VOL. 7, NO. 2

A AT JN E W S L E T T E R
PRESIDENT’S MESSAGE

学年末で会員の皆さん 積極的なアドボカシーを行う必要があることを示唆
日本語も決して例外ではありません。
日本の多くは忙しくしていら しており、この問題の深刻さをどのようっしゃることと思います。 語教師協会の理事は、2018年に入ってすぐ、2 に訴えていくか、会員の皆さんのプログラムのみなら
月に 、私 は 、札 谷 慎 吾 ず、言語教育そのものをプロモートするために何が先生、スーザン・シュミ 必要かを検討し対策を練っていきたいと思っていまットと共に、ワシントン す。
DCで開催された Joint
Suwako Watanabe National Council for 3月には、ワシントンDCで春の学会が開催されましかなりの登録者が欠席せざるをえ
Languages 主催のラ た。悪天候のため、渡辺素和子ませんでしたが、それにも関わらず、
素晴らしいパネ
ンゲ ー ジ・アドボカシ
研究発表、教授法関連のプレゼンテーションが見ー・デーという会議に出席しました。私はオレゴン州 ル、を代表する議員たちの事務所を訪れ、世界言語教 られました。学会に出席できなかった方達のために、育の重要性を訴えるという体験をしてきました。存 いくつかの発表がAATJのウェブサイトに掲載されて（リンクは下記参照）。
在アピール、
しつこさ、そして前向きの姿勢が、アドボ いますので、ぜひご覧ください
学術分野は、質の高い研究によって発展していきまカシーには不可欠だということを学びました。会議
その意味で、学会や学術誌はAATJにとって、重要の始めは、私などが政治家に言語教育の大切さを訴 す。
えたとしても、何も変わらないだろうと思っていまし な役割を果たしています。悪天候に見舞われて色々た。
けれども、事務所のアシスタントの中には、 Joint 大変だったにもかかわらず、素晴らしい学会にしてく
National Council for Languages から送られて ださったウェイ・諸石まりこ先生と近松暢子先生に
そして、主賓講演者
来る我々のことを覚えている人もいるということで、 感謝の意を表したいと思います。
議員の事務所を訪ねるというアドボカシーの形も忍 のジェフリー・アングルス先生の、英語と日本語の世
耐強く続けることが大事なのだということを認識させ 界を行き来する体験のお話には、深く感銘しました。
複数の言語と文化を知っているからこそ味わえる妙られました。
味と喜びを再認識させてもらいました。
アドボカシー関連で気になるのは、何と言っても最イタリアのベネチアで開催されるICJLEに
近MLAから出された言語学習者数のリポートです この夏は、
いろい(2018, Looney and Lusin)。2013年から2016 出席します。会員の皆さん、旅行、仕事、休暇、
よい夏をお過ごしくださ
年までに、英語以外の言語学習者数が9.2% 減少 ろ計画されているでしょう。
また11月には、
ニューオーリンズでのACTFL 学しました。調査対象の１５言語のうち、日本語と韓国 い。
会でお会いできるのを楽しみにしています。
語が増加を見せました。MLAのリポートによると、
この２言語の増加はいいことではあるものの、「他の結果を見ると楽観的にはなれない」と指摘しています。2006年では、大学機関での総履修者数の9.1% Many of you must be busy wrapping up the final
が言語を履修していたのが、2016年には、7.5%に phase of the academic year.
減っています。
この減少傾向は、言語教育者がさらにcontinued on next page

