FEBRUARY 2020

VOL. 9, NO. 1

AATJ
NEWSLETTER
Message from the President
全米日本語教育学会

会員の皆様

本年度会長を務めることになりましたウィスコンシン大学マディソン校の森純子です。どうぞよろしくお願いいたします。１年という短い任期ではありますが、日米それぞれの社会的・経済的・政治的状況が変わりゆく中で、日本語を教えるということの意義・目的はどういうことなのか、次世代のための日本語教育はどうあるべきなのか、全米各地で日々尽力していらっしゃる先生方をサJunko Mori
森純子

ポートしていくために当学会がどのように活動すべきなのか、役員をはじめ、会員の皆様と考えていくことができればと思っており

簡単に自己紹介をいたしますと、私が日本語教育に関わるようになったのは１９８９年で、ウィスコンシン州教育庁が始めたJALCAPというプログラムに参加し、ミルウォーキーの郊外の町で日本語・日本文化教育推進のためのインターンとして活動したのが始まりです。その後、ウィスコンシ
ン大学マディソン校の大学院で学び、博士号取得後アイオワ大学で３年教え、１９９９年からは母校に戻り、日本語、社会言語学、応用言語学を教えてきました。専門は会話分析で、多言語異文化
コミュニケーションにおいて、参加者たちがどのように言語・非言語の様々なリソースを活用しているのかということを研究しています。また、昨今その重要性が取り沙汰されているダイバーシティ（多様性）・インクルージョン（包括性）の問題についても強く関心を抱いています。なおプ
ライベートでは、ここ数年、犬のアジリティ（障害物競走）にはまっており、愛犬のチビと共に、日々練習を重ねています。気分転換として始めたものの、犬とのコミュニケーションがあってこそ成り立つこの競技に参加することで、教育場面にも応用が効きそうなことを数多く学んでいます。
１月末には会長としての初仕事として、国際交流基金ロサンゼルス日本文化センターで開かれた会議に参加してまいりました。これまでの国際交流基金、全米日本語教育学会の取り組みを振り返る
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と共に、今後の可能性について模索するよい機会となりました。ロサンゼルスでの会議では、当学会のプロフェッショナル・デベロップメント関連の活動のディレクターの仕事をこの先２年齋藤ア
ボット佳子元会長にお願いすることを決め、その後先生にも快諾していただきました。また、より多くの会員の皆様に学会の提供する様々な活動の企画・運営に参加していただきたく、今後、メンバーシップ新規申請・更新の際に関わってみたいと思われる活動をお知らせいただけるような質問項目を設けることにいたしました。皆様の積極的な活動参加を期待しております。
では、春３月のボストンでの年次学会で、皆様にお会いできるのを楽しみにしております。
会長

森

純子

Greetings to the members of the American Association of Teachers of Japanese!
I am Junko Mori from the University of Wisconsin-Madison, serving as the president of AATJ thisyear. During this one-year term, I would like to explore, together with the AATJ officers andmembers, what it means to teach Japanese language amidst changing social, economic, and political
dynamics in North America and Japan; what Japanese language education for the next generation
should look like; and what this association can offer in order to support teachers working diligently
in diverse regions and contexts.
To briefly introduce myself, I began to engage in Japanese language education in 1989, when I
participated in a program called JALCAP, which was established by the Wisconsin Department of
Public Instruction. As an intern, I was dispatched to a school district in the suburbs of Milwaukee topromote Japanese language and culture education. I then received my MA and Ph.D. from the
University of Wisconsin-Madison, taught at the University of Iowa for three years, and returned to
my alma mater in 1999. Since then, I have taught Japanese, sociolinguistics, and applied linguistics.
As a researcher, I specialize in conversation analysis, and examine how participants in multilingual,intercultural interactions utilize verbal and non-verbal resources to accomplish the task at hand.
Furthermore, I am also interested in the issue of diversity and inclusion, which has become
increasingly crucial in recent years. On the personal side, I have been hooked on dog agility for thelast few years and am training daily with my teammate, Chibi. Although I began this as a break fromacademic work, I am relearning the fundamentals of teaching and communication from this sportand have applied them to my work.
As my first major responsibility as President, I participated in a meeting held at the JapanFoundation, Los Angeles (JFLA) in late January. The meeting provided me with a lot of information
regarding a number of projects that JFLA and AATJ have undertaken. It also offered an opportunity
to explore various future possibilities. At the meeting, the AATJ officers decided to request Dr.
Yoshiko Saito-Abbott, the 2016-2018 AATJ president, to serve as the AATJ Director of Professional
Development for the next two years, and she has readily accepted our request. We also would like toinvite more members to participate in the planning and implementation of a variety of association
activities. To this end, we decided to create a section in the membership application/renewal form
where you can indicate your desire to get involved in particular activities. So, we hope many of you
will express your interest in taking an active role in the association.
I am looking forward to seeing many of you at the annual Spring conference in March!
Junko Mori, President (2020)
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Message from the Vice President[副会長就任のご挨拶]
2020年1月に副会長に就任した札谷新吾です。これからの2年間どうぞよろしくお願い申し上げます。執行役員として会長や次期会長の補佐をするとともに各地域の日本語教師会とのパイプ役となって皆さんの声を聞きながら様々な交流を推し進めていく役割を担うことになりました。
2012年に当時の「全米日本語教師会(NCJLT)」と「日本語・日本文学学会(ATJ)」が合流して今のAATJがスタートするまで「全米日本語優等生協会(JNHS)」のディレクターを務めていましたので長年、高校で教えられてる先生は僕のことをご存知かもしれません。
地方の教師会に属していらっしゃらない先生方やAATJの傘下に入っていない教師会の先生方のお話も聞かせていただきたいのでsatsutan@cod.eduまでいつでもご連絡ください。
個人的には大学で教えながら、京都出身というのを生かして春の花見研修と夏の短期留学のプログ
ラム引率でシカゴと京都を1年に2回往復しています。京都へお越しの際は是非お声掛けをよろしく
お願い申し上げます。
My role as the Vice President of AATJ has just begun. I am looking forward to working with theother executive officers in order to further develop the network among local organizations.
Having worked as a Director of Japanese National Honor Society for many years under NCJLT
before the formation of AATJ in 2012, some high school teachers might remember my name. I am
also eager to hear those teachers and organizations that are not affiliated with AATJ for various
reasons. Please feel free to contact me at satsutan@cod.edu.
As I am from Kyoto city, I take students to Kyoto from the US in Spring and Summer. If you or
your group are traveling to Kyoto in summer, please contact me by all means.
SHINGO SATSUTANI, Vice President of AATJ

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2020 AATJ “Year of the Rat” Nengajo Contest Results
Cameron Chien, AATJ Nengajo Contest Director
Congratulations and thank you to all participants in the 2020 AATJ Nengajo Contest! It was a joy
to view all of your amazing students’ work and the creativity imbued in each card. We sincerely
hope that this contest has helped you further spread the joy of Japanese culture and advocate foryour program.

Number of cards submitted
by local affiliates
LOCAL AFFILIATE# submitted

AFTJ

22

AITJ

12

AKATJ

16

ATJO

12

AzATJ

6

CAJLT

140

CJLEA

14

GATJ

We had 730 cards submitted by 108 teachers from schools
nationwide this year! The winning cards were chosen byblind-anonymous judging. Former President of AATJ Dr.
Yoshiko Saito-Abbott, past Nengajo Contest Director Mio
Nishimura, and fellow Japanese teachers Yo Azama,
Minako Kamimura, Clayton Frederick, Michelle Lupisan,
Courtney Roe, Tomoki Kuwana, and Junko Hosoi helpedme select the finalists. I have confidence that the winning
cards represent each category very well.

Number of cards submitted for each category
YEAR

ARTISTICCOMICAL

ORIGINAL

CG

TOTAL

7

2020

225

205

223

77

730

HATJ

22

2019

237

212

234

75

758

IMAJLT

8

IATJ

30

2018

284

237

276

76

873

JTAM

7

2017

251

222

246

75

794

JTAT

26

KAJLT

32

MAATJ

93

MCTJ

18

NCATJ

35

NECTJ

94

NJATJ

26

OATJ

6

WATJ

100

WiATJ

3

All of the winners received an award certificate and an
Amazon gift card ($25 for first place, $20 for second place,and $15 for third place) for their accomplishments. Somestudents received an Honorable Mention, which means
their card was one of the finalists, and all participantsreceived certificates of participation.
Once again, thank you very much for your interest andparticipation in the 2020 AATJ Nengajo Contest: Year of
the Rat! We eagerly look forward to your students’ creative
work in next year’s Contest: Year of the Ox!

