITリテラシー認識調査」(Investigation	
  of	
  pre-­‐	  and	
  in-­‐service	
  Japanese	  teachers'	
  self-­‐efficacy	
  of	
  IT	
  literacy)
Kazuaki	  Nakazawa,	
  Yuan	  Ze	
  University	
  (Taiwan)	
  Session	
  4-­‐C:	
  AP	
  Japanese	
  SIG	
  and	
  Study	
  Abroad	
  SIG	
  Papers	
  [	  Boren	
  Room	  ]Chair:	
  Akiko	
  Murata,	
  Hosei	  University“Engagement	
  and	
  Rigor	
  in	
  the	  AP	  Japanese	
  Language	
  and	  Culture	
  Curriculum”Ann	
  Jordan,	
  CAJLT	  「日本で日本語を学ぶ留学生の友人関係構築」(Friendship	
  development	
  during	
  study	
  abroad	
  in	
  Japan)Fumi	
  Yamakawa,	
  Toyo	  University	
  “How	
  short-­‐term	
  study	
  abroad	
  leads	
  to	
  great	  language	  gains:	
  An	
  exploratory	
  study”
Magara	  Maeda,	
  University	
  of	
  Wisconsin,	
  River	
  Falls;	
  Megumi	  Tsuchida,	
  Kansai	
  Gaidai	  University「双方向国際インターンシップを通じた言語文化的な学び」(An	
  analysis	
  of	
  language	
  and	
  culture	
  learning	
  through	
  two-­‐way	
  international	
  internships)
Akiko	
  Murata,	
  Hosei	  University	
  	
  

	
  Session	
  4-­‐D:	
  Japanese	
  as	
  a	
  Heritage	
  Language	  (JHL)	
  and	  Japanese	
  for	  Specific	
  Purposes	  (JSP)	
  SIG	
  Papers	
  [	  Jefferson	
  Room	  ]Chair:	
  Lindsay	
  Yotsukura,	
  University	
  of	
  Maryland「継承日本語学校で学ぶ児童•生徒の４年間における話す力の発達」(Japanese	
  Saturday	
  school	
  heritage	
  language	  learners’	
  oral	  proficiency	
  development	
  over	  four	  years)	
  Kiyomi	
  Chinen,	
  Masako	
  O.	
  Douglas,	
  and	
  Hiroko	  C.	
  	
  Kataoka,	  California	
  State	  University,	
  Long	  Beach	  	
  「学習者との交渉によるシラバス：日本語継承語学習者の読み書き学習に対するモチベーション向上を目指した試み」(A	
  negotiated	
  syllabus	
  for	  Japanese	
  heritage	
  language	
  learners:	
  An	
  attempt	
  to	
  motivate	
  JHL	
  learners	  to	
  develop	  reading	
  and	
  writing	
  skills)
Naemi	
  McPherson,	
  University	
  of	
  Hawaii,	
  Manoa17

AATJNEWSLETTER February 2016

「理工学系ゼミ内話し言葉の特徴語	
 －理工学系話し言葉コーパスとBCCWJとの比較において－」(Keywords	
  in	
  Science	
  and	  Engineering	
  seminar	
  talks:	
  SESJ	  (Science	
  and	  Engineering	
  Spoken	
  Japanese	
  Corpus)	
  in	
  comparison	
  with	  BCCWJ)	
  Yumiko	
   Furuichi,	
   Natsumi	
   Ito,	
   and	   Yuko	
   Sugaya,	
   School	
   of	
   Engineering,	
   University	
   of	
   Tokyo;	
   Naoko	
   Endo,	  Hiroshima	
  Institute	
  of	
  Technology	  	
  “Developing	
  sociocultural	
  competence	
  in	
  Japanese	
  politeness	
  strategies	
  through	
  the	
  study	  of	
  business	
  e-­‐mail	
  discourse”	
  Lindsay	
  Yotsukura,	
  University	
  of	
  Maryland	
  Session	
  4-­‐E:	
  Japanese	
  Language	
  and	  Culture	
  SIG	  Panel	  [	  University	
  Room	  ]	
  	
  Chair:	
  Hideki	
  Hara,	
  Japan	  Foundation,	
  Los	
  Angeles	
  Panel	
  Title:	
  “Japanese	
  Language	  Studies	
  in	
  the	
  United	
  States:	
  Paradigms	
  and	
  Prospects”“Japanese	
  studies	
  is	
  alive	
  and	
  well	  in	
  the	  US”
Patricia	  Steinhoff,	
  University	
  of	
  Hawaii,	
  Manoa	  “A	
  bird’s-­‐eye	
  view	
  of	
  Japanese	
  language	
  education	
  in	
  the	  US”
Susan	
  Schmidt,	
  AATJ	  “Content-­‐based	
  Japanese	
  language	
  instruction:	
  A	
  critical	
  approach”	  Ryuko	
  Kubota,	
  University	
  of	
  British	  Columbia	  Discussant	  Hideki	  Hara,	
  Japan	  Foundation,	
  Los	
  Angeles	
  Session	
  4-­‐F:	
  Classical	
  Japanese	
  Language	  SIG	
  and	
  Pedagogy	  Papers	
  [	  Virginia	
  Room	  ]Chair:	
  Yuri	  Kumagai,	
  Smith	  College	
  “WakaPoetry.net:	
  A	
  new	
  development	
  for	
  waka	  in	
  the	  Digital	  Humanities”	
  Thomas	
  McAuley,	
  ShefZield	
  University	
  “Women	  poets	
  in	
  a	
  Shinto	
  anthology	
  in	
  the	
  famine	
  years:	
  the	
  ‘Tsukimōdeshū’	
  (1182)	
  of	
  Kamo	  no	
  Shigeyasu”
Robert	  Khan,	  University	
  of	
  London,	
  SOAS	  “An exploration of genre hybridity and its thematic implications in Shōtetsu’s travel	
   diary	
  ‘Nagusamegusa’	
  (1418)”
Penelope	  Shino,	  Massey	
  University	
  	
  “Collaborative	  curricular	
  initiatives:	
  Translating	
  between	
  the	  disciplines	
  of	
  language	
  and	
  literature”
Yuri	
  Kumagai	
  and	
  Kimberly	
  Kono,	  Smith	  College	
  

Part	
  Two
ACT	
  Theatre	
  700	
  Union	  St.,	
  Seattle,	
  Washington	
  Thursday,	  March	  31,	
  6:00	
  p.m.

6:00	
  p.m.:	
  Refreshments,	
  Membership	  Meeting	
  and	
  Open	  Forum	
  7:00	
  p.m.:	
  Conference	  Keynote	
  Speech,	  Laurel	
  Rasplica	
  Rodd	  (University	
  of	
  Colorado,	
  Boulder)	
  8:00	
  p.m.:	
  Networking	
  Other	
  AATJ-­‐sponsored	
  Events	
  in	
  Chicago
Friday,	  April	
  1,	
  12:45	
  –	
  2:45	
  p.m.
Scholar,	
  Translator,	  Teacher,	  Leader;	
  In	
  Honor	
  of	
  Laurel	
  Rasplica	
  Rodd	  This	  panel	  is	  part	  of	
  the	  Association	
  for	
  Asian	
  Studies	
  program	  and	
  requires	
  registration	
  for	  the	  AAS	  conference.	
  	