AATJNEWSLETTER ∙ May 2018

In February, Shingo Satsutani, Susan Schmidt,
and I participated in the 2018 Language Advocacy
Day meeting hosted by Joint National Council
for Languages in Washington, D.C., and I visited
Oregon representatives’ offices to advocate forworld language education. Visibility, tenacity,and positive attitude are crucial in advocacy. At
the beginning of the meeting, I was in disbelief,saying that I am nobody and that my telling thelawmakers’ assistants about the importance of
language education would not have any impact
on policy-making. But I learned that some of theassistants do remember those of us who advocate
for language, so advocacy through this kind of
office visit needs to happen regularly.
Related to advocacy is the recent student
enrollments report by MLA (2018, Looney andLusin). There was a 9.2% decline between 2013
and 2016 in course enrollments in languages otherthan English. Among the 15 languages surveyed,
only Japanese and Korean showed increases in
the course enrollments; however, the MLA report
cautions that while the increases in these two
languages are good, “other indicators provide
little reason for optimism” (p.9). Whereas 9.1%of the total students enrolled in higher education
courses were enrolled in language courses in2006, the ratio decreased to 7.5% in 2016. Thisdecreasing trend indicates an urgent need formore active advocacy among language educators,
and Japanese language educators are not an
exception. The AATJ executive officers and boardof directors are planning ways to promote a senseof urgency among members as well as help our
members to advocate for their language program
and language education in general. I strongly
believe that we need to fight not only for Japanese
but also for language education in general.
In March, the AATJ Spring conference was heldin Washington DC. While many registrants andpresenters could not attend it due to an inclement
weather, there were many superb panels, researchstudies, and presentation of effective teaching. A
number of presentations have been posted on the
AATJ website, so if you were not able to attend,
please look there. High-quality research advances
our field, so the conference and our academic
journal are critical elements for AATJ. I thank the2spring conference co-chairs, Mariko Moroishi
Wei and Nobuko Chikamatsu, for their fantastic
job putting on a successful conference in spite of
the challenges that nature brought about. I was
also impressed by the keynote speaker, Professor
Jeffrey Angles, who shared his experience of how
he negotiates between English and Japanese; histalk made me reconfirm all sorts of wonder and joythat knowing more than one language and culture
can bring.
This summer I will attend the ICJLE (International
Conference on Japanese Language Education)
held in Venice, Italy. Please enjoy your summer
whether you are traveling, working, or resting. And
I look forward to seeing you at the ACTFL Annual
Convention in New Orleans in November.

Suwako Watanabe
President (2018-2020)
MLA Enrollments Survey:
https://www.mla.org/content/
download/83540/2197676/2016-EnrollmentsShort-Report.pdf
Link to AATJ Spring Conference presentations:
https://www.aatj.org/conferences-spring2018 Annual Fall Conference at ACTFL

42018 Spring Conference Updates

10

AATJ NENGAJO Contest

10

One School’s Nengajo Contest Story

11

Aloha from Mililani ‘Ike Elementary

12

J-LEAP: The Best Advocacy for Your Japanese Program

13

Nominations for 2018 Teacher Awards

14

Call for Papers

15

New Perspectives Japan

16

J.LIVE Talk 201817

J.LIVE Talk Flyer

AATJNEWSLETTER ∙ May 2018

TABLE OF CONTENTS

18

Job Opening Announcements

19

Arizona State University

19

Emory University

19

Fairfax County Public Schools (VA)

19

Harper College

20

Knox College

20

Murray State University

20

SUNY Buffalo

21

Vassar College

21

3

AATJNEWSLETTER ∙ May 20182018 ANNUAL FALL CONFERENCE AT ACTFL
By Masahiro Tanaka & Kiyomi Chinen
The AATJ Fall Conference will be held during the American Council on the Teaching of Foreign Languages(ACTFL) Annual Convention and World Languages Expo, Friday, November 16, through Sunday, November
18, 2017 in New Orleans, Louisiana. The ACTFL Annual Convention and World Languages Expo will feature
over 800 educational sessions covering a wide spectrum of the language profession addressing the theme
Where Language Educators Meet. The ACTFL Convention is an international event bringing together over 7,000
language educators from all languages, levels, and assignments within the profession.
Online registration and housing are now open.
Registration: Early-Bird Registration		Advance Registration				
Onsite				by Wednesday, July 11, 2018
by Wednesday, October 24, 2018
after Wednesday, October 24, 2018
Early bird