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If you have questions or concerns,
please contact Cameron Chien at:cameron.chien@gmail.com
The winning cards’ images are on
display in slide show format on the
AATJ website: www.aatj.org

VOL. 9, NO. 1

Number of cards submitted for each level

LEVEL

ES

MS

HS

CL

2020

119

138

440

37

2019

101

155

440

62

2018

111

158

514

89

2017

92

135

491

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Bridging Project NewsAATJ 2020 Spring Conference
The 2020 Annual AATJ Spring Conference will beheld on Thursday, March 19, 2020, at theSheraton Boston Hotel in Boston, Massachusetts, inconjunction with the Annual Meeting of the
Association for Asian Studies (AAS). The Spring
Conference will feature a full day of concurrent
sessions on language pedagogy, literature,
linguistics, and other topics of interest to Japanese
language educators, as well as a keynote address byProfessor Naomi McGloin (University of Wisconsin),
who is receiving AATJ’s Lifetime Achievement
Award.
REGISTRATION IS OPEN FOR THE SPRINGCONFERENCE. Advance online registration willclose on March 9. Advance registration is $60 for
AATJ members ($40 for student members) and$100 for non-members.
For more information on the conference, including
links to the complete program, please go to https://www.aatj.org/conferences-spring.
(continued on next page)

AATJ’s Bridging Project offers scholarships toAmerican undergraduate students participating instudy-abroad programs in Japan. Funding fromprivate foundations and major U.S. corporations,through donations to the nonprofit US-Japan
Bridging Foundation, makes it possible toaward about 100 scholarships each year to assist
students with the travel and living expenses they
will incur while studying abroad in Japan for asemester or an academic year. Applications are
accepted twice a year for Bridging Scholarships.
FALL 2020 BRIDGING SCHOLARSHIPS
Applications for Fall 2020 Bridging Scholarships
are open. The deadline for receipt of applications
is April 10, 2020.
Detailed information and a link to the application
form can be found at https://www.aatj.org/
studyabroad/japan-bridging-scholarships
SPRING 2020 BRIDGING SCHOLARSHIPS
Twenty students have been awarded Bridging
Scholarships to study abroad in Japan during
Spring 2020. The list of recipients, their homeschools and destinations in Japan can be found athttps://www.aatj.org/bridgingscholarships-spring-2020-recipients
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We encourage those attending the AATJ Conference to also attend the AAS Annual Meeting, whichtakes place Friday, March 20, to Sunday, March 22. The AAS conference features dozens ofsessions on Japanese (as well as other Asian) history, culture, society, and language; in theconference Exhibit Hall, academic and general-interest publishers, including many from Japan,
display and sell Japan- and other Asia-related publications. Information on the AAS Conference, as
well as links to the conference hotels which offer special rates to conference attendees, can be foundat http://www.asian-studies.org/conference/.

Sheraton Boston Hotel (39 Dalton Street, Boston, MA)
Meeting Rooms (Fifth Floor, South Tower):
Arnold, Jamaica Pond, Olmsted, Riverway, The Fens, Public Garden

Thursday, March 19, 2020, 8:30 a.m.–5:30 p.m.
(On-site Registration and Check-in: Fifth Floor Lobby)
Papers whose titles appear in Japanese in the program will be delivered inJapanese; those with only English titles will be delivered in English.

8:30 a.m.–10:10 a.m. — Session 1

SESSION 1-A: PEDAGOGY PANEL [ PUBLIC GARDEN ROOM ]Chair: Shinji Sato, Princeton University
Panel Title: 「移動する人々とことばの教育:「つながる、かかわる、かえる、つくる」ことの重要性」(Mobility and Language Education: The Importance of “Connection, Relation, Transformation,
and Creation”)「「移動する人々とことばの教育:ことばの教育に何ができるのか」：ソトからウチに来て労働者に加わってくれる移民労働者たち」(Mobility and language education:

How can language

education help immigrant workers transition from outsiders to insiders?)
Seiichi Makino, Princeton University「移民受け入れ社会」としての日本における日本語教育を再考する」(Reconsidering Japanese
language education in Japan as a “host society” )Uichi Kamiyoshi, Musashino University「 V U C A ワ ール ド の 時 代 の 日 本 語 教 育 ： 「 つ な が る 、 か か わ る 、 か え る 、 つ く る 」 教 育 」(Japanese language education in the era of VUCA: World education for “Connection, Relation,
Transformation, and Creation” )Yasu-Hiko Tohsaku, University of California, San Diego
DiscussantShinji Sato, Princeton University

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SESSION 1-B: SIG PANEL : JAPANESE AS A HERITAGE LANGUAGE (JHL) [ THE FENS ROOM ]Chair: Hitomi Oketani, Eastern Michigan University
Panel Title: 「「日本語教育推進法」の成立と今後の日本語教育における日本国内外の連携に向けて」 (Newly Enacted "Promotion of Japanese Language Education Act" and the Importance ofCollaboration between Japan and Abroad)「「日本語教育推進法」に向けた署名活動を通して見えてきたこと」 (Findings from the signature
campaign to establish the “Promotion of Japanese Language Education Act”)
Toshiko Calder, Princeton Community Language School「JFL/JHL教育の研究と実践における相互の連携と協同をめざして」(For cooperation andcollaboration in research and practice between JFL and JHL education )Masako Douglas, California State University, Long Beach「バイリンガル・マルチリンガル育成の視点からの母語・継承語としての日本語の育成 」(Developing Japanese as a mother tongue/heritage language from the viewpoint of bilingual/multilingual development)
Hitomi Oketani, Eastern Michigan University
Discussants
Suwako Watanabe, Portland State University
Kazuko Nakajima, University of Toronto

SESSION 1-C: SIG PAPERS (JAPANESE FOR SPECIFIC PURPOSES; JHL [ JAMAICA POND ROOM ]Chair: Yukiko Hatasa, Hiroshima University「研究・教育を目的としたアカデミック・スピーキングコーパスの構築とその活用方法」(Academic speaking corpus for research and pedagogical purposes: its design and usage)
Chiemi Hanzawa, Yokohama National University; Katsuhiro Ito, Tokyo University of Foreign Studies「COIL型学習を用いた日米学生による協働ビジネスプロジェクトの取り組み」“(COIL project inBusiness Japanese class)
Tomoko Shimomura, Arizona State University; Chie Fujikake, Nanzan University「日本語の Academic Speaking の評価と Good Speaking の特徴」 (Assessment of academic speaking
skill and characteristics of good speaking)
Yukiko Hatasa and Chisato Yokoyama Hiroshima University「南米日系社会における子どもの日本語教育の現状：現場の声を中心に」(Japanese language
education in the Japanese community in South America : From the local teacher's perspective)
Eriko Nakajima, The Japan Foundation, San Paolo

SESSION 1-D: PEDAGOGY PANEL [ RIVERWAY ROOM ]Chair: Masami Ikeda, Massachusetts Institute of Technology
Panel Title: 「独学経験者の混在する日本語クラスの現状」(What Is Happening in Japanese Classes
Now with Increasing Numbers of Self-Taught Learners?)「ゼロ初級コースにおける独学経験者の存在が未習者の情意面に及ぼす影響」 (Examining theinfluence of self-taught learners on complete beginners in an elementary Japanese course)
Masami Ikeda, Massachusetts Institute of Technology
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VOL. 9, NO. 1「独学者混在の日本語上級コース「日本のポップカルチャー」から ―コースデザイン・教師の役割と課題点を考える―」(Learning “Japanese pop culture” with self-taught learners:
Teachers’ roles and curriculum design)
Naoko Sourial, The New School「オンラインコースから考察する高校生の独学の実態」(From solitude to solidarity: Highschool students’ experience in self-teaching and in an online class)
Ayako Anderson, Global Online Academy / Noble & Greenough School「セルフスタディーを取り入れた日本語授業の試み ―自律性を育てる教室のあり方とは―」(A practical report on the incorporation of self-study into a Japanese language course: How
can students' autonomy be developed?)
Tomoko Ikeda, McGill University
SESSION 1-E: LINGUISTICS PAPERS [ ARNOLD ROOM ]Chair: Sooyun Park, Kobe University「日本語教育における「たくさん勉強してください」の使用をめぐって」(On the usage oftakusan benkyo shitekudasai in Japanese language teaching)
Sooyun Park, Kobe University“Applying data science to Japanese linguistics: How do Japanese politicians talk?”
Koji Tanno, University of Kentucky“Gender representations in Japanese-as-a-foreign-language textbook dialogues”
Ayana Hatsuda, University of Arizona「日本語学習と自発的にコミュニケーションを行う意思との関連」 (Japanese language
learning and willingness to communicate)
Ikuko Okugawa, Keio University

SESSION 1-F: LITERATURE PAPERS [ OLMSTED ROOM ]Chair: TBA“What am I seeing?: Modernist descriptions in Kajii Motojirō”
Miyabi Goto, University of Virginia“The anti-espionage novel and the fostering of wartime subjectivity in Imperial Japan, 1941-45”
Quillon Arkenstone, Washington University in St. Louis“Capitalist expansion and interstices of solidarity in Kuroshima Denji’s Militarized Streets”
Edwin Michielsen, University of Toronto“High culture revisited: Studying “high” culture as resistance in the Age of Pop”
Gian-Piero Persiani, University of Illinois, Urbana-Champaign