  Chair:	
  Amy	
  Vladeck	
  Heinrich	
  (Columbia	
  University)
Panelists:	
  Sonja	
  Arntzen	
  (University	
  of	
  Toronto)	
  Kyoko	
  Saegusa	
  (University	
  of	
  Colorado)
Stephen	  Snyder	
  (Middlebury	
  College)	
  Motoko	  Tabuse	
  (Eastern	
  Michigan	
  University)	
  Friday,	  April	
  1,	
  7:30	
  –	
  9:30	
  p.m.	
  Classical	
  Japanese	
  SIG	  presentation	  and	  networking	  meeting
Colombia	
  Room,	
  Seattle	
  Sheraton	
  Hotel18

2016 AATJ NENGAJO Contest Results
Year of the Monkey
by Kazumi Yamashita-Iverson

2016%AATJ%“Year%of%the%Monkey”%NENGAJO%Contest%Results!
!!
Thanks!to!everyone!who!par0cipated!in!the!2016!NENGAJO!Contest.!We!had!!723!cards!submiFed!by!
114!teachers!from!na0onwide!this!year.!The!number!of!submiFed!card!increased!by!40!since!last!
year.!!
!
Following!list!is!the!number!of!members!of!each!local!aﬃliate!submiFed!NENGAJOs!this!year.!!

!
NUMBER!OF!MEMBER!!
! SUBMITTED!
!
16
!
!
15
!
13
!
!
6
!
!
!
4
!
!
!
!
3
!
!
!
!
2
!
!
!
!
1
!
!

LOCAL!AFFILIATE!!
(Number!of!2015!)!

NECTJ!(11)!

YEAR%

ARTISTIC%

COMICAL%

ORIGINAL%CG%

TOTAL%CAJLT!(14)!
WATJ(12)!

2016%

215%

212%

232%

51%

723%

MAATJ!(14)!

2015%

218%

198%

217%

50%

683%

LEVEL!

NUMBER!
2016!

NUMBER!!
2015!

Elementary!!

112!

109!

Middle!

131!

112!

High!School!

438!

439!

College/Univ.!

44!

14!

ATJO!(5)!
JTAM!(6)!
NJATJ!(2)!
AFTJ!(1)!
KAJLT!(0)!
AATJ!(Na0onal)!
(3)!
AITJ!(4)!
HATJ!(2)!
IATJ!(2)!
NCATJ!(3)!
OATJ!(2)!
CJLEA!(2)!
JTAM!(6)!
WiATJ!(6)!
AATJ!(Arizona)!(1)!
AKATJ!(2)!
GATJ!(3)!
MATJ!(0)!
UATJ!(0)!

All!of!the!winners!received!an!award!cer0ﬁcate!and!an!Amazon!giO!card!($25!for!the!ﬁrst!place,!$20!
for!the!second!place,!and!$15!for!the!third!place)!for!their!accomplishment.!Some!students!received!
an!Honorable!Men0on!which!means!their!card!was!one!of!the!ﬁnalists.!!All!par0cipants!received!
cer0ﬁcates!of!par0cipa0on.!Congratula0ons!to!all!1st,!2nd,!and!3rd!place!winners!!!We!would!also!like!
to!congratulate!the!AATJ!members!who!par0cipated!in!the!contest.!Your!students’!cards!clearly!show!
your!excellent!work!!We!hope!your!could!use!this!opportunity!as!one!of!the!ways!to!advocate!your!
program.!
!!
The!winning!cards’!images!are!on!display!in!slide!show!format!on!the!AATJ!website:!
www.aatj.org!
!
The!following!is!the!images!of!the!winning!cards:!

!

19

AATJNEWSLETTER February 2016

Grade&Level

Ar+s+cElementary&1st

Lilyrose&Golden

2nd

Emiko&Brown

3rd

Owen&Pollard

Middle&School&&1st

Alliyah&Chambers

2nd

Kiyomi&Ikemoto

3rd

Ashraf&Murad

High&School&1st

Cindy&Wong

2nd

Adriene&Im

3rd

Camryn&McMurtry

College&&1st&

Eunice&Smith

2nd&

Brianna&Galgano

3rd&

Meghan&Blake

ComicalOriginal

CG

Brayden&Garong

Kai&Dizon

Teij&Shah

Simona&Le+zia

Tessa&Folwer

Harry&Sharma

Andrew&Kimura

Faith&Wrisht&

Miller&Vu

Riley&Gaspar

Eric&Sobczak

Preston&Danao

Jaron&Kam

Luis&Vargas

Violet&Updike

Nicole&Moran

Jack&DailDavid&Yang

Nikki&Yu

Lisa&Chen

Melia&Maura&Ewing

Catherine&Zeng

Xiao&Tong&Kong

Alex&York

Jia&KimErika&Rohrberg

Lauren&Fancher

ChingXShan&Wei

Amanda&Riojas

Brenna&Castellano

Jocelyn&R.&Amesbury

So&Jung&Min

Naixin&Kang

Danny&McKee

Tiara&Danielle&Henderson

AATJ Membership Information
Have You Renewed Your AATJ Membership?
Please take a moment to renew your AATJ membership for 2016.
Renewing online is easy; go to http://www.aatj.org/membership .
Or use the membership form that is printed on page 39 of this newsletter.
If you are not sure whether you need to renew, please contact the office at membership@aatj.org,
and we will be happy to check for you.
Don’t miss the many benefits of membership: student participation in the National JapaneseExam, the Nengajo Contest, and the Japanese National Honor Society; conference attendance atmember rates; publications and professional development activities.

20

21

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'
Owen'Pollard'(5th!Grade)!
Student!of:!!
Hiroko$Hunter$
Stonewall!ES!
Lixington,!KY!

!!!!!
!
!
!
!
!

Emiko'Brown'(4th!Grade)!
Student!of:!!
Kimie$Matsumoto$Southeast!Gakuen!
Norwalk,!CA!

!
!
!
!
!
!
!

'
Lilyrose'Golden'(3rd!Grade)!
Student!of:!!
Lili$Kennington$
Great!Falls!ES!
Great!Falls,!VA!

!
!
!
!
!
!

ARTISTIC'

!
!
!
!
!
!
!
'
Andrew'Kimura'(5th!Grade)!
Student!of:!
Kimie$Matsumoto$Southeast!Gakuen!
Norwalk,!CA!

Cabin!John,!MD!

'
Simona'LeEzia'(5th!Grade)!
Student!of:!Akane$Shirata$
Washington!Japanese!Heritage!Center!

!
!
!
!
!
!
!
!

'
'
Brayden'Garong'(5th!Grade)!
Student!of:!Takako$Reckinger$
JSIS:!Sea<le,!WA!

!
!
!
!
!
!
!
!

COMICAL'

Faith'Wrisht''(3rd!Grade)!
Student!of:!Satoko$Fisher$
Broward!Virtual!School,!C/O!Indian!Ridge!MS!
Davie,!FL!

'
'
'
'
'
'
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Harry'Sharma'(5th!Grade)!
Student!of:!Chiho$Co5on$
Gulliver!Academy:!Coral!Gables,!FL!

!
!
!
!
!
!
!
!
!

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Tessa'Folwer'(4th!Grade)!
Student!of:!Hiroko$Hunter$
Stonewall!ES:!Lexington,!KY!

''
Teij'Shah'(5th!Grade)!
Student!of:!Chiho$Co5on$
Gulliver!Academy:!Coral!Gables,!FL!

!!!
!
!
!
!
!
!
!
!

CG'

'
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Kai'Dizon'(5th!Grade)!
Student!of:!
!Ryoko$Uechi$Intercultural!!
Montessori!!
Language!School!
Chicago,!IL!

ORIGINAL'

22

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!
!
!
!
!
!
!
'
Violet'Updike'(6th!Grade)!
Student!of:!
Mari'Peterson'
Jessie!Clark!MS!
Lexington,!KY!

!!!!!
!
!
!
!
!

'
Ashraf'Murad'(8th!Grade)!
Student!of:!!
Kyoko'Vaughan'
Hayﬁeld!SS!
Alexandria,!VA!

Preston'Danao''(7th!Grade)!
Student!of:!
!Steve'Markham'
Kapolei!MS!
Kapolei,!HI!

!
!
!
!
!
!
!

!
!
!
!
!
!
!

Kiyomi'Ikemoto'(7th!Grade)!
Student!of:!!
Kimie'Matsumoto'Southeast!Gakuen!
Norwalk,!CA!