FULL CONVENTION REGISTRATION
MemberNon-member

DAILY REGISTRATION
One day member

One day non-member

Advance

Late/Onsite(by 7/11/18)(by 10/24/18)(after 10/24/18)

$240

$255

$350

$210

$225

$320

$350

$305

$365

$320

$460

$415

To register for the ACTFL Convention, please go to the website:
https://www.xpressreg.net/register/ACTF1118/landing.asp?o=&pb=&sc=&aban=&hkey=&iq=&vip=&tm=
BE SURE TO SCROLL DOWN AND SELECT OPTION 2: “CONVENTION PARTNER ORGANIZATIONMEMBERS”; THEN SELECT “AATJ” IN ORDER TO REGISTER AT THE LOWER MEMBER RATE.
Housing: For details regarding hotel reservations, please go to https://www.actfl.org/convention-expo/housing.
Official Hotels:
Hilton New Orleans Riverside (HQ Hotel) / $241 single/double regular; $281 single/double premium
Doubletree by Hilton New Orleans / $220 single/double
Embassy Suites Hotel New Orleans / $218 single/double
Hampton Inn & Suites New Orleans Convention Center / $185 single/$195 double
Hyatt Place / $235 single/double
Springhill Suites New Orleans / $225 single/double
Courtyard New Orleans Downtown/Convention Center / $215 single/double
Marriott Convention Center / $245 single/double
Residence Inn New Orleans Downtown / $225 single/double
Hilton Garden Inn New Orleans Convention Center / $208 single/double
Loews New Orleans / $224 single/double
Omni Riverfront / $199 single/double
To take advantage of the special ACTFL rates, you must book your reservation through the ACTFL Housing
Bureau and by Monday, October 22, 2018. After that date, ACTFL room blocks will be released and hotels may
charge higher rates.

4

ACTFL First Time Attendee Scholarship Program

ACTFL and EMC School co-sponsor this scholarship program which offers ACTFL members who have neverattended an ACTFL Annual Convention and World Languages Expo the opportunity to apply for a $250 scholarship.
This scholarship is to provide some assistance with the expenses associated with attending the convention.

New Teacher Scholarship Program

Rolando Hernandez Scholarship Fund
The Rolando Hernandez/ACTFL Scholarship Fund was created in 2013 with support from four major publishinghouses (Cengage, Pearson, McGraw Hill, and Wiley) to honor the legacy of Rolando Hernandez who dedicatedmore than three decades to the service and passion for teaching languages. A $250 scholarship will be awarded
to four (4) world language teachers to provide assistance with the expenses associated with attending theconvention. Scholarship applicants must be ACTFL members, be registered as a first-time attendee of the ACTFL
Annual Convention, and be within the first three years of their teaching career.
Robert J. Ludwig Scholarship Program
Robert Ludwig, former ACTFL President in 1989, left a bequest to ACTFL to create the Robert J. Ludwig
Scholarship Program, which annually awards three (3) world language teachers with a $250 scholarship that is
to provide assistance with the expenses associated with attending the convention. Scholarship applicants mustbe ACTFL members, first-time attendees of the ACTFL Annual Convention, and within the first three years of
their teaching career.

AATJNEWSLETTER ∙ May 2018

Scholarship Opportunities:
To apply, please go to https://www.actfl.org/convention-expo/convention-scholarships.

Stephen L. Levy New Teacher Scholarships
Beginning with the 2017 ACTFL Annual Convention and World Languages Expo, ACTFL will award two
scholarships of $250 each to new teachers to attend the convention. These awards are given in honor of Stephen
L. Levy, leader, author, and world language advocate who served the language profession for over 50 years.