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10:20 a.m.–12:00 p.m. — Session 2

SESSION 2-A: PEDAGOGY PANEL [ PUBLIC GARDEN ROOM ]Chair: Satoru Ishikawa, Boston University
Panel Title:「これからの初級レベルにおける教育実践の可能性〜近年の言語教育指導の視点から〜」(New Possibilities for Teaching Beginning Level Japanese - Based on Recent Developments
in Foreign Language Teaching)「初級レベルの学習者への意識調査- 学習者が日本語クラスに期待する内容、指導、言語以外の目標とは」 (A survey of beginning learners: What learners expect from the Japanese language
classroom in content, instruction, and goals)
Satoru Ishikawa and Myeongok Lee, Boston University「初級読解教材における「文化」再考」 (Revisiting “culture” in reading texts for beginners)
Kazuhiro Yonemoto, Tokyo Medical & Dental University「初級からの発表実践 〜スキルと歴史・文化コンテツを結ぶ〜」(Presentations at the Novice
level: Connecting presentation skills and content)
Emi Yamanaka, Mariko Itoh Henstock, and Etsuko Okita Snyder, Boston University「初級レベルでのARとVRの利用に関する提案」 (Applications of AR and VR in beginning
Japanese)
Kazumi Hatasa and Samet Badar, Purdue University

SESSION 2-B: SIG PANEL: JAPANESE FOR SPECIFIC PURPOSES (JSP) [ THE FENS ROOM ]Chair: Tomoko Takami, University of Pennsylvania
Panel Title: 「21世紀のビジネス日本語教育：現在と将来」(Business Japanese Education in the 21stCentury: Present and Future)「グローバル社会に対応できる B.S. B.A. (理科系、文化系)専攻学生の言語教育のカリキュラムの構築:コラボレーションと課題」(Collaborations and challenges: Designing curricular space for
language education among B.S. and B.A. majors to meet the needs of a global society)
Yoshiko Saito-Abbott, California State University, Monterey Bay「２１世紀型スキルを取り入れた中級ビジネス日本語教育実践」(Intermediate Business Japaneseincorporating 21st century skills)
Tomoko Takami, University of Pennsylvania「ディジタル時代のビジネスの日本語教育 」(Business Japanese language education in a digitalworld)
Motoko Tabuse, Eastern Michigan University
DiscussantHideki Hara, Japan Foundation, Los Angeles

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SESSION 2-C: SIG PAPERS (STUDY ABROAD; ASSESSMENT; AP JAPANESE) [ JAMAICA POND ROOM ]Chair: Fumi Yamakawa, Toyo University「受け入れ校と送り出し校の連携に向けて：送り出し校の日本語教員の視点から」(How can the‘host’ and ‘home’ universities collaborate? : From the home-universities' perspectives)
Tomomi Sakuragi, International Christian University; Hiroko Sugawara, University of California,
Santa Barbara「日本語教員の評価のずれ：内容面の評価に関する予備的研究」 (The deviation of Japaneseteachers: A preliminary study on content assessment scoring)
Marie Adachi, Kwansei Gakuin University「短期留学生の経験的学びを支えるために」(Supporting and enhancing the experiential learning of
exchange students during study abroad in Japan)
Fumi Yamakawa, Toyo University“Using the Japanese Language and Culture AP Exam as a Diagnostic for University-level
Proficiency)
Carlos Pimentel, Western Michigan University; Fang Ji, The College Board
SESSION 2-D: PEDAGOGY PANEL [ RIVERWAY ROOM ]Chair: Shigeru Osuka, Seton Hall University
Panel Title: 「Critical Content Based Instruction (CCBI) の視点から平和というテーマで日本語教育
を「考える」」(Looking Ahead to the Future of Japanese Language Education for PEACE
Through Critical Content Based Instruction (CCBI)「日本語教育の平和貢献への考察」 (How can Japanese language education contribute to peaceeducation?)
Yoshitomo Yamashita, Arizona State University「国語教科書と日本語教科書の内容比較から見た平和教育への一考察」(A study of peace
curriculum: Content comparison between kokugo and Japanese language textbooks)
Shigeru Osuka, Seton Hall University「平和社会構築への高校日本語教育の実践研究」(A study of high school Japanese language
curriculum for a peaceful global society)
Kayoko Tazawa, Phillips Exeter Academy「平和の理解を深めるための中級日本語の実践研究：戦争の記憶のメタデータ作りを通して―」(Deepen the understanding of peace through intermediate Japanese courses: Creating meta-dataof war memories)
Noriko Sugimori and Masanori Shiomi, Kalamazoo College
SESSION 2-E: LINGUISTICS AND PEDAGOGY PAPERS [ ARNOLD ROOM ]Chair: Yan Wang, Carthage College“Is it merely a hedge? The discourse-pragmatic stance-taking functions of to omou in Japaneseconversations”
Yan Wang, Carthage College“Stance building and the use of particle shi in interaction”
Noriko Noma, University of Arizona

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VOL. 9, NO. 1“Stance-taking: JFL learners and benefactive verbs”
Kumiko Takizawa, Ohio State University“Vowel length perception by English learners of Japanese”
Machi Niiya, International Christian University / Colorado College

SESSION 2-F: LITERATURE PANEL [ OLMSTED ROOM ]Chair: Linda Chance, University of Pennsylvania
Panel Title: Moving Beyond: Medieval Exiles and Exilic Imaginaries“Omissions, deletions, and partings: Burning secret poetic laments of exile to leave the world of The
Tale Of Genji ”
Beth Carter, Case Western Reserve University“How the West was won: The role of royal authority in the subjugation of western Japan”
Jeremy Sather, Illinois Wesleyan University“Ichijō Kaneyoshi’s nights abroad and awake in the country of women”
Linda Chance, University of Pennsylvania“Clipped wings and stolen skins: Amewakahiko no sōshi as a swan-bride tale
Laura Nüffer, Colby College

12:00 p.m.–1:00 p.m. — Lunch Break

1:00 p.m.–2:40 p.m. — Session 3

SESSION 3-A: PEDAGOGY PANEL [ PUBLIC GARDEN ROOM ]Chair: Yuri Kumagai, Smith College
Panel Title:「「批判性」再考：「批判的」な教育に携わる教師に求められること」(Rethinking“Criticality”: What Is Expected of Teachers Engaging in “Critical” Education)「批判的教授法の社会改革の必然性という前提：教師と学生の認識の違いからの考察」 (Thenecessity of social transformation as the assumption of critical pedagogy: A case of the teacherstudent gap in perception)
Neriko Musha Doerr, Ramapo College「「批判的」実践としての教師のレスポンス」(Teacher's unscripted response as a "critical"
pedagogy practice)
Yuko Takahashi, University of Massachusetts, Amherst「「批判的であること」の考察: 日本語教育実習生が抵抗や葛藤を乗り越えた先に見えてきたもの」(On being critical: Student teachers' overcoming resistance against criticism)
Momoyo Shimazu, Kansai University「「批判性」再考：批判的なことば・文化の教育とは？」(Rethinking “criticality”: What is criticallanguage education?)
Yuri Kumagai, Smith College
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SESSION 3-B: PEDAGOGY PAPERS [ THE FENS ROOM ]Chair: Junko Tokuda Simpson, California State University, San Diego”JFL learners’ interpretation of the language of manga: Investigating role language and visualvocabulary”
Noriko Yabuki-Soh, York University「原稿なしでも発表できる！知的書評合戦「ビブリオバトル」を通して育む、対話型プレゼンテー
ション力」(I can present without a script! Enhancing presentation skills through bibliobattle bycommunicating with the audience)
Junko Tokuda Simpson, University of California, San Diego「多読の音読スキルへの影響：黙読中心の多読から音読の流暢性は促進されるのか」(The effects
of extensive reading on oral reading fluency: Does silent reading enhance fluency when reading
aloud?)
Yuki Yoshimura, University of Masssachusetts, Amherst「上級ライティングでのPeer Reviewの実践例」(How would peer review support advanced-level
writing?: Examination of peer review process and learners' perceptions)
Sachiko Hiramatsu, Brown University

SESSION 3-C: LITERATURE AND CLASSICAL JAPANESE SIG PAPERS [ JAMAICA POND ROOM ]Chair: Paul Warnick, Brigham Young University“Confusion over Cathay: Attitudes to Chinese material in mediaeval Japanese poetic criticism”
Thomas McAuley, University of Sheffield“Fujitani's Kazashishoo”
Paul Warnick, Brigham Young University“Patterns and puzzles: Allusive strategy in the Genji hinagata”
Michelle Kuhn, Yasuda Women’s University“Teaching classical poetry beyond the "original": The case for manga Chihayafuru”
Lindsey Stirek, Ohio State University