''Miller'Wu'(8th!Grade)!
Student!of:!Miwako'Winters'
Laredo!MS:!Aurora,!CO!

!
!
!
!
!
!
!
!

COMICAL''Alliyah'Chambers'(7th!Grade)!
Student!of:!Miwako'Winters'
Laredo!MS:!Aurora,!CO!

!
!
!
!
!
!
!
!
!

ARTISTIC'

!
!
!
!
!

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Jack'Dail'(8th!Grade)!
Student!of:!Wakae'MacLean'
Hamilton!InternaMonal!MS:!SeaNle,!WA!

'
Luis'Vargas'(8th!Grade)!
Student!of:!Miwako'Winters'
Loredo!MS:!Aurora,!CO!

'
Nicole'Moran'(7th!Grade)!
Student!of:!Yumi'Lawless'
Cooper!MS:!McLean,!VA!

!
!
!
!
!
!
!
!
!

'
'
Eric'Sobczak'(8th!Grade)!
Student!of:!Miwako'Winters'
Loredo!MS:!Aurora,!CO!

!!!
!
!
!
!
!
!
!
!

CG'

'
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Jaron'Kam''(8th!Grade)!
Student!of:!!
Steve'Markham'
Kapolei!MS!
Kapolei,!HI!

''''
Riley'Gaspar'(8th!Grade)!
Student!of:!Steve'Markham'
Kapolei!MS:!Kapolei,!HI!

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ORIGINAL'

AATJNEWSLETTER February 2016

23

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Camryn'McMurtry'(10th!Grade)!
Student!of:!!
Pamela&&Boyer9Johnson&
Castle!HS!
Newburgh,!IN!

!!!!!
!
!
!
!
!

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Adriene'Im'(9th!Grade)!
Student!of:!Joy&Shiozaki9Kawamoto&
Cerritos!HS:!Cerritos,!CA!

!
!
!
!
!

!
!
!
!
!
!
!

!
!
!
!
!
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Alex'York'(12th!Grade)!
Student!of:!
Pamela&&Boyer9Johnson&
Castle!HS!
Newburgh,!IN!

Estates,!CA!

Melia'Maura''
Ewing'(10th!grade)!
Student!of:!!
Sachiko&Iwami&
Palos!Verdes!
Peninsula!HS!

David'Yang'(9th!Grade)!
Student!of:!!
Boyoung&Han&
The!Bronx!HS!
of!Science!
Bronx,!NY!

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Cindy'Wong'(11th!Grade)!
Student!of:!!
Akemi&Dobkin&
High!Tech!HS!
North!Bergen!

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Lisa'Chen''(10th!Grade)!
Student!of:!!
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LaGuardia!Arts!!
New!York,!NY!

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Xiao'Tong'Kong''(10th!Grade)!
Student!of:!!
Nobuko&Weiler&
LaGuardia!Arts!
New!York,!NY'
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Erika'Rohberg'(11th!Grade)!
Student!of:!!
Sachiko&Iwami&
Palos!Verdes!
Peninsula!HS!
Estates,!CA!

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Nikki'Yu'(10th!Grade)!
Student!of:!
!Chiaki&Rochkind&
LaGuadia!Arts!
New!York,!NY!
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Catherine'Zeng'(12th!Grade)!
Student!of:!!
Yoko&Miwa&
Beaverton!HS!
Beaverton,!OR!
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Jia'Kim''(12rd!Grade)!
Student!of:!!
Koji&Otani&
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HSST!
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24

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Yoshiko&&Fujii&Gaines&
Baylor!Univ.!
Waco,!TX!

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Brianna'Galgano'Student!of:!!
Takuya&Ito,&&Michiru&Lowe&
Vanderbilt!Univ.!
Nashville,!TN!

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Eunice'Smith'Student!of:!!
Yukia&Aida&
Univ.!of!Texas!!
at!Aus4n!
Aus4n,!TX!

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Student!of:!!
Yoshiko&&Fujii&Gaines&
Baylor!Univ.!
Waco,!TX!

Brenna''Castellano'Student!of:!!
Naoko&Suito&
Univ.!of!Texas!
at!Aus4n!
Aus4n,!TX!
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Akiko&Kitamura&College!of!William!
&!Mary!
Williamsburg,!VA!

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Student!of:!Chikako&Hirayama&Cooke&
University&of&Texas&at&AusGn!
Aus4n,!TX!

So'Jung'Min'!
Student!of:!Naoko&Nemoto&Mount!Holyoke!College!
South!Hadley,!MA!

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Amesbury'
Student!of:!!
Aiko&Kitamura&College!of!!
William!&!Mary!
Williamsburg,!VA!

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Lauren'Fancher'Student!of:!!
Yoshiko&&Fujii&Gaines&
Baylor!Univ.!
Waco,!TX!

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Amanda'Riojas''
Student!of:!
Yuki&Waugh&
Texas!A&M!
College!Sta4on,!
TX!

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Wei'
Student!of:!
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Hirayama&Cooke&
The!Univ.!of!!
Texas!at!Aus4n!
Aus4n,!TX!

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COMICAL'

AATJNEWSLETTER February 2016

Nengajo Lesson: Making It My “Perfect” Lessonby Steve Markham, Kapolei Middle School, HI

As teachers of Japanese Language and Culture, we are constantly in search for that “perfect” lesson which
incorporates the three components of language acquisition: culture, writing/reading, and conversation.
Teaching students about the tradition of sending nengajo during New Years has given me the opportunity toaddress all three components.
I teach middle school students in Kapolei, Hawaii. Many students here have cursory knowledge of theJapanese culture because of the high volume of Japanese tourist and due to the large number of local Japanese
whose ancestors have come to Hawaii from Japan many years ago. Yet, this grasp that students have on
Japanese culture is limited to anime, manga and various types of foods such as mochi and sushi. Students do
not know the language or how people live in Japan.
The cultural component of the nengajo lesson, in my opinion, is the most important. Because students
learn better when they are able to draw from personal experiences, I have my students bring in a Christmas
card that their family received from a friend or the one that their family created to send to others. As many ofyou know, Americans often send Christmas cards that usually has a photograph of the family as the main
attraction along with a simple holiday message like, “HAPPY HOLIDAYS!”, or “WISHING YOU AND
YOUR FAMILY A MERRY CHRISTMAS AND A HAPPY NEW YEAR”. On the back of these Christmas
cards, we may write a message about significant events that took place within the year. If students are unable
to bring in a Christmas card, one is provided from the many that I have collected over the years by doing thislesson.
Students then partner with another student and brainstorm the differences and similarities between our
Christmas cards and nengajo cards. A short lesson on nengajo cards is given prior to this activity. I usually
use a power point presentation. Allowing students to compare and contrast an aspect of Japanese culture to
our own cultural traditions affords them the opportunity to think on a more critical level.
In order to address the writing component, I have my students make two cards: one follows the contest
rules and the other is an actual nengajo that is eventually mailed home to a family member, usually to theirparents. The second nengajo card gives students the opportunity to write an actual message in Japanese, suchas “あけましておめでとうございます”or “今年もよろしくおねがいします”in addition to the writingthat the contest requires. It also provides students the opportunity to go through what many Japaneseexperience during the New Year season, sending and receiving a nengajo through the mail.
Mailing the second nengajo card also accomplishes another important aspect of any type of learning:
dialogue between parent and child about what is occurring in the classroom. When parents receive thenengajo card in the mail, their first reaction typically is, “Why am I receiving a postcard from my child withJapanese writing on it and why is there a drawing of a monkey?” These questions are answered by their child,
which will require him/her to explain the concepts in their own words. If a child can do this, I feel
comfortable that they have mastered what I wanted them to learn. Feedback from students and parents has
been positive. Students are excited when discussing what they are learning with their parents and parents arepleased to be made aware of their child’s education.
To address the conversation component of language learning, I branch off the nengajo lesson and teachstudents various conversational activities. Because Nengajo cards typically have the year written on them, I
teach students how to write dates in Japanese. This involves instructing them on the numbers and the three
kanji characters for “month”, “day”, and “year”. In addition, I like to do a conversational lesson on dates. An
example of this would include a lesson on asking and answering the following questions: “What is the date
today?” (今日は何日ですか) and “When is your birthday?” (たんじょうびはいつですか).
I also do a lesson on Japanese greetings. While teaching the nengajo unit, we go over the New Year’s
greeting, “akemashite omedetou gozaimasu” (あけましておめでとうございます), but I also use this timeto introduce other greetings such as “ohayougozaimasu” (おはようございます), “konnichiwa” (こんにちは), “konbanwa” (こんばんは), “oyasumi” (おやすみ), and “yoroshiku onegaishimasu” (よろしく, おねがいします).
I have completed my fourth year teaching the nengajo lesson. I admit that the first year I taught thislesson, I could have done a better job. While the cards came out nice and students satisfied the contest rules
by writing their names in Japanese, writing the kanji characters for “snake”, “2013”, and “gantan” and learned
a lot about the custom of sending nengajo cards, I failed to expand on this opportunity to teach my students
even more about the Japanese language and culture. Now we compare and contrast our Christmas cards to25