2018 ACTFL-AATJ Schedule
AATJ Meetings/Luncheon
Friday, 11/16, from 12:00-1:00pm
AATJ Affiliate Council Meeting: The AATJ Affiliate Council Meeting will be held from 12:00-1:00PM on Fri, 11/16.
Any general members are welcome to attend. Lunch will not be served; please bring your own lunch.
Saturday, 11/17, from 12:00-1:15pm
AATJ Teacher Award Luncheon: The AATJ Teacher Award Luncheon will be held from 12:00-1:15PM on Sat,
11/17. This is a great opportunity to network with Japanese educators, supporters, and guests from the local
community.
The tickets are $39, and the last day to purchase tickets is November 11. Please purchase a luncheon ticket
when you register for the conference. AATJ will not sell tickets at our booth, and ACTFL will not have tickets
for sale on-site. If you have already registered but did not request a luncheon ticket, please go back online to youraccount on the ACTFL website and add the luncheon to your registration, or contact ACTFL.
Saturday, 11/17, from 6:30-7:30PM
AATJ General Meeting: The AATJ General Meeting will be held from 6:30-7:30PM on Saturday, 11/17. This
meeting is for reporting on AATJ’s annual activities, connecting members and sponsors, and networking withold friends and meeting new ones. Door prizes donated by our sponsors will be distributed at the close of
the meeting. There will be coffee and tea as well as a cash bar, but no food will be served; please plan to eat
beforehand or afterwards. Networking (with beverages) will continue after the end of the formal meeting.

5

AATJNEWSLETTER ∙ May 2018

AATJ Sponsored Sessions
Presentation Sessions: This year, AATJ sponsors two concurrent sessions including 15 research-paper
presentations and 24 45-minute session presentations (see schedule below). Please note that although ACTFL
has the policy of 15 minutes for research-paper presentation (10 minutes presentation + 5 minutes Q&A), AATJ
decided to alter this policy and allot 20 minutes (15 minutes presentation + 5 minutes Q&A) to each researchpresentation. Please direct questions regarding the presentation length to the AATJ Annual Fall Conference
Co-Directors: Masahiro Tanaka (mtanaka@unis.org) and Kiyomi Chinen (k.chinen@csulb.edu) rather than to
ACTFL.

FRIDAY, November 16
8:30am10:00am
10:00am11:00am
11:00am11:45am

Room 1Room 2
Opening General Session
Exhibit Hall Opening/Welcome Coffee

Student Work Sample Analysis:
Another Form of Collaboration
Junko Hosoi
Aragon High School
Susan Watson
Long Beach Polytechnic High School
Ai Ikuma
Los Angeles Center for Enriched Studies<AATJ Research Paper Session I>
Virtual Reality and Guided Language Analysis in
the Japanese Classroom
Naoko Ozaki
Rice University
Chi Liang Yu
Rice University
Creating Online Courses for Free without
Programming Knowledge
Aya Okada
University of Oklahoma

12:00pm1:00pm
1:00pm1:45pm

6

AATJ Affiliate Council Meeting
Japan Bowl: Inspiring Students
of Japanese Through Academic
Competitions
Nancy Marsden
Japan-America Society ofWashington DC
Koji Otani
Thomas Jefferson High School for
Science and Technology
Kyoko Vaughan
Hayfield Secondary School<AATJ Research Paper Session II>
Effects of Task Repetition: Analysis of Learners’
Thought Process
Takako Nakakubo
University of Wisconsin Madison
Instructions, Motivations, Strategies and Student
Academic Performance
Masako Nunn
California State University San Bernardino

Using Grants to Realize Your
Project in Japan: Three Teachers’
Experiences
Akiko Agishi
Japanese Language ScholarshipFoundation
Hiroko Kataoka
California State University Long Beach<AATJ Research Paper Session III>
Language Play and Learning in Japanese
Immersion Programs
Shinsuke Tsuchiya
Brigham Young University
Steve Moody
Brigham Young University
Teaching Mimetics in JFL Classroom – AnApproach for Early Learning
Nozomi Imai
Indiana University Bloomington

3:00pm3:45pm

4:00pm4:45pm

5:00pm5:45pm

Collaborative Learning to Foster
Inquiry Skills for Future Global
Citizens
Masahiro Tanaka
United Nations International School
Tomoko Graham
Noble and Greenough School
Noriko Okubo
Knox English Network