SESSION 3-D: LANGUAGE AND TECHNOLOGY PAPERS [ RIVERWAY ROOM ]Chair: Satoru Shinagawa, University of Hawaii「ICTを活用した日本語学習者における音声習得―米国人学習者を対象とした縦断調査の結果から―」 (Utilizing information and communication technology in learning Japanese pronunciation:
Results of a longitudinal study of an American learner of Japanese)
Takako Toda, Waseda University; Masako Okubo, University of Tokyo“Pedagogical implications of language production exercises based on ASR technology”
Masato Kikuchi, Georgia Institute of Technology“Quantifying the pedagogical importance of Japanese accent rules: Preliminary analyses of a new
accent-annotated corpus of elementary Japanese”
Aaron Albin, Kobe University; Wang Ruilai, Nanjing Normal University; Rie Oyama, Kobe
University“Evaluation of Japanese Handwriting Apps”
Satoru Shinagawa, University of Hawaii; Mayumi Ishida, Dartmouth College

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SESSION 3-E: PEDAGOGY PAPERS [ ARNOLD ROOM ]Chair: Saori Hoshi, University of British Columbia“Integrating language and content in the undergraduate capstone experience”
Aragorn Quinn, University of Wisconsin, Milwaukee「インターネットミームとは？デジタルネイティブに合った新しい活動の実践報告」(What is aninternet meme? Trendy activities geared towards digital natives)
Yuta Mori, Leiden University; Ryosuke Sano, University of Florida“Examining the usefulness of the AP Japanese speaking tasks from a perspective of structuralcomplexity”
Nana Suzumura, University of Hawaii“The role of L2 instruction in the development of interactional competence: Japanese interactional
particle ne”
Saori Hoshi, University of British Columbia
SESSION 3-F: LITERATURE PANEL [ OLMSTED ROOM ]Chair: Kendra Strand, University of Iowa
Panel Title: Statemaking and Storytelling at the Margins: Travel, Contact, and Border Constructionin Medieval Japanese Narrative“Fabricating space: Clothing, spectacle, and ritual space in Nijō Yoshimoto’s "’Solace of Words at
Ojima’"
Kendra Strand, University of Iowa
“Recognizing Ryūkyū: To the ends of the medieval Japanese earth”
Kazuya Sugiyama, Aoyama Gakuin University“A rapidly expanding universe: Travel and geography in Medieval Japanese Christian saints’ lives”
Patrick Schwemmer, Musashi University
DiscussantChristina Laffin, University of British Columbia

2:50 p.m.–4:30 p.m. — Session 4

SESSION 4-A: PEDAGOGY PANEL [ PUBLIC GARDEN ROOM ]Chair: Noriko Fujioka-Ito, University of Cincinnati
Panel Title: 「日本語初級から中級コースへの移行の問題点とその対策のためのカリキュラムの改善」 (Curriculum Development to Solve Problems of Transition from Beginning to Intermediate Level
Japanese Courses)「教授法理論の変遷に伴う初級から中級コースカリキュラムへの移行の対策“(Strategies ofbridging from beginning to intermediate course curricula based on pedagogical theories )Noriko Fujioka-Ito, University of Cincinnati「「教科書を超えよう！」：実践力のある学習者育成を目指して」( ‘Go beyond the textbook!’:
Establishing an effective learners’ community)
Mieko Kawai and Tomoko Marshall, University of Virginia「中級レベルへの移行をスムーズにするための試み」(Attempts for smoother transition to the thirdyear level)
Fukumi Matsubara, North Central College
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FEBRUARY 2020

VOL. 9, NO. 1「中級レベルへの無理のない移行を実現する新しい初級カリキュラムと教材」 (How to improve
elementary level retention: A new approach and a new text)
Yoshiro Hanai and Shoko Emori, University of Wisconsin, Oshkosh

SESSION 4-B: SIG PANEL: PROFESSIONAL DEVELOPMENT [ THE FENS ROOM ]Chair: Junko Mori, University of Wisconsin, Madison (with Atsushi Hasegawa, University of Hawaii;
Shinsuke Tsuchiya, Brigham Young University)
Panel Title: Diversity, Inclusion, and Professionalism: Rethinking Goals of Japanese Language
Education“Goals of Japanese as Foreign Language education: The Fall 2018 survey results and reflections”
Atsushi Hasegawa, University of Hawaii; Jisuk Park; Kimiko Suzuki, Haverford College; Junko
Mori, University of Wisconsin, Madison“Finding a balance between diversity and language standards: A case of a Japanese language
program in a private university”
Shinsuke Tsuchiya, Brigham Young University“The case for paradigm change in Japanese language pedagogy: Accommodating calls for diversity
and inclusivity”
Mahua Bhattacharya, Elizabethtown College“The generalist dilemma: How accidental language teachers could help Japanese pedagogy”
Brian Dowdle, University of Montana

SESSION 4-C: SECOND LANGUAGE ACQUISITION PAPERS [ JAMAICA POND ROOM ]Chair: Masumi Reade, Brigham Young University「米国大学のJFL学習者による日本語の会話の含意 (CI: Conversational Implicature) の理解について」(Understanding intended meaning of Japanese conversational implicature (implications inJapanese) by JFL learners in U.S. colleges)
Masumi Reade, Sophia University”Language learning as translingual practice in a Japanese restaurant in Toronto”
Hae Ree Jun, University of Wisconsin, Madison「ディスカッションの授業において学習者はどのような仲介行動が難しいのか」(What dolanguage learners find difficult as a mediator in discussion class?)
Noriko Hamada, Akita University; Aki Kubo, Tokyo International University「インタビュープロジェクトを通してよい聞き手になることを考える」 (Learning to be a goodinterviewee through an interview project)
Naoko Takei, Simon Fraser University

SESSION 4-D: LANGUAGE AND TECHNOLOGY AND PEDAGOGY PAPERS [ RIVERWAY ROOM ]Chair: Nobuko Chikamatsu, DePaul University「COIL(国際連携学習)におけるトランスランゲージング言語教育の意義：日米学生協働翻訳コース」(Translanguaging in a COIL (Collaborative Online International Learning) translation course
between Japanese and U.S. college students)
Nobuko Chikamatsu, DePaul University; Akiyoshi Suzuki, Nagasaki University

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FEBRUARY 2020

VOL. 9, NO. 1「Z世代向けマルチメディアOER：開発報告」(Developing multimedia OER for Generation Z with a
new approach and twist: World premiere and project report)
Yuko Kato, Austin Communicty College; Junko Hatanaka, University of Texas, Austin; Nobuko
Koyama, University of California, Davis「オンラインツールFlipgridを使ったクラス活動の試み：効果的かつ活発な交流とコミュニケー
ションを目指して」(Using Flipgrid to promote active and effective interaction andcommunication in the Japanese classroom)”
Yasuko Shiomi, University of Massachusetts, Amherst; Ayako Tanemura, Boston University“Three formats of delivery for a beginning Japanese language class: Reflections on hybrid, flipped
and face-to-face instruction”
Nina Langton, University of British Columbia, Okanagon

SESSION 4-E: PEDAGOGY PAPERS [ ARNOLD ROOM ]Chair: Kyoko Matsui Loetscher, Columbia University「ソーシャルネットワーキングアプローチに基づいた高校・大学協働ライティングプロジェクトの実践報告」 (Collaborative writing project among college and high school using Social Networking
Approach)
Aya McDaniel, Georgia Institute of Technology「日本語クラスで性の多様性を扱う−クィア・ペダゴジーの観点から−」(Implementing gender
diversity topics in Japanese class: From the perspective of Queer Pedagogy )Aya Yamakawa, Earlham College“Moving honorifics beyond the classroom: The Linguistic Landscape and the instruction of Japanese ”
Kunihiko Homma, University of Hawaii「グローバル・コンピテンシーの育成：学際的アプローチによるプロジェクト型学習の試み」(Fostering global competence: Report on project-based learning using interdisciplinary approach)
Kyoko Matsui Loetscher, Columbia University

SESSION 4-F: LITERATURE PANEL [ OLMSTED ROOM ]Chair: John Holt, Portland State University
Panel Title: Our Bodies Are Not the Same: Body, Sexuality, and Gender in Manga“Representation of the female body in Maki Miyako’s women’s manga”
Hiromi Dollase, Vassar College“The illusion of sameness: Umezu Kazuo’s Snake Girl ”
Jon Holt, Portanld State University“Boys who crossed borders: Representations of male genderqueer identities in shōjo manga”
Keiko Miyajima, Adelphi University“I’m proud I was born me”: Blue Flag’s queer and feminist dialogue in Shōnen Jump Plus)
Mia Lewis, Stanford University

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4:40 p.m.–5:30 p.m. — Keynote Session (The Fens Room)Keynote Presentation: Epistemic Asymmetry and Involvement:
Another Look at the Sentence-final Particle yone
Naomi McGloin, University of Wisconsin, Madison

Sentence-final particles have been the subject of many studies. Ne and yo, in particular, have been intensively
investigated from various perspectives. Ogi (2017) roughly divides these studies into five groups: syntactic,
cognitive (e.g., Kamio 1990; Takubo & Kinsui 1996), illocutionary force (Uyeno 1971), Interactional (e.g.,Morita 2005; Hayano 2013) and social (e.g., Cook 1992). The particle yone, on the other hand, has been lessstudied, although substantial works do exist, represented by Hasunuma 1992, Nazikian 1996 & 2018, Izuhara
2003, Ohso 2005, Asano-Cavanagh 2011, Saigo 2011, Hayano 2013, and Xu 2016. Since both yone and ne aresaid to have the function of seeking confirmation or agreement, or showing rapport, the difference between
yone and ne has been somewhat elusive. In the present presentation, I will attempt to delineate their usages,
in conjunction with the notion of ‘involvement’ as developed in Lee (2007) and Ogi (2017). I will also briefly
touch upon how these items are dealt with in Japanese textbooks and will reflect on how we can make suchfindings relevant for Japanese language teaching.