AATJNEWSLETTER February 2016nengajo cards and students are able to relate what Japanese people do as opposed to what their own families
do during the holiday season. By expanding on this lesson and incorporating various conversational
activities, it allows students to learn more about the language. Lastly, by mailing home a second nengajo
card, students talk about this Japanese tradition with their families and perhaps, teach their parents something
new about a culture that is so important to the state of Hawaii.
I know that my students learn so much from the nengajo lesson, but what I gained as a teacher over theyears is the realization that I have to continually build and incorporate different aspects of Japanese language
and culture in the classroom. The AATJ nengajo Contest has given me a good opportunity to teach a culturalcomponent of Japan, but it is up to me to use this contest as a vehicle to build upon this opportunity to makenext year’s nengajo lesson better than this year’s. I know that I’ll continue to refine this lesson by adding
something here and taking away something there. As teachers, we know that this is an ongoing process, but
it’s a necessary step that we must take in order to achieve that “perfect” lesson.

Winter Activities
by Kazue Masuyama, California State University Sacramento

We visited Matsuyama and Ehime University to carry out the second “Soseki and Shiki Study Tour” with 12
Sac State students for two weeks in January, 2016. We participated in university lectures, interacted with
Ehime students and high school students, and visited Hiroshima and Miyajima. In addition, we joined a
Coming of Age Ceremony held at Wake community center and “Chikyuujin Matsuri” at Matsuyama City
Hall. We danced “Cha Cha Slide” on the stage! This experience is truly valuable to participating students.
Please look at our Facebook.
今年の１月に２回目の「夏目漱石、正岡子規の学習ツアー」で愛媛県の松山市、愛媛大学に１２名の学生と２週間ほど行きました。大学の授業、大学生、高校生との交流、広島・宮島ツアーに加え、松山市和気町の成人式や「地球人祭り」という松山市のお祭りに参加し、学生にとって貴重な体験ができたと思います。ステージで ”Cha Cha Slide” を踊りました！是非facebookをご覧ください。
https://www.facebook.com/groups/1521248208160198/

26

Spring 2016 Bridging Scholarships Awarded
Twenty-five undergraduate students from colleges and universities across the United States have been
named recipients of Bridging Scholarships for Study Abroad in Japan. The winners received awards of $2,500
to assist with their expenses while they study in Japan in Spring 2016. Since 1999, 1,643 scholarships havebeen awarded by the US-Japan Bridging Foundation.
The Japan-US Friendship Commission, an independent federal agency promoting mutual understanding
between the United States and Japan, initiated the Bridging Project scholarship program and established a501(c)(3) private foundation, the U.S.-Japan Bridging Foundation (www.bridgingfoundation.org), to accept
contributions. The goal of the Bridging Project is to promote study abroad in Japan by larger numbers ofAmerican undergraduate students. The scholarship program is administered by the American Association ofTeachers of Japanese, which promotes education in Japanese language, literature, and culture.
Contributors to date for the 2015-2016 academic year scholarships include The Freeman Foundation;
Aflac Japan, AIG Holdings KK, Amway Japan G.K., Ronald and Maria Anderson, Bloomberg, L.P., Paul
Clawson, Webster Coates, Neal and Heather Cox, Estee Lauder K.K., Exxon Mobil G.K., Robert Feldman,
Yoshiaki Fujiki, the Robert Grondine Memorial Scholarship Fund, Ellen Hammond and Yasuo Ohdera, Harryand Yumiko Hill, Deborah Ann Howard, Ichigo Asset Management, the Japan Foundation, Alice Karsevar,
Stephanie Klapper, Lockheed Martin Global, Inc., Mission Value Partners, Mitsubishi Corporation(Americas), Morgan Stanley Japan, Jason Mortimer, Richard Mosher, Daniel Nelson, Anne Nishimura Morse,
Robert and Janette Noddin, Oak Lawn Marketing, ORIX USA Corporation, T.J. Pempel, Susan Pharr andRobert Mitchell, Jay Ponazecki, Thierry and Yasko Porte, Chris Quackenbush, Bradley Ramos, the Roche
Family Foundation, Len Schoppa, Megan Schufreider, David Sneider, George and Brad Takei, Temple
University-Japan Campus, Toyota Motor North America, the U.S.-Japan Council-TOMODACHI Initiative,
and Meryl Waldo.
Bridging Scholars hail from a variety of schools–public and private, large universities and small colleges–in 14 states. Their majors range from neurobiology to English literature, but they share a common interest inJapan, its society, and its language and culture. Their destinations also vary, from giant campuses in Tokyo tosmall colleges in rural Japan. A list of the recipients, their schools, their destination programs, and theirmajors can be found below.
Applications will be accepted in April 2016 for the next group of Bridging Scholarships, for study inJapan beginning in Fall 2016. For information on the scholarships and to access application form, visit theBridging Project online at www.aatj.org/studyabroad/japan-bridging-scholarships. For information on the
Bridging Foundation, visit www.bridgingfoundation.org.
Recipients of Bridging Scholarships for Study Abroad in Japan, Spring 2016
Laura ABBOTT, Washington State University / Nanzan University (IES Abroad) / English & Japanese
Alesha ALEXIS, Juniata College (NY) / Kansai Gaidai University / psychology
Nathan BALL, University of Cincinnati (OH) / Coop Program in Kurashiki / mechanical engineering
Elias BRINKMAN, University of Tulsa (OK) / Waseda University / digital media
Christopher CROWE, University of Virginia / Waseda University / biology & Japanese
Marisa DRANGE, University or Minnesota / Sophia University / global studies
Juliet FIGUEROA, Seton Hall University (NJ) / Sophia University / Asian studies
Jessica HERB, Chapman University (GA) / Temple University Japan / digital arts
Ariqa HERRERA, American University (DC) / Ritsumeikan University / international relations
Tiffany KELLY, Oklahoma State University / Kansai Gaidai University / political science
Lois KIM, Hollins University (VA) / Kansai Gaidai University / international business & dance
Sophia MYERS-KELLEY, Hamline University (MN) / Akita International University / sociology
Nathan NAVARRO GRIFFIN, University of Nevada, Reno / Kwansei Gakuin (USAC) / computer science & engineering
Sally NGO, Pennsylvania State University / Kanda University of Foreign Studies (IES Abroad) / bio-behavioral health
Jason NOMBURG, University of California, Santa Barbara / Osaka University / biology
Briar Rose PELLETIER, University of Maine / Hirosaki University / art history
Errol PHALO, Macalester College (MN) / Sophia University (CIEE) / international studies & Japanese
Grant POTTER, University of Nebraska / Sophia University (CIEE) / art
Kevin PREDUM, University of California, Berkeley / Meiji Gakuin / anthropology
Brendan SUMEERSARNAUTH, Eastern Connecticut State University / Musashi University / environmental earth science
Yuta TERASAKI, University of Southern California / Sophia University (CIEE) / global business
Jennifer TRELOGGEN, Oklahoma City University / Ritsumeikan Asia Pacific University / economics
Sophia WARREN / California State University, Long Beach / KCP International Language Institute / film
Elena WOO, University of California, Davis / Osaka University / environmental toxicology
Emily YOCOM, Pennsylvania State University / Kanda University of International Studies (IES Abroad) / global &international studies and business