Transforming to a Content-Driven
Curriculum to Increase Students’
Performance
Yoshiko Saito-Abbott
California State University Monterey Bay
Yo Azama
North Salinas High School
Mio Nishimura
Alisal High School

Developing a Technology-Enhanced
Assessment of InterculturalCompetence
Aurora Tsai
Carnegie Mellon University
Keiko Koda
Carnegie Mellon University
Yoshihiro Yasuhara
Carnegie Mellon University
Yasufumi Iwasaki
Carnegie Mellon University<AATJ Research Paper Session IV>
Structural Ambiguity Resolution in L2 JapanesePriya Ananth
Middle Tennessee State University

AATJNEWSLETTER ∙ May 2018

2:00pm2:45pm

Wa and Ga in Multiple Clause Sentences inJapanese
Shinichi Shoji
Mie University<AATJ Research Paper Session V>
An Analysis of Free Conversation Between
Intermediate/Advanced Learners
Kiyomi Kawakami
University of Iowa
Oral Fluency for Advanced Level of Proficiency:
How Fluent Should One Be?
Mamoru Hatakeyama
Williams College<AATJ Research Paper Session VI>
Japanese Children’s E-hon as a Digital Tool for
Language Learning
Catherine Ryu
Michigan State University
Bringing Out the Best: Learning Japanese fromNative & Non-Native Teachers
Atsuko Takahashi
Smith College
Joannah Peterson
Smith College

7

AATJNEWSLETTER ∙ May 2018

SATURDAY, November 17
8:00am8:45am

9:00am9:45am

10:00am11:00am
11:00am11:45am

12:00pm1:15pm
1:30pm2:15pm

2:30pm3:15pm

8

Room 1

Embed 4Cs in 1st Year Class:Maximize Learning through InquiryDriven Work
Junko Tokuda Simpson
University of California San Diego

Is a Community of Inquiry inJapanese Language Education
Effective?
Kazuo Tsuda
United Nations International School
Masayo Ohyama
Fordham University
Tatsuki Sakamoto
Waseda University

Room 2<AATJ Research Paper Session VII>
An Attempt to Unpack the Complexity of
Language Learning Motivation
Shinji Shimoura
University of South Florida
Motivation of Japanese Learners from the
Perspective of Self-determination
Kiyomi Chinen
California State University Long Beach
Shingo Satsutani<AATJ Research Paper Session VIII>IPA Projects in Japanese and Korean: Cases atCornell University
Naomi Larson
Cornell University
Meejeong SongCornell University
Miki Takashi
Cornell University
Exhibit Hall Visit Free Time
Electronic Poster Session
Motivating Reluctant to High
Implementing Can-Do Based Instruction with aAchievers: Fun Activities & Games
Grammar-Based Textbook
for All
Yoko Sakurai
Asako Sakamoto
The Japan Foundation New York
Robert Service High School
Yoshimi Hirata
Zoe Durner-Feiler
Fundacion Japon en Mexico
Robert Service High School
Shiho Arakawa
Centre for Language Learning,
University of the West Indies
AATJ Teacher Award Luncheon
Transforming into the 90% Target
Language Classroom
Kristin Wingate
Cranford High School
Yui Kimura
Cranford High School

Initiating and Maintaining Internship Programs for
Learners of Japanese
Sanae Eda
Middlebury College
Misako Chapman
Cornell University

College Students Take on the
AP Japanese Exam: Curricular
Implications
Carlos Pimentel
Western Michigan University

Preparing Students to Cope with Japanese
Culture: Working with the 3 P’s
Hiroko Kataoka
California State University Long Beach
Masako Douglas
California State University Long Beach5:30pm6:15pm