Other AATJ-Sponsored Events in Boston
Friday, March 20, 9:00 – 10:45 a.m.
Hynes Convention Center, Room 200, Level 2

Friday, March 20, 7:30 – 9:30 p.m.
Boston Common RoomBeyond Content-Based Instruction:
Japanese Language Collaborations withJapanese Studies to Optimize Learning

Classical Japanese SIG
Roundtable and Meeting(Registration Not Required)This panel is part of the Association for AsianStudies program and requires registration for
the AAS conference.

Please join us for what will be a stimulating andhelpful discussion of ideas that we could all
implement in the future to improve the teaching
and learning of Classical Japanese and secure its
place within the Japanese and humanities fields.
The session this year will feature an intergenerational discussion of best practices,
between Joshua Mostow (UBC) and Ariel
Stilerman (Stanford). Their dialogue will befollowed by a discussion of materials,
methodology, “branding,” and the future
trajectory of bungo teaching and learning in theWest.

Chair:
Anna Zielinska-Elliott (Boston University)
Panelists:
Nobuko Chikamatsu (DePaul University)
Hideki Hara (Japan Foundation – LosAngeles)Danielle Rocheleau-Salaz (University ofColorado)
Emi Yamanaka (Boston University)

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FEBRUARY 2020

VOL. 9, NO. 1「日本 教 推 に する国の基本方（素案）への海外からの提海外における継承日本
in Boston

国際 ォー

日本

教

推

法の基本方

2020 年

プログラム

3 月 18 日(水)x年少継承日本 教7:30 p.m. – 9:30 p.m.

と日本

教 推

法
教授

米国各地の現状と提桶 仁美/ BM 子どもネット理事、イース
シガ 大学教授
カルダー淑子/MHB 海外継承日本会代 、プリンストン日本 学校理事
ダグラス昌子/全米日本 教 学会継承日本 SIG 会 、
カリフォルニア州立大学ロングビーチ校名 教授）(五十)Public Garden room
(5th floor) Sheraton
Boston Hotel
39 Dalton Street Boston, MA
02199

制定に向けて中島和子/トロント大学名
x

場所

教

x

日本

教師会との接点を求めて
渡x

素和子/全米日本 教 学会会 、ポートランド州立大学教授
木恵子/カナダ日本 教 振 会会 、クイーンズ大学准教授

由参加無料
定員（45 名）になり次第
締め切り
申し みはこちらから
h ://bi . /AATJ-HL2020[bi . ]
主催 全米日本

教学会継承日本 SIG
協
発 人 桶 仁美・カMHB 海外継承会、バイリンガル・マルチリンガル(BM)子どもネット
ー淑子・ダグラス昌子 中島和子（五十）17FEBRUARY 2020VOL. 9, NO. 1

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CATJ 28 in Saint Paul, MN: May 30 - 31, 2020
The Department of Asian Languages and Cultures at Macalester College (Saint Paul, MN) is pleased
to announce the 28th Conference of the Central Association of Teachers of Japanese(CATJ) on May 30- 31, 2020. We are excited to carry on the tradition of bringing together
Japanese language professionals from across the US and Canada to network and share theirresearch and ideas on best practices in teaching and advising. In addition, we seek to provide aspace in which K-12 Japanese language educators can interact with college instructors andexchange ideas regarding the current issues of our shared profession.
The theme of CATJ 28 is “Japanese Language Education in Diversifying Communities (多様化社会における日本語教育).” Aware of the increasing diversity in the environment surrounding Japanese
language education, both in terms of the modes of language education and the importance ofidentities amongst our students (race, ethnicity, class, nationality, and gender/sexuality to name afew), we hope this conference will provide opportunities to discuss and exchange ideas about how
Japanese language educators are addressing the complexities of this diversity in and outside theirclassrooms.
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We have invited three keynote speakers, Dr. Junko Mori (University of Wisconsin – Madison),
Mr. Yo Azama (North Salinas High School and California State University), and Dr. Yuri Kumagai(Smith College). We are also planning a roundtable discussion to address various issues related todiversity.
We invite proposals related to the main theme or any topic related to Japanese language education(linguistics, second language acquisition, and pedagogical innovations, among others). Presenterswill have 20 minutes for their presentation followed by a 5-minute question and answer period.
Presented papers will be published in the CATJ proceedings. Please see the Call for Proposals
site to submit your proposal. Please go to the Conference Homepage for registration, travelaccommodations, and conference schedule.
The proposal submission deadline is February 20, 2020. If you have any questions, please sendan e-mail to Satoko Suzuki (suzuki@macalester.edu).

Host an ALLEX Teaching Fellow or Instructor at Your Institution
We provide professionally trained Chinese, Japanese and Korean teaching fellows and instructors
to universities who teach in exchange for financial support to take courses.
ALLEX (Alliance for Language Learning and Educational Exchange) will provide your institution
with a professionally trained native speaking teaching fellow or instructor who will teach for two
years in exchange for financial support to pursue a Master’s or second Bachelor’s degree.
Alternatively, for institutions which already have established Asian language programs, the ALLEX
Foundation also offers a one-year option designed as a cost-effective way to expand course
offerings, add drill instructors, staff adjunct positions, or replace faculty on leave. Teaching Fellows
in the one-year plan teach in exchange for room, board and tuition to take one or two classes, either
for credit or as auditors. They are not degree seeking.
This program has run successfully since 1988 at more than 230 universities all over the U.S.
Schools currently using ALLEX instructors include Boston University, Colby College, Florida
Institute of Technology, Indiana University Bloomington, Portland State University, Texas Tech
University, University of Kentucky, University of Utah, Vanderbilt University and Wellesley
College.
The distinctive feature of the ALLEX program is the 7 weeks of Chinese, Japanese or Korean
language teacher training that our teaching fellows and instructors undergo at Washington
University in St. Louis during the summer before they begin teaching. It is taught by some of thenation’s foremost experts in Asian language pedagogy, with faculty drawn from Cornell University,
M.I.T., Ohio State University, Washington University in St. Louis and Williams College.
The ALLEX admission process is rigorous and selective: we personally interview all of thecandidates in Taiwan, China, Japan and Korea, and only about 15-20% of applicants are admitted
to the program. ALLEX instructors are bright, dynamic native speakers of their language with very
good English skills. Once we make the assignment, you have the final say in accepting or rejecting
the candidate we recommend to you. Please contact us for more information: www.allex.org or
thomas.mason@allex.org or 978-401-0085.
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Scholarship Support Available for Chinese/Japanese Teacher Training Program
Sponsored by Washington University in St. Louis and the ALLEX Foundation[www.allex.org]
Washington University in St. Louis and the ALLEX Foundation will again offer an intensive teacher
training program for Chinese and Japanese instructors in Summer from mid-June to early-August.
The WUSTL-ALLEX Chinese & Japanese Teacher Training Institute is an intensive course forcurrent language teachers or those who plan to enter the field. The program provides thefoundation for future instructors to teach Chinese or Japanese and gives substantial tools to current
teachers to reinforce and strengthen their programs. It is a hands-on course, and effective
methodology in teaching Chinese and Japanese to North Americans is emphasized over atheoretical analysis of the language.
Mari Noda (Ohio State University) is Academic Director; Ginger Marcus (Washington University in
St. Louis) serves as Associate Academic Director. Faculty have included Masayuki Itomitsu(Linfield College), Cornelius Kubler (Williams College), Li Yu (Williams College), Rachel Wayne(Ohio State University), Haohsiang Liao (MIT), Kanako Yao (Washington University in St. Louis),
Yongfang Zhang (Wofford College), and many others.
Successful graduates will receive credits from Washington University and a certificate ofcompletion. Significant substantial scholarship support is available. For more details on the course
and registration information please visit the ALLEX Website: http://www.allex.org/teachertraining/overview/

Scholarships Available to Study Intensive Chinese or Japanese at Washington
University in St. Louis in Summer 2020 with the ALLEX Foundation
The WUSTL-ALLEX Intensive Chinese and Japanese Institute will offer intensive beginning andpre-intermediate level classes in Japanese and Mandarin Chinese at Washington University in St.
Louis for seven weeks in Summer 2020. Each class meets for 2 hours per day, 5 days a week for 7
weeks. The course is intensive and requires 3-5 hours of mandatory self-managed study per day.
This program is designed to train students to speak and listen to Chinese or Japanese, and to
introduce students to reading and writing the language. At the end of the course students will be
expected to perform in all four skills—speaking, listening, reading and writing—at a preintermediate level of proficiency. Students will not only learn to speak the language; they will also
develop an understanding of Chinese or Japanese interpersonal behavior. The ultimate goal is toteach students not just to speak Chinese or Japanese, but to function successfully in Chinese or
Japanese culture—to present yourself as an intelligent person in the culture using the language.
Students will learn to speak and perform correctly in a variety of social situations.
Scholarships are available. Please contact us for more information: www.allex.org/summer or
978-401-0085.