27

AATJNEWSLETTER February 2016

NJE Test Development Workshop
The National Japanese Exam (NJE) Test Development Committee invites applications from potential new
members. Applicants should be AATJ members affiliated with a local or regional teachers’ organization.
The application should include the following three documents:(1) A current CV, which includes identifying your local AATJ affiliate.
(2) A statement up to one page in length. Explain, in the statement, your views on how evaluation plays a rolein your teaching, and your reason for wanting to participate in the NJE test development.
(3) A sample of a listening question at Level 2. The question must follow the NJE format, and consist of a few
prompts. Explain what the question and the prompts assess. For explanations of the NJE levels, categories,
and other related information, please refer to http://www.aatj.org/nje. Sample questions can be found athttps://www.quia.com/pages/njesamples/all.
Please send application materials by email to aatj@aatj.org. Review of applications will begin on April 1.
The teachers selected will participate in a four-day test development workshop to be held the week of July
18-22, 2016, in Colorado. They will work with the NJE test development team to create questions at all levels
during the workshop, and continue revising the test draft over the following months.

Report by SNJTA
Each year, the Southern Nevada Japanese Teachers Association sponsors a Japanese language speech contest
to promote the study of Japanese in the Las Vegas area. The contest will be held in the auditorium of the Las
Vegas Academy of Performing Arts on the second Saturday in March. The contest is sponsored by Consulate
General in San Francisco as well as local Japanese businesses.
Las Vegas Free Lecture Series No. 2 : 12/19 (Sat.)1) 9:40 ~ 10:20: Differentiated Instruction: principles and application
by Dr. Kiyomi Chinen, Associate Professor of Japanese at California State University, Long Beach
2) 10:30 ~ 10:55: A~Gaijin~President in a Japanese~Kaisha: Bridging the culture gap
by Dr. Thomas Jordan who served as the President of a DuPont & Mitsui joint venture in Japan in
the late 1980’s.
3) 11:05 ~ 12:00: Newspaper Honorifics Usage from the Meiji Period to the Present
by Dr. Noriko Sugimori, Assistant Professor of Japanese at Kalamazoo College, MI
Sponsored by:
The Japan Foundation, Los Angeles
Organized by:
Supported by:
Clark High School, World Language Department
Japan America Society of Nevada
Clark High School, Japanese National Honor Society
Honorary Consul General of Japan in Las Vegas
Southern Nevada Japanese Teachers Association

Northwest Conference on Japanese Pedagogy
The 2nd Northwest Conference on Japanese Pedagogy will be held at the University of Washington on May
21-22, 2016. Conference Theme: “How Can We Motivate Students? : The Present and Future of Japanese
Language Education in North America”（学生のモチベーションを維持するには〜北米日本語教育の現状と今後）Keynote speakers: Professor Junko Mori (University of Wisconsin-Madison), and Professor
Michio Tsutsui (University of Washington).
We invite submissions for presentations on any area of Japanese pedagogy, and those related to the conference
theme are especially welcome. Presentations should be a maximum of 30-minutes long with an additional 10
minutes allotted for discussion, in English or Japanese. Please e-mail abstracts in MS Word format with thefollowing information to inishi@uw.edu by March 15, 2016. Please also specify the subject line as “NWCJP
Abstract.”
1. Name, affiliation, position, and contact information of the presenter 2. Title of the presentation both inEnglish and Japanese 3. Abstract in the language that will be used for presentation (approximately 300 words
in English or 700 characters in Japanese) 4. Necessary equipment other than a data projector
Notification of acceptance will be sent by April 1, 2016.

28

CJLEA Workshop
JF Standard
Date: Saturday, March 19, 2016
Venue: CU Boulder HLMS 141
Time: 9:00am to 3:30pm
Registration: 8:30am
Presented by Mr. Jun Arisue (Japan Foundation, Mexico)
Registration Fee:CJLEA Members - $20
Non-CJLEA Members - $30
CJLEA Student Members - $15
Non-CJLEA Student Members - $20
Certificate for CDE - $5

Register at:

http://www.123contactform.
com/form-1750252/

Registration Deadline:
March 9, 2016

The JF Standard was developed on the concepts supporting the CEFR,
which serve as the basis of language education in Europe. By using
the JF standard, it is possible to see the level of proficiency by how
well learner uses Japanese. (“Can – Do” approach.)

29

30

AATJNEWSLETTER February 2016

Job Opening Announcements
Amherst College
The Japanese Language Program in the Department of Asian Languages and Civilizations at Amherst College
announces a one-year visiting position in Japanese language at the rank of lecturer. The appointment will
begin July 1, 2016. The teaching load is the equivalent of three courses in intermediate and advanced
Japanese each semester. Within the last decade, Amherst College has profoundly transformed its student bodyin terms of socioeconomic status, ethnicity, and nationality, among other areas. Today, nearly one-quarter ofAmherst's students are Pell Grant recipients; 43 percent of our students are domestic students of color. Our
expectation is that the successful candidate will excel at teaching and mentoring students who are broadly
diverse with regard to race, ethnicity, socioeconomic status, gender, nationality, sexual orientation andreligion. Minimum requirements include an M.A. in Japanese language, linguistics, or related field; native ornear native proficiency in Japanese and English; and US college/university level teaching experience inJapanese language.
Candidates should submit electronically to http://apply.interfolio.com/33375 a cover letter, curriculum vitae,
statement of teaching philosophy, and three confidential letters of recommendation. Review of applications
will begin February 15, 2016, and will continue until the position is filled.
Amherst College is a private co-educational liberal arts college of 1,800 students and more than two hundredfaculty located in the Connecticut River Valley of western Massachusetts and participates with Hampshire,
Mount Holyoke, and Smith Colleges and with the University of Massachusetts in the Five-College
consortium.
Amherst College is an equal opportunity, affirmative action employer, and encourages women, minorities andpersons with disabilities to apply. The college is committed to enriching its education experience and its
culture through the diversity of its faculty, administration, and staff.
Bates College
Bates College invites applications for a Japanese Language Learning Associate (LA) starting late August
2016 and ending mid-April 2017. The candidate must have native fluency in Japanese, experience teaching
Japanese, and hold a B.A. degree. An M.A. or other training in language pedagogy is highly desirable.
Responsibilities include aiding professors in teaching language courses, running drill sessions, tutoring, andsupporting extracurricular activities. The Learning Associate is expected to work 35 hours per week(inclusive of preparation time). In addition to a monthly stipend, the Learning Associate is provided with fullroom (near campus) and board (on campus), visa fees, a per diem allowance when the college is on break,and compensation for travel from the home country.
Applicants should submit the following documents electronically, in PDF format, to Professor Keiko
Konoeda at kkonoeda@bates.edu: a letter of application, curriculum vitae, undergraduate and graduate (ifany) transcripts, and two letters of recommendation. Please include your last name and the words “LAapplication” in the subject line of all submissions. Review of applications will begin February 29, 2016, andcontinue until the position is filled. Employment is contingent upon the successful completion of abackground check.
Bates is an Equal Opportunity/Affirmative Action employer. Bates College and the Asian Studies Program arecommitted to enhancing the diversity of the campus and the curriculum. We welcome applications from allindividuals with the ability to contribute to the college’s continuing commitment to social and cultural
diversity, inclusiveness, and the transformative power of our differences.
Concordia Language Villages
Concordia Language Villages seeks highlyqualified speakers of Japanese language and culture to work as
counselors and credit teachers for its 5-week summer Japanese language immersion program, Mori no Ike.
Our program is located in North Central Minnesota.