Exhibit Hall Visit Free Time
Electronic Poster Session
Explore, Share, and Navigate
Energizing Japanese Language Instruction withJapanese Authentic Sources
Design Thinking
Iya Nemastil
Izumi Takeda
Marysville High School
University of California San Diego
Yasu-Hiko Tohsaku
University of California San Diego
Junko Tokuda Simpson
University of California San Diego
Utilizing Online Tools andResources to Maximize Learners’Communication
Mako Nozu
University of South Florida
Shinji Shimoura
University of South Florida

6:30pm7:30pm

Teaching Language as Culture in Novice andIntermediate Japanese Courses
Noriko Takeda
Emory University
Tomoko Takami
University of Pennsylvania
Yasuko Akiyama
Indiana University

AATJNEWSLETTER ∙ May 2018

3:30pm4:30pm
4:30pm5:15pm

AATJ General Meeting and Door Prizes

SUNDAY, November 18
Room 1Room 2

8:30am8:45am

2020 Tokyo Olympics: Cultivate
a Futuristic Mindset ThroughGamification
Mieko AvelloMiami Palmetto Senior High School
Kazue Masuyama
California State University Sacramento

Using Technology to Achieve Effective Linkage ofThree Communication Modes
Noriko Fujioka-Ito
University of Cincinnati
Kasumi Yamazaki
University of Toledo

9:00am10:00am
10:00am10:45am

Exhibit Hall Visit Free Time
Electronic Poster Session
End Goal in Mind: Designing Thematic
Intensive Kanji Course – Blood, Sweat, and Tears
Units
Etsuko Snyder
Kei Tsukamaki
Boston University
Kentlake High School

11:00am11:45am

Comprehensible Input on a Cart,
Japanese, Spanish, Chinese, French,
GermanChristine Ladner
Plymouth-Canton Community Schools

Boosting Communicative Competence ThroughTeaching Language Variation
Vance Schaefer
University of Mississippi*Special thanks to Yasuo Uotate-sensei, 2019-2020 Fall Conference Co-director, who has been helping us
prepare for the 2018 ACTFL conference, including this article.

9

AATJNEWSLETTER ∙ May 20182018 SPRING CONFERENCE UPDATESAATJ’s 2018 Spring Conference, held in conjunction with the Association for Asian Studies (AAS) Annual Meeting,took place in Washington, DC, on Thursday, March 22.
The full day of concurrent sessions featured paper and panel presentations, ending with a keynote talk byProfessor Jeffrey Angles, “Poetics of the In-Between: Learning and Living Between Languages.”
A very unfortunate snowstorm in the DC area the previous day made it impossible for many people to present or
to attend the conference. As a way of partially compensating for this, we have posted presentations online fromthose presenters who wished to share them.
To access the presentations, please download a specially annotated program using the link below. The program
lists only those sessions with presentations that were shared with us, and contains links to the presentations ineither PDF or PowerPoint format.
https://www.aatj.org/resources/conferences/2018/spring/presentations/
AATJ2018SpringConferencePresentations.pdf
To view the complete program, with or without abstracts, please see the links at https://www.aatj.org/conferencesspring.

AATJ NENGAJO CONTEST
Kazumi Yamashita-Iverson

Maloney Interdistrict Magnet School
Waterbury, CT
As I see the winners of the 2018 Year of Dog
NENGAJO Contest results, I am again very impressedby the quality of the NENGAJOs. I praise the effort andtalent of students and teachers. I also would like tothank Nishimura-Sensei, the AATJ NENGAJO Contest
Director, for coordinating the contest. As a former
NENGAJO Contest Director, I truly appreciate her
efforts and her colleagues’ dedication.
I believe the NENGAJO Contest is a great event thatcan be used to advocate for a Japanese program. I
have used it to advocate for our program with students,
families, staff, and administrators.
To advocate
Japanese to students, we always try to make thelessons fun and motivating ones. Making NENGAJO
for the contest is a part of the “Chinese Zodiac” unit planfor second graders at our school. The communicative
objectives of this unit are: to identify the 12 animals ofChinese Zodiac; to identify characteristics of animals
such as big, small, cute, fast, cool, strong, weak, andso on; to express likes/dislikes of animals; and to tell
the reason for their choice of animal. After the students