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Job Opening Announcements
Carleton College
The Department of Asian Languages and Literatures at Carleton College invites applica9ons for a full-.me visi.ng
assistant professor in its dynamic and growing Japanese program, to begin September 1, 2020. This is a one year
appointment, with the possibility of renewal. We seek candidates who can teach Japanese courses at all levels, and are
passionate about teaching in a liberal arts seFng. Na9ve or near-na9ve ﬂuency in both Japanese and English isrequired.
The candidate will have Ph.D. completed or substan9ally completed in Japanese literature and will have experience inteaching Japanese language at the college level. Specialty is open, but the successful candidate will also bring exper9se
in a second ﬁeld that will expand interdisciplinary oﬀerings at the college and aPract students from outside JapaneseStudies (e.g. premodern studies, transla9on studies, linguis9cs). The successful candidate will also demonstrate awillingness to par9cipate ac9vely in the life of the department and to contribute to extra-curricular and service
ac9vi9es. Teaching load is six courses per year. The Carleton calendar includes three 10-week terms.
Applicants should have a strong commitment to teaching Japanese language to undergraduates. The posi9on will
involve teaching in both the Japanese language sequence as well as literature courses in the specialty.
Carleton is a highly selec9ve liberal arts college with a student body of approximately 2,000. Located in the thriving
two-college town of Northﬁeld, Minnesota, it is forty-ﬁve miles from the Twin Ci9es of Minneapolis and St. Paul, in easyreach of a vibrant metropolitan area that is home to three million people and rich cultural resources. We are
par9cularly interested in candidates commiPed to teaching a diverse student body.
For more informa9on about our Japanese program and oﬀerings, and about Carleton's interdisciplinary Asian Studies
program, please visit the Japanese program website at hPps://apps.carleton.edu/curricular/asln/japaneseand the Asian Studies website at hPps://apps.carleton.edu/curricular/asst/.
To apply, please visit the Carleton College Web site at hPps://jobs.carleton.edu to complete the online applica9on,
including a lePer of applica9on, CV, teaching statement, and three lePers of recommenda9on. The applicant's teachingstatement has to be framed around teaching in an undergraduate liberal arts environment and how you would
contribute to a college community that embraces a diversity of people and perspec9ves as one of its corevalues. Candidates may also upload a teaching porZolio or other relevant teaching materials. Review of complete
applica9ons will begin in mid-December 2019, and will con9nue un9l the posi9on is ﬁlled.
Carleton College does not discriminate on the basis of race, color, creed, ethnicity, religion, sex, na9onal origin, marital
status, veteran status, actual or perceived sexual orienta9on, gender iden9ty or expression, status with regard to public
assistance, disability, or age in providing employment or access to its educa9onal facili9es and ac9vi9es. We arecommiPed to developing our faculty to bePer reﬂect the diversity of our student body and American society. Womenand members of minority groups are strongly encouraged to apply.
For further inquiries please contact Prof. Noboru Tomonari at: ntomonar@carleton.edu.

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Concordia Language Villages
森の池、the Concordia Japanese Language Village, is now accep9ng applica9ons for short-term (5 weeks)
employment this summer for two types of posi9ons:*Summer Language Teacher - Ideal for those with less experience or early in their teaching career, Summer Language
Teachers expand their repertoire of teaching strategies and skills to help students learn language and culture in an
immersion environment. Small class sizes, a residen9al seFng and a team atmosphere make 森の池 the ideal shortterm, summer job. Learn more and apply at: h@ps://hr.cord.edu/pos.ngs/6388*Summer Language Teaching Coach - Teachers with extensive experience observe, model, co-teach and support
Summer Language Teachers in their work, as part of the larger leadership team. Knowledge of na9onal standards forlanguage educa9on, a successful teaching record are required; familiarity with adult learning theory, teacher induc9on
or peer mentoring strongly preferred. Learn more and apply at h@ps://hr.cord.edu/pos.ngs/6420.
All posi9ons include salary, paid orienta9on period, room & board and the opportunity to apply for the $25,000
Dietrich Fellowship. Concordia Language Villages, the na9on's premiere language and cultural immersion program foryoung people, is a program of Concordia College, Moorhead, Minnesota.
Ready to learn more? Watch our video. For ques9ons, please contact Mark Chen, mchen@cord.edu.

Cornell University
The Department of Asian Studies at Cornell University invites applications for a full-time Lecturer/
Senior Lecturer (rank commensurate with experience) position in Japanese language beginning July 1,
2020. Initial one-year probationary contract with possible renewal, contingent upon merit, the continued
needs of the department, and availability of program funding.
Minimum qualifications: Master's degree and native speaker level competency in Japanese are
required, as is prior college-level teaching experience (3 years of full-time teaching experience
preferred) and ability to teach all levels of Japanese. Also required are an explicit understanding of thelinguistic properties of Japanese; knowledge of the cultural background necessary to teach thelanguage; familiarity with language-teaching methodologies, including technology-related pedagogy andflexibility in using different teaching methodologies; excellent English skills; and the ability to work bothin a team and autonomously at all levels of the language. Supervisory experience preferred.
Deadline for applications is February 15, 2020. Electronic submission of applications is required.
Submit a letter of application, CV, a statement of teaching philosophy (max 2 pages), and three letters ofrecommendation to: https://academicjobsonline.org/ajo/jobs/15724.
Please send an unedited classroom teaching demo (USB or CD) to:Japanese Language Search Committee
Department of Asian Studies
Cornell University
350 Rockefeller Hall
Ithaca, NY 15853-2502

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We will also accept online videos. The shortlist candidates will be asked to provide sample course
syllabi. Other inquiries can be made via e-mail to: asianstudiesjobs@cornell.edu.

Georgia State University
The Department of World Languages & Cultures at Georgia State University anticipates hiring a fulltime Lecturer in Japanese beginning in the 2020-2021 academic year, effective August 2020 (Fallsemester), pending budgetary approval. Applicants must possess an M.A. as essential qualification or a
Ph.D. as a preferred qualification in Japanese or equivalent, must have native or near-native fluency inJapanese, and must be able to teach a variety of Japanese elementary, intermediate, and advanced
courses. The teaching load is 4 classes (12 credit hours) in the fall and 4 classes (12 credit hours) in thespring, with the opportunity to also teach in the summer.
The search committee will give particular consideration to candidates with interest and experience inworld-language acquisition. Additionally, the successful candidate will be expected to participate inacademic advisement, evaluation of transfer credits, and other matters related to the Japanese
program.
Send an application letter, CV, evidence of teaching effectiveness, and 3 current letters ofrecommendation via email to Deb Loden ( dloden1@gsu.edu).
Review begins December 3, 2019, and will continue until position is filled. Georgia State University is
an Equal Opportunity Employer and does not discriminate against applicants due to race, ethnicity,
gender, veteran status, or on the basis of disability or any other federal, state or local protected class.

Illinois Wesleyan University
The Department of World Languages, Literatures and Cultures at Illinois Wesleyan University invites
applications for a tenure-track position as Assistant Professor of Japanese to begin August 1, 2020.
Illinois Wesleyan is a highly-selective, undergraduate, liberal arts university of approximately 1600
students. Our primary focus is on the students, and the primary responsibilities of the position revolvearound teaching six courses per year (typically 3 per semester) and mentoring/advising undergraduates(including research projects, honors theses, internships, and academic advising). We seek a dynamic
teacher-scholar with a firm commitment to teaching a full range of Japanese language and culture
courses as well as Japanese cultural studies courses in English while promoting the goals and values of
our liberal arts mission. The position will also involve participation in the International Studies-AsianStudies program and opportunities to participate in university-wide writing programs (first-year Gateway
seminar and Writing Intensive courses). Applicants should offer evidence of their ability to engage
students, experience with a variety of teaching methods, and a demonstrated research agenda. A
commitment to IWU’s institutional values regarding diversity and inclusion is also important. Native ornear-native fluency in Japanese and English is required. Applicants are expected to have Ph.D in handin a relevant field by August 2020.
Illinois Wesleyan University prides itself on sustaining a strong commitment to excellence in teaching aswell as providing support and encouragement for faculty scholarship. IWU is an equal opportunity
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employer committed to a diverse workforce, and the department is committed to supporting a culturally
and academically diverse professoriate; we encourage applications from members of underrepresented
groups.
For best consideration, submit the following materials via email to Suzie Smeeton, administrative
assistant (ssmeeton@iwu.edu), World Languages, Literatures and Cultures by Feb 23rd. Review ofapplications will begin immediately.
●
●
●
●
●

Cover letter that includes research interests and plans;
Curriculum vitae;
Unofficial graduate transcript(s);Statement on teaching philosophy and practice;Three confidential letters of reference, at least one of which addresses teaching.