31

AATJNEWSLETTER February 2016

Primary responsibilities for counselors include:-Live with young people and work as a counseling team in cabin groups.
-Participate in language instruction in both large-and small-group formats.
-Lead and assist with cultural activities.
-Create a physically and emotionally safe environment in which "villagers" (participants) feel accepted bystaff and peers in a language immersion setting.
-Motivate villagers to participate actively in the target language and culture.
-Assist with the development of evening programs and cultural presentations.
Primary responsibilities for credit teachers include:-Teach intensive high school credit classes, plan content, and implement and evaluate the plan.
-Ensure each villager in the assigned credit class has achieved a minimum of 180 hours of instruction and hascomplied with the North Central Association for Colleges and Schools guidelines.
-Write final evaluations of each credit villager, along with a course summary.
-Work under the direction of the dean or credit facilitator.
-Live with young people and work as a counseling team in cabin groups.
-Assume responsibility for counseling duties as designated by the dean and participate in the total Village
program.
Program dates (including orientation):-First session June 13, 2016 to July 17, 2016
- Second session July 10 to August 13, 2016
Counselor Minimum qualifications:-Completion of freshman year in college (as a fully enrolled student)/post-secondary school or international
equivalent or equivalent experience.
-Completion of intermediate level of language study (second or third year college).
-Previous Concordia Language Village or camp (residential or day camp) experience, preferred.
-Experience with young people ages 7-18.
-Enjoyment of living and working in a rustic, outdoor setting.
-Skills in related cultural/recreational areas.
Credit Teacher Minimum qualifications:-Bachelor’s degree or international equivalent.
-Experience as a teacher in the target language.
-Skills in teaching the target language.
-Conversational and written proficiency in the target language.
-Work experience with the age group concerned.
More information and a link to the on-line application is available at http://hr.cord.edu/postings/ . (Search for“Japanese” to find details on these positions.)
Information on Concordia Language Villages is available at http://www.concordialanguagevillages.org/ .
Earlham College
Applications sought for a Director of Japan Programs at Earlham College. Responsibilities include
administering Earlham’s study abroad programs in Japan (Japan Study and Japan SICE) and other duties
related to academic program development and outreach at Earlham College. Full-time position, 3 year
renewable. Salary commensurate with qualifications.
To apply submit cover letter, CV, visioning statement, and names of three references as a single PDF
to owensma@earlham.edu with the subject JS Director Application. View full description at http://
www.earlham.edu/jobs/?job=40899

32

Harvard University
The Department of East Asian Languages and Civilizations at Harvard University anticipates one or more
openings for a full-time Drill Instructor/Teaching Assistant in Japanese expected to begin August 1, 2016
to extend through June 30, 2017. Drill instructors teach small-group drill sections in Japanese language
classes under the supervision of a course head and assist the course head in preparing class materials, grading,and providing individual assistance to students. Candidates must have native or near-native fluency in allmodalities of Japanese (reading, writing, listening, and speaking); a bachelor’s degree or higher; experienceteaching Japanese, preferably at the college level to students whose native language is English; and computer
literacy.
This is a term appointment for one year, with the possibility of renewal dependent on performance andcurricular need.
Candidates interested in applying for the position should submit (1) a letter of application, (2) a curriculum
vitae, and (3) the names and email contact information of three references to http://
academicpositions.harvard.edu/postings/6677. The references will be contacted separately and invited to
upload letters of recommendation. In addition, (4) a 20-minute DVD of the applicant teaching should besubmitted by surface mail to the following address:
Chair, Drill Instructor Search
Japanese Language Program
Department of East Asian Languages and Civilizations
Harvard University
5 Bryant Street
Cambridge, MA 02138
All the above should be submitted by March 1, 2016.
Selected candidates will be contacted directly in mid-March for an interview to be conducted either by Skype,for candidates outside the Boston area, or on the Harvard campus, for candidates within the Boston area.
Please note that references will only be invited to upload letters of recommendation after a complete
application has been submitted online.
Harvard University is an equal opportunity employer and all qualified applicants will receive considerationfor employment without regard to race, color, religion, sex, national origin, disability status, protected veteranstatus, or any other characteristic protected by law.
Illinois Wesleyan University
The Department of German, Russian, and Asian Languages at Illinois Wesleyan University invites
applications for a tenure-track position in Japanese, effective August 1, 2016. The area of specialization is
open, but primary responsibilities will focus on language teaching at the beginning and intermediate levels, inaddition to developing courses in Japanese literature and/or culture in English translation. The faculty member
will support the departmental minor program in Japanese Studies as well as contribute to the Asian Area
Studies Concentration within the rigorous International Studies major/minor program. Successful candidates
will be expected to maintain an active research agenda and engage in service at the departmental, university,and professional level. The teaching load is 3-3. Native/near native fluency in Japanese and English required.
Applicants are expected to have completed a Ph.D. in a relevant field by August 2016.
Please send a letter of application, curriculum vitae, teaching philosophy statement, transcript, and threeletters of recommendation to: Dr. Marina Balina, Chair, Department of German, Russian, and Asian
Languages , Illinois Wesleyan University, 201 E. University, Bloomington, IL 61701. Review of applications
will begin immediately. Candidates who submit their complete dossiers by March 10, 2016, will receive fullconsideration. The search will remain open until the position is filled.
Illinois Wesleyan University is an Equal Opportunity Employer Committed to a Diverse Work Force.
See http://www2.iwu.edu/iwujobs/ for more information. Illinois Wesleyan University is a highly
selective, small, liberal arts institution with approximately 1,800 undergraduates. It is located in central
Illinois in the Bloomington-Normal twin cities of 130,000 inhabitants.

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AATJNEWSLETTER February 2016

Knox College
The Asian Studies Program at Knox College invites applications for a full-time, non-tenure track visiting
position in Japanese language and area studies beginning September 2016. The position will have an initial
2-year contract with a possibility of renewal. The successful candidate will join a thriving Japanese language
program and be expected to teach Japanese language courses as well as non-language content courses in thecandidate's area of specialization. The successful candidate also may contribute to the College's periodic offcampus study/travel Japan Term program. Preference will be given to candidates with expertise in classical,
pre-modern and modern Japanese literature or film studies, but specialists in all Japan-related disciplines are
eligible and encouraged to apply. Ph.D. preferred, ABD considered; native or near native fluency in Japaneseand English, and demonstrated excellence in teaching are required.
Application materials should include a letter of application, curriculum vitae, description of current teachinginterests, three letters of reference, and evidence of teaching ability (teaching evaluations, sample syllabi,teaching demonstration video, etc.). All applications and inquiries should be sent to japansearch@knox.edu.
Digital format for teaching demos is preferred. Review of applications begins on February 15, 2016, and willcontinue until the position is filled.
Knox College is an independent, top-100 national liberal arts college. The College is a vibrant and creative
community with a campus population of remarkable diversity that includes students from across the U.S. andmore than 51 countries, significant representation of first-generation college students, and substantial culturaland racial-ethnic diversity. Students have a strong commitment to intellectual and experiential education. In
keeping with our 178-year commitment to equity and access, we particularly welcome applications fromwomen and members of underrepresented groups. Knox College is an affirmative action, equal opportunity
employer. The College does not discriminate on the basis of race, color, ethnicity, national origin, age, sex,
gender, sexual orientation, gender identity or expression, marital status, veteran status, religion, disability,
creed, or any other protected class.
North Central College
The Department of Modern and Classical Languages at North Central College seeks applications for the
position of Visiting Assistant Professor of Japanese for the 2016-2017 academic year. This position is a nontenure track full-time appointment that is renewable annually for up to three years. Candidates must have aPh.D. in Japanese or Japanese Studies in hand by September 1, 2016, and demonstrate potential for excellencein college-level teaching. The successful candidate will be expected to teach at all levels of our undergraduate
Japanese language program, with the opportunity to teach courses in English on topics of interest. Preference
will be given to those candidates with a specialization in Japanese literary, film or cultural studies and awillingness to contribute to the College’s East Asian Studies program.
North Central College, founded in 1861, is a selective, comprehensive liberal arts institution of 3,000
students, located 28 miles west of Chicago in Naperville, with convenient Metra train access to
Chicago. For information about the College, please visit the website at https://www.noctrl.edu.
Interested candidates should submit a cover letter, which includes a statement of teaching philosophy, acurriculum vitae, and three letters of recommendation, at https://secure.interfolio.com/apply/34096.
There is no application cost for the Interfolio service. Contact Cheryl Horton, Academic Affairs
Secretary, at clhorton@noctrl.edu with questions about the application process. For other inquiries,
please contact Dr. Norval Bard, Chair, Department of Modern & Classical Languages,
at nlbard@noctrl.edu. Review of applications will begin immediately and continue until the position isfilled. Preliminary interviews will be conducted via Skype or equivalent. Applicants who would enrich
the diversity of the campus community are strongly encouraged to apply. EOE.