10learn, participate in activities, and are assessed withthe unit, they make NENGAJO as a fun cultural activity.
First, we announce the NENGAJO Contest byhighlighting last year’s results. Then, the students areshown real NENGAJOs and study them. Teachers
ask the students to tell us what is in common (weintentionally choose NENGAJOs which have animal
zodiac pictures) between them. After they notice thatanimals are shown on the cards, the teachers show a
Chinese Zodiac chart from a Chinese buffet restaurant.
Then we ask them to figure out what would be theanimal of the year for the upcoming year. After that,a teacher introduces the rules of the contest, and thestudents start brainstorming the design. The activity is
not a part of the communicative objectives of this unit,
but rather is used as a cultural objective. Students are
exposed to authentic cultural materials and experience
an authentic Japanese activity. With the new NCSSFLACTFL Can-Do Statements, which include “Intercultural
Communication”, participating in the NENGAJO Contest
is an opportunity to apply intercultural communication
activities. After all 88 second graders make one or two
NENGAJO(s), the teachers will choose total of 6 cards(two for each category - Artistic, Comical, and Original)

continued on next page

Our fifth graders also participate in the contest since one
AATJ member teaches the second grade and anotherteaches fifth grade. Though fifth graders do not haveenough time to focus just on NENGAJOs in class due
to other requirements, creating a NENGAJO was oneof the activities for Centers/Station Activities this year.
Other stations are typing up questions for Japanese
students, writing activities, small group interview
assessments, and creating Tellagami on iPads. If thestudents couldn’t finish their NENGAJO during theclass(es), they could take them home and finish them
there. Again, the cards that weren’t submitted for thecontest were sent home like “real” NENGAJOs.
We announce the 6 nominated students’ names in our
school’s newsletter and on our Facebook page, so that
school staff and community members know about ouractivities, in addition to making the nominated students
and their families feel proud. The great thing about
this contest is that the students who are not always

the best in the class can be the ones to be nominated,which has happened many times for us in the past.
This experience makes them love Japanese class
more and motivate their learning.
When we receive the results, the students arepresented with certificates along with their cards infront of the class. Students also receive a letter to theirfamilies from us that explains what the AATJ NENGAJOContest is, and now they get to see the results of thecontest.
All these activities take extra time; however, I havelearned from my mentors that advocacy is a big part ofour job - to keep our programs going and succeeding.
Advocacy is so important, especially when Japaneseis a rare language to be taught at elementary andsecondary levels. The budget is a big issue at local andstate levels, and education funding is being cut; a FLES
(Foreign Language for Elementary School) programis always one of the first to be cut. When this is thecase, you need to use every opportunity to advocate
for a program. The AATJ NENGAJO Contest is one of
the best opportunities to advocate for a program, andI really hope that more and more AATJ members will
participate in the contest.

AATJNEWSLETTER ∙ May 2018

and submit them to the AATJ NENGAJO Contest. The
rest will be mailed to the students’ homes at the end of
the year like “real” NENGAJO. The families will receive
the cards at the beginning of the New Year, and this isa great way to advocate for the program to the families.

ONE SCHOOL’S NENGAJO CONTEST STORY
Kimie Matsumoto

Southeast Japanese School
Norwalk, CA
For many years, for as long as I could remember,
we submitted entries to the annual nengajo contest.
Occasionally one would get awarded either first, secondor third. For the past few of years, our students havereceived at least one award each year. To my surprise,
this year three of our students received an award. It is
not that we did anything different from previous years.
Our school is a weekly, half day Saturday school thathas been in existence since 1925. When the school
began in 1925, the school taught Japanese to Nisei
students whose parents were mostly farmers in
the area. Currently, our students are from different
backgrounds and are learning Japanese as a foreign
language. Many of our parents do not speak thelanguage themselves.
Each month we present an annual cultural event to thestudents, many times incorporating hands-on projects

and food tasting. December is our year end cultural