Please address and highlight interests, background, or experience relevant to any of the following:●●●

Teaching at a student-centered undergraduate liberal arts institution;
Fostering an inclusive classroom and supporting a diverse community within the department andthe university as a whole;
Involving undergraduates in your research.

Inter University Center, Yokohama
The Inter-University Center, in Yokohama, Japan, invites applications for the position of full-time
instructor in Japanese Language, on a renewable two-year contract (September 1, 2020 - August 31,2022).
Duties:Teaching of intermediate and advanced Japanese, mostly to graduate students from North American
universities who intend to become researchers or pursue other Japan-related work.
• Teaching Japanese language classes using designated materials.
• Developing new teaching materials.
• Other work related to the IUC’s Japanese language classes.
Qualifications:• Master’s degree required; PhD desirable.
• In addition to an undergraduate or graduate degree in Japanese or Japanese language teaching, adegree (or minor) in some other field is also desirable.
• Must have four (4) or more years’ teaching experience in intermediate or advanced Japanese at auniversity or other institution of higher learning.
• Must be a native Japanese speaker or have equivalent Japanese language skills.
Terms of Employment:• Working hours are 9:30–4:30 weekdays. Wednesday afternoons may be used for study or training
outside the workplace.
• Days off: Saturday, Sunday, national holidays, and school holidays (New Year’s vacation, summer
vacation, etc.).
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VOL. 9, NO. 1• Teaching hours: Maximum of 13 classes a week (one class = 50 minutes).
• Pay: In accordance with IUC pay regulations.
• Benefits: Pension, health insurance, long-term care insurance (kaigo hoken; only those aged 40 or
more are eligible), unemployment insurance, worker’s accident insurance (rōsai hoken).
• Commuting expenses: paid up to fixed maximum.
Period of Employment:• September 1, 2020–August 31, 2022 (with possibility of renewal).
Application Documents:• Curriculum vitae (with attached photograph).
• List of research achievements (including teaching materials).
• Chronology of Japanese language teaching experience (including type of students, dates, texts
used, and school[s]).
• Two major publications (photocopies permissible).
• Short essay (approximately 800 characters) on “my aspirations as a Japanese teacher.”• Two letters of recommendation.
Notes:* All documents must be written in Japanese.
* When sending physical documents, write “application for full-time instructor” on the envelope in red.
*You may also submit your application by e-mail to jobs@iucjapan.org.
* Application documents submitted will not be returned.
* Shortlisted candidates invited to the IUC for a test and interview (see below) will be asked to bringalong a video (approximately 15 minutes) of a class they have taught.
* Please refrain from inquiring as to the status of your application.
Application Deadline:• All documents must arrive by March 31, 2020, Japan time.
Selection Process:• Initial screening will be on the basis of documents submitted. Applicants shortlisted following theinitial screening will be asked to come to the IUC for a written test and interview.
* Applicants may also be asked to give a demonstration class on the day of the test/interview.
* Applicants are responsible for their own transportation to the IUC for the test/interview.
* Other arrangements (e.g., Skype interview) may be made for those applying from abroad.
Address for Submission of Documents/Location of Work:• Search Committee
Inter-University Center for Japanese Language Studies
Pacifico Yokohama, 5F
1-1-1 Minato Mirai
Nishi-ku, Yokohama
Japan 220-0012• E-mail: jobs@iucjapan.org.
• The IUC is located 5 minutes by foot from Minato Mirai Station on the Minato Mirai Line and 15
minutes by foot from Sakuragi-chō Station on the JR Negishi Line/Yokohama Municipal Subway Blue
Line.
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Michigan State University
The Department of Linguistics and Germanic, Slavic, Asian and African Languages at Michigan State
University is seeking one to two full-time Japanese Language Instructors or Assistant Professorsof Japanese Language (second position pending budget). This is a fixed-term, nine-month, academic
year position beginning August 16, 2020, and is renewable contingent upon funding and performance. A
Master's degree is required for the Instructor position; a PhD for the Assistant Professor position (alldegrees must be conferred by the time of hire).
Duties and Responsibilities:
The successful candidate will contribute to diversity and inclusive excellence through teaching six
Japanese Language courses each academic year in the Japanese Studies Program (teachingassignments will be determined by Program needs). The successful candidate will also shareextracurricular responsibilities with other Japanese faculty and participate in curriculum and program
development, including outreach activities.
Minimum Requirements:
M.A. or higher degree in Japanese Language pedagogy, linguistics, foreign language teaching, or
related field;
Two to three years experience teaching college students in a classroom setting in North America;
Experience using Japanese-language textbooks, such as Genki I & II and Tobira, as well as authentic
materials for all levels;
Training in proficiency-oriented language instruction;
Native or near-native proficiency in both Japanese and English;
Evidence of teaching effectiveness (quantitative and sample of qualitative data from teachingevaluations);
Basic instructional technology skills, including navigating through course management systems sucha D2L or Blackboard.
Desired Qualifications:
Experience teaching Japanese at all levels from elementary through advanced;
Experience with ACTFL proficiency standards and proficiency-based approaches to teaching
Japanese;
OPI certification;
Demonstrated proficiency in online teaching and/or appropriate technologies in language instruction;
Event planning experience.
Required Application Materials:
Cover letter with a brief statement of teaching philosophy and a summary of Japanese Language
teaching experience as it relates to this position's requirements;
Diversity statement, including any experience mentoring diverse students or faculty, or community
outreach initiatives, and an explanation of how you will advance our goals of inclusive excellence;
Curriculum vitae;
Names and email addresses of three recommenders;
Representative samples of course syllabi, tests, and/or other materials, including evidence ofteaching effectiveness (i.e., student evaluation summaries), if available.
Shortlisted candidates will be asked to submit a video link (or a DVD) of their classroom teaching to thesearch committee chair.
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Special Instructions:
Review of applications will begin February 3, 2020, and will continue until the position is filled.
Applications must be submitted electronically to the Michigan State University Human Resources
website: http://careers.msu.edu.
For more information, contact Catherine Ryu, Chair of the Search Committee, Department of Linguistics
and Germanic, Slavic, Asian and African Languages, at ryuc@msu.edu.
Persons with disabilities have the right to request and receive reasonable accommodation.
For information about the Japanese Program, please visit http://linglang.msu.edu/degree-programs/
japanese.

Oberlin College
The East Asian Studies Program at Oberlin College invites applications for a one-year, full-time noncontinuing faculty position in Japanese Language and Culture. Appointment to this position will
begin in the fall semester of the academic year 2020-2021 and will carry the rank of Visiting AssistantProfessor or Instructor.
Founded in 1833, Oberlin is a private four-year, selective liberal arts college near Cleveland, Ohio and isalso home to an outstanding Conservatory of Music. Together, the two divisions enroll approximately
2,900 students. Oberlin College was the first college in the US to make interracial education and coeducation central to its mission. The College continues to view a diverse, equitable and inclusive
educational environment as essential to the excellence of its academic program.
The incumbent will teach a total of 5 courses (in Japanese language at all levels and JapaneseStudies). The Japan studies courses will be taught in English. The incumbent will participate in cocurricular activities in the Japanese Language Program and in East Asian Studies.
Among the qualifications required for appointment is the Ph.D. degree (in hand or expected by the firstsemester of the academic year 2020-2021). Preferred fields include linguistics, second language
acquisition, and literary studies. Candidates must demonstrate interest and potential excellence inundergraduate teaching. Successful teaching experience at the college level is required. Native or nearnative proficiency in Japanese and in English is also required.
To apply, candidates should visit the online application site found at https://jobs.oberlin.edu. A complete
application will be comprised of: 1) a Cover Letter that includes an articulation of the applicant’s
teaching philosophy and scholarly interests; 2) a Curriculum Vitae; 3) Unofficial transcript; and 4) Lettersof Reference from three (3) recommenders.* All application materials must be submitted electronicallythrough Oberlin College and Conservatory’s online application process at: https://jobs.oberlin.edu/*By providing three (3) Professional References (names and email addresses), you agree that we may
contact them through our applicant web portal. Reference writers will be asked to submit an electronic
Letter of Recommendation on behalf of the applicant. Review of applications will begin on February 7,2020 and will continue until the position is filled.
Quick link to posting; http://jobs.oberlin.edu/postings/8738