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University of Notre Dame
The Department of East Asian Languages and Cultures at the University of Notre Dame (Notre Dame,IN) invites applications for a full-time lecturer position in Japanese language beginning August 2016.
Responsibilities include teaching three classes per semester, first year through advanced Japanese (11-13
hours per week), active programmatic involvement and close collaboration with the Japanese language
program coordinator and faculty, to build a rigorous and cohesive program. We are seeking a highly skilledlanguage instructor with native or near-native proficiency in Japanese and English; at least an M.A. degree inteaching Japanese as a foreign language, linguistics, second language acquisition, or related field; anddemonstrated success teaching Japanese at the college/university level in the United States. Appointment
offers excellent benefits and competitive salary commensurate with qualifications and experience.
Information about Notre Dame is available at http://www.nd.edu; information about the Department and theJapanese Language program and can be found at http://eastasian.nd.edu.
QUALIFICATIONS: Successful candidate must have at least an M.A. degree in teaching Japanese as aforeign language, linguistics, second language acquisition, or related field; and demonstrated success teaching
Japanese at the college/university level in the United States.
APPLICATION INSTRUCTIONS: Submit cover letter, current curriculum vitae, statement of teaching
philosophy, teaching evaluations, a video clip of classroom teaching (For media files, we recommend you
submit a document with a direct link to the file.), and three letters of recommendation. Review of applications
will begin January 15, 2016, and continue until the position is filled.
This institution is using Interfolio's ByCommittee to conduct this search. Applicants to this position receive afree Dossier account and can send all application materials, including confidential letters of recommendation,
free of charge, via the following URL:
http://apptrkr.com/712166.
For help signing up, accessing your account, or submitting your application please check out our help andsupport section or get in touch via email at help@interfolio.com or phone at (877) 997-8807.
This appointment is contingent upon the successful completion of a background check. Applicants will be
asked to identify all felony convictions and/or pending felony charges. Felony convictions do not
automatically bar an individual from employment. Each case will be examined separately to determine theappropriateness of employment in the particular position. Failure to be forthcoming or dishonesty with respect
to felony disclosures can result in the disqualification of a candidate. The full procedure can be viewed at
http://facultyhandbook.nd.edu/university-policies/background-check-procedure-for-prospective-faculty/.
University of Oklahoma
The Department of Modern Languages, Literatures, and Linguistics at the University of Oklahoma invites
applications for a full-time, one-year position in Japanese for the 2016-17 academic year, with a possibilityof reappointment. Start date is August 16, 2016 (arrival in Norman, Oklahoma by August 2) through May 15,
2017. Duties include teaching three Japanese language courses per semester, as well as light service andattending Japanese student events for the Japanese Language Program.
Requirements: M.A. degree in Japanese Pedagogy, Foreign Language Pedagogy, Second Language
Acquisition or a related field; experience teaching Japanese language to English-speaking students at thecollege level; native or near-native fluency in Japanese; and excellent command of English.
To apply: Please send/have sent electronically a cover letter; curriculum vitae; transcripts; full sets of recent
teaching evaluations; and three letters of recommendation under separate cover from former supervisors and/or professionals in the field to Shizuka Tatsuzawa (statsuzawa@ou.edu), Japanese Language Coordinator.
Review of complete applications will begin immediately and will continue until the position is filled. Women,
minorities, protected veterans, and individuals with disabilities are encouraged to apply.The University ofOklahoma is an equal opportunity institution www.ou.edu/eeo.

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AATJNEWSLETTER February 2016

University of Pennsylvania
The Department of East Asian Languages and Civilizations at the University of Pennsylvania announces theavailability of a position as full-time Lecturer in the Japanese Language Program for the academic year
2016-17. The appointment will be for an initial one year. Based on satisfactory teaching performance andevidence of professional development with approval of the Dean, the appointment is renewable annually for
up to an additional two years. Employee benefits are provided. Applicants for the position should demonstratea primary focus on language education, and have received at least a Master's degree in Education, Japanese
Language, Literature, Linguistics, or a related field. Native or near-native competency in Japanese language
and fluency in English are required. Preference will be given to applicants with significant teachingexperience at all levels of Japanese language at post-secondary institutions in the United States. Knowledge ofand experience in current trends in second/foreign language teaching methodologies (especially content-based
instruction) and meaningful application of technologies in language instruction are highly desirable. Duties
include teaching Japanese language classes (five classes per academic year) at any assigned levels, holding
regular office hours, attending weekly meetings of the Japanese Language Program, and working with the
Director of the Language Program and East Asia faculty on curriculum development and program articulation.
Candidates are to apply at: http://facultysearches.provost.upenn.edu/postings/809. Include a cover letter, CV
and statement of teaching philosophy. Also submit the names and contact information of two individuals whowill be contacted by the University with instructions on how to submit a letter of recommendation. The
review of applications will begin immediately and the process will continue until the position is filled.
The Department of East Asian Languages and Civilizations is strongly committed to Penn's Action Plan for
Diversity and Excellence and to establishing a more diverse faculty (for more information see http://
www.upenn.edu/almanac/volumes/v58/n02/diversityplan.html). The University of Pennsylvania is an
Affirmative Action/ Equal Opportunity Employer.
Rice University
Due to rapid growth of enrollments in Japanese, Rice University's Center for Languages and Intercultural
Communication (CLIC) invites applications for a second full-time appointment as Lecturer in Japanese(clic.rice.edu/people.aspx). This is a two-year, renewable appointment to begin 1 July 2016.
Requirements: M.A., native or near-native ability in the Japanese language, training in second language
pedagogy, experience teaching at the U.S. university level, and demonstrated ability to develop innovative
second language curricula. Experience with Study Abroad program development/implementation, competence
to teach another language, and Ph. D. degree would be beneficial.
Responsibilities include, but are not limited to, the implementation of an innovative, research-based
curriculum; the development of a coherently articulated program of instruction across levels of competency;
the design, preparation, implementation, and evaluation of the syllabus and daily lessons; assisting with thedevelopment and administration of assessment instruments; and participation in professional development
programs.
Salary will be commensurate with credentials and experience and demonstrated ability to develop researchbased, innovative second language curricula. Rice offers good institutional support for professional
development and state-of-the-art technological facilities are available. Rice University is an equal
opportunity/affirmative action employer, women and minorities are encouraged to apply.
Application Instructions: Apply via interfolio: http://apply.interfolio.com/33783.
Please submit (1) a letter of application, clearly addressing the above position requirements, (2) a detailed,annotated lesson plan showcasing your ability to develop innovative pedagogical practices, (3) a 2-3 page CV,(4) transcript, (5) three letters of recommendation, (6) two of the latest teaching evaluations from students and(7) a sample syllabus of a relevant course. Applications without all seven items above will not be considered
for review.
Application Deadline: February 22, 2016.

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Smith College
The Department of East Asian Languages and Literatures at Smith College invites applications for a two-year
lecturer position in Japanese Literature and Language, to begin July 2016. The lecturer will teach five courses
in Japanese language and Japanese literature in translation. Applicants must have a native or near-native
fluency in Japanese and English, a Ph.D. or ABD status with a specialization in Japanese literature, preferably
pre-modern, and experience in language teaching at all levels, with a commitment to excellence in teaching.
For more information and to apply, visit http://apply.interfolio.com/33541. Review of applications will
begin February 15, 2016. EO/AA/Vet/Disability Employer.
Swarthmore College
The Department of Modern Languages and Literatures at Swarthmore College invites applications for a oneyear, full-time leave replacement position of Lecturer in Japanese, to begin Fall 2016. An M.A. in
Japanese language pedagogy or related field, previous teaching experience at the college/university level,
native or near-native fluency in Japanese, and proficiency in English are required. Responsibilities include
teaching or co-teaching all levels of Japanese, developing and grading teaching materials and exams, andcollaborating with the Japanese section in team-teaching, events, and cultural activities.
Send cover letter, CV, transcript, three letters of recommendation, and statement of teaching philosophy, to:http://academicjobsonline.org/ajo/jobs/6927. Candidates should also submit a video demonstrating language
teaching -- preferably a full, unedited lesson; a link to an online video can be specified in the cover letter. If
unable to submit online, send materials to: Prof. Will Gardner; Chair, Japanese Lecturer Search; Departmentof Modern Languages and Literatures; Swarthmore College; 500 College Ave.; Swarthmore, PA 19081-1390.
Review of applications will begin on February 15, 2016.
Swarthmore College is a highly selective liberal arts college near Philadelphia, PA. The College is committed
to excellence through diversity in its educational program and employment practices and actively seeks andwelcomes applications from candidates with exceptional qualifications, particularly those with demonstrable
commitment to a more inclusive society and world.
Union College
Union College (Schenectady, New York) invites applicants for the ASIANetwork-Luce Postdoctoral
Teaching Fellow Program in Japanese literature and film, beginning September 2016. This one-year
teaching fellowship position is funded through a grant from ASIANetwork and the Luce Foundation. Union
has an academic trimester system with three ten-week terms. The successful applicant will teach a 1-1-1 load,
fall of 2016, winter of 2017, and spring of 2017. In addition to teaching duties, the successful applicant will
create a community-based culture learning module and assist the Japanese Language section with various cocurricular activities.
The position is housed in the Modern Languages and Literatures Department but will also requireparticipation in our Asian Studies Program. Specialization is open, but preference will be given to thecandidates who can contribute to any of our other interdisciplinary programs (Religious Studies, Gender,
Sexuality, and Women’s Studies, Film Studies, Environmental Science etc.) besides Asian Studies. Qualified
applicants must have obtained a Ph.D. within the last three years (no earlier than Spring 2013). ABD will beconsidered, provided that the degree will be completed by August 2016 verified by their thesis advisor.
Union provides a blend of intellectual, social and cultural opportunities to facilitate the integrated
academic, social and personal development of a diverse community. We value and are committed to ahost of diverse populations and cultures including, but not limited to, those based on race, religion,
disability, ethnicity, sexual orientation, gender, gender identity and national origin.
Please submit a letter of interest, curriculum vita, graduate transcript, and three letters ofrecommendation to Japanese Postdoctoral Teaching Fellow Search, Department of Modern Languages
and Literatures, electronically at the address "MLL@union.edu” or via mail at Department of Modern
Languages and Literatures, Union College, Schenectady, NY 12308. Review of applications will begin
on April 1, 2016, and continue until the position is filled.

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AATJNEWSLETTER February 2016

Vassar College
Vassar College invites applications for Japanese Language Fellow (Intern) for the 2016-17 academic year
(late August 2016 through May 2017). Vassar College is an equal opportunity/affirmative action employer andis strongly and actively committed to diversity within its community. The Language Fellow, who must be anative speaker of Japanese, assists the Japanese faculty members in preparing teaching materials andconducting drill sessions for 12 hours a week. Language Fellows receive free room and board on Vassar’s
campus in student housing for the academic year, a monthly stipend of $500 for 10 months, and healthinsurance coverage. They may also take up to two courses per semester free at Vassar. Language Fellows
should have a B.A. and be fluent in English.
To apply, please send a cover letter, vita, an audio recording introducing yourself in both Japanese andEnglish, and at least one recommendation letter. Review of applications is ongoing until the position is filled.
Please send applications to Hiromi Dollase, Chair, Department of Chinese and Japanese, Box 285, Vassar
College, 124 Raymond Avenue, Poughkeepsie, NY 12604 or (preferably) via email tochineseandjapanese@vassar.edu.
Western Carolina University
Western Carolina University invites applications for a non-tenure-track, full-time Instructor of Japaneseposition, beginning August 2016.
Applicants should have a Master's degree in Japanese or closely related field with a minimum of three years'
experience teaching Japanese at the college level and near-native proficiency in both English and Japanese.
Preference will be given to those with a proven record of student advising and mentoring, collaborative
program management, study abroad leadership and innovative, student-centered, technology-oriented
teaching.
Candidates should apply online at http://jobs.wcu.edu:80/postings/3278. Attach the following: a letter ofapplication, a current CV, and a statement of teaching philosophy. Three letters of recommendation should be
emailed by referees directly to committee chair Yumiko Ono at yono@wcu.edu. Applicants must also email alink to a 50-minute teaching demonstration video. For questions and additional information, please call828-227-3859 or email yono@wcu.edu.
The campus is located in the picturesque Cullowhee valley between the Great Smoky and Blue Ridge
mountains, 50 miles west of Asheville, North Carolina, and 150 miles northwest of Atlanta. Four-season
outdoor activities abound nearby.
Western Carolina University is an Equal Opportunity/Affirmative Action Employer.

38

AMERICAN ASSOCIATION OF TEACHERS OF JAPANESE
1424 BroadwayUCB 366Boulder, CO 80309-0366
303-492-5487/Fax 303-492-5856 aatj@aatj.orgwww.aatj.org

Membership Application/Renewal
Membership in AATJ is on a calendar-year basis and entitles you to:• receive four issues annually of the AATJ Newsletter and other publications• present research at and attend the annual AATJ Conferences in conjunction with AAS and ACTFL• nominate students for induction into the Japanese National Honor Society• read and post job opening announcements and other information on AATJ website• participate in activities of regional/state affiliates and Special Interest Groups• benefit from the Association's ongoing efforts to promote Japanese studies and enhance the quality ofeducation in Japanese language, literature, linguistics, and culture.
The categories of membership and the corresponding dues are indicated below. Please return the form with yourcheck (US dollars) or VISA/MasterCard number to the address above. Online registration is also available atwww.aatj.org/membership.html.
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AATJNEWSLETTER February 2016

American Association of Teachers of Japanese, Inc.
1424 Broadway, Campus Box 366
University of Colorado
Boulder, CO 80309-0366Support Our Sponsors
Nippon Express Travel USA is a corporate sponsor of AATJ. Nittsu Travel wants to help teachers takestudents to Japan. Find out more about their services at http://www.nittsutravel.com/e_index.php .
JTB USA is a sponsor of AATJ’s annual conferences. Visit http://www.jtsusa.com to find out about thecompany’s travel services focusing on travel to and within Japan.

Nagoya University is a corporate sponsor of AATJ. Visit http://admissions.g30.nagoya-u.ac.jp to find out
about Nagoya University’s Global International Programs taught in English.

NHK Cosmomedia America, Inc., broadcaster of the TV JAPAN Channel in the USA and Canada, is a
corporate sponsor of AATJ. Visit www.tvjapan.net to find out how to subscribe to TV JAPAN at home orcontact scott@nhkcma.com to find out how to add TV JAPAN to the Campus CableTV system for $600