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University of Minnesota
The Department of Asian and Middle Eastern Studies at the University of Minnesota invites applications
for the position of Lecturer and Director of Language Instruction: Japanese Program. The Directorof Language Instruction (DLI) reports directly to the Chair of the department on all matters. In addition to
the duties described for Lecturer (see below), the DLI’s responsibilities include:• Leadership of program;• Coordination of curriculum and teaching assignments, including summer session instruction;• Development of materials as needed;• Directing TA and new teacher training;• Annual evaluation of teaching staff;• Collaboration with other language programs and faculty members within the department, and withother units (CLA Language Center, CARLA);• Professional development;• Program website oversight;• Outreach to the community.
Required qualifications for appointment to the rank of Lecturer:
1. Ph.D. or foreign equivalent in the relevant field, or a related field.
2. In the case of language instruction, skill in the language of instruction as appropriate for the
position; in the case of modern languages, native or near-native fluency.
3. Positive evaluations from students, peers, and/or supervisors.
4. Demonstration of commitment to quality teaching and program development.
5. Excellent verbal and written communication skills.
Responsibilities:
1. Teach undergraduate language courses.
2. Provide administrative support relating to teaching duties and course responsibilities, whenappropriate to the appointment.
3. Assist with test development and/or administration.
4. Coordinate and mentor Teaching Assistants, P&A instructional staff, and CIS instructors whenappropriate to the appointment.
5. Serve as member of appropriate departmental and university committees if called upon to do so.
6. Engage in professional development activities.
Performance standards:
1. Positive evaluations from students, Teaching Assistants (if appropriate), peers, and supervisors.
2.Demonstration of commitment to quality teaching, program development, and professional
development.
3. Effective handling of student inquiries.
Position begins fall semester 2020. Applicants should submit the following materials on the UMN
employment website: (1) cover letter, (2) CV with the names of 3 references, (3) statement of teaching
and leadership philosophy, and (4) three sample syllabi. Application deadline: January 31, 2020.
UMN employment website: https://humanresources.umn.edu/content/find-job; search for job ID number
334785. For more information about the Department of Asian & Middle Eastern Studies, please
visit https://cla.umn.edu/asian-middle-eastern-studies.
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University of Northern Colorado
The Department of World Languages and Cultures at the University of Northern Colorado invites
applications for a tenure-track Assistant Professor to teach undergraduate Japanese language andculture courses beginning Fall 2020.
We seek a generalist who can teach a broad range of language and content-based courses, and whose
teaching and research will creatively contribute to our Japanese program and to our interdisciplinary
Asian Studies major. Native or near native fluency in Japanese and English is required. Standard
teaching load averages 9 credit hours per semester.
The successful candidate should have a strong commitment to teaching, research, and departmental
and university service, and to the continued development of a dynamic undergraduate program,including creation of new courses.
To apply, complete the online application at http://careers.unco.edu, submitting (1) a cover letter that
addresses teaching and professional experience in Japanese; (2) a current CV; (3) three letters ofreference; and (4) a research agenda. Review of materials will begin January 3, 2020, and continue until
the position is filled.

University of Pittsburgh
The Department of East Asian Languages and Literatures of the University of Pittsburgh invites
applications for the position of visiting lecturer for its Japanese literature and culture program,pending budgetary approval. The appointment will begin on September 1, 2020 and end on April 30,
2021. The successful candidate must hold a PhD by the time of appointment and possess broadcompetence in teaching Japanese studies courses in literature, popular culture, performance, theater,translation studies, or media and film. The successful candidate will teach six undergraduate courses
per year, five courses from the aforementioned areas and one course in her/his area of expertise. The
candidate should have experience teaching Japan studies courses at a North American institution.
Other duties may include mentoring students, normal service duties in the Department, and working withother Asia specialists in the Department and on campus.
Our department offers a range of courses in Chinese, Japanese, and Korean, prioritizes student
mentoring and undergraduate research, and hosts an annual conference. In cooperation with the AsianStudies Center, we regularly coordinate visiting lectures and screening series, an Asian film festival, andother events year-round.
The University of Pittsburgh is an Affirmative Action, Equal Opportunity Employer. Women, members ofminority groups under-represented in academia, veterans, and disabled are especially encouraged toapply.
To apply, send a letter of interest, CV, sample course materials and syllabi, evidence of teachingeffectiveness (e.g., student evaluations), and three letters of recommendation via the following
link: https://cfopitt.taleo.net/careersection/pitt_faculty_external/jobdetail.ftl?job=19009685. Questions
may be directed to Victoria Donahoe, Administrative Assistant, at vjd8@pitt.edu. We will request
additional materials after the initial screening. The position will be filled as soon as a suitable candidate
is found.
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University of Rhode Island
The Department of Modern and Classical Languages and Literatures in the College of Arts andSciences at the University of Rhode Island invites applications for the full-time position of Lecturer inJapanese with specialization in Japanese language teaching to begin Fall 2020. This position is limited
to 06-19-2021 with anticipated renewal.
The lecturer will teach a total of 12 credits per semester, typically in the form of 4 three-credit courses,
and will assist the Japanese section with program development, program promotion, course
coordination and extra-curricular activities. Lecturer should have the ability to teach courses at all levels,from beginning language courses to upper-level content courses taught in the Japanese language, andpotentially English-language content courses on cultural topics depending on qualifications.
Visit the URI jobs website at https://jobs.uri.edu to apply and view complete details for posting(F00189).
APPLICATION DEADLINE: The search will remain open until the position is filled. First consideration will
be given to applications received by February 15, 2020. Second consideration may be given to
applications received by February 28, 2020. Applications received subsequent to second consideration
date (February 28, 2020) may not be given full consideration. APPLICATIONS MUST BE SUBMITTEDONLINE ONLY.

University of Texas, Austin
The Department of Asian Studies at the University of Texas at Austin invites applications for a one-year
lecturer position in Japanese language, beginning September 1, 2020. The successful candidate will
be expected to teach two sections of lower-division Japanese (JPN 611D) in Fall and 3 sectionsof another lower-division course (JPN 601D) in Spring.
Qualifications: A Master’s degree or higher in Japanese language or a closely related field and native ornear native proficiency in both Japanese and English. Preference will be given to candidates withteaching experience.
Application Instructions: Please upload a letter of interest; current CV; *10-15-minute video clip(s) of a
recent example of teaching (if possible, please include one clip that demonstrates your ability tointroduce new grammatical concepts and another that focuses on guiding students’ practice exercises);
three letters of recommendation; and relevant syllabi including a list of courses taught and textbooks
used. [*please include video links in letter of interest or CV]
Security sensitive position; background check will be conducted on applicant selected.
Application Process: This institution is using Interfolio's Faculty Search to conduct this search.
Applicants to this position receive a free Dossier account and can send all application materials,
including confidential letters of recommendation, free of charge.
Apply Here: http://apply.interfolio.com/72659.
Review of applications will begin March 12, 2020, and the search will remain open until filled.
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University of Virginia
The Department of East Asian Languages, Literatures and Cultures at the University of Virginia invites
applications for a full-time Lecturer position in Japanese language with an anticipated start date ofAugust 25, 2020.
We seek a strong language instructor with native or near-native fluency in Japanese and English,
Japanese language teaching experience, and a Master's degree or higher in one of the following:
Japanese linguistics, applied linguistics, second/foreign language acquisition, or a related field.
Preference will be given to applicants who have significant experience teaching various levels of theJapanese language at the university level in the United States; developing curricula using innovative
pedagogical methods and/or community engagement; and working with ACTFL guidelines.
Responsibilities include teaching three courses per semester, contributing to the development of theJapanese language program, and active involvement in departmental service.
This is a three-year, tenure-ineligible appointment with the possibility of renewal, contingent upon
available funding and satisfactory performance.
To apply: Apply online at https://uva.wd1.myworkdayjobs.com/UVAJobs. Search for posting #R0012153(or through Workday for internal applicants), complete the application, and attach the following:(1) cover letter that includes:a brief statement of your credentials,
relevant past experience,
reason for applying;demonstrated past experience working on issues of diversity, equity, and inclusion, and/or working
with diverse populations.
(2) current CV;(3) statement of teaching philosophy;(4) sample syllabi for at least two different levels of language instruction;(5) dossier of previous teaching evaluations;(6) 1 unedited video of classroom language teaching; and(7) contact information for three professional references.
***Please note that all required documents must be uploaded in the "resume" box.******Applications that do not contain all the required documents will not receive full consideration.***
Review of applications will begin December 20, 2019, and the search will remain open until filled.
Questions about this position should be directed to Tomoko Marshall at tm5x@virginia.edu.
Questions regarding the application process should be directed to Nicole Robinson, Faculty Search
Advisor, at nr7f@virginia.edu.
The University will perform background checks on all new faculty hires prior to making a final offer of
employment.
UVA assists faculty spouses and partners seeking employment in the Charlottesville area. To learn more
please visit https://dualcareer.virginia.edu.
For more information about UVA and the Charlottesville community please see http://www.virginia.edu/
life/charlottesville and https://embarkcva.com/.
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American Association ofTeachers of Japanese, Inc.
1424 Broadway, Campus Box 366
University of Colorado
Boulder, CO 80309-0366
https://m.facebook.com/AATJ2012/@AATJ14
If you have any news to share on our Social Media,
please email Kazumi Yamashita-Iverson at:
kyamashita@waterbury.k12.ct.us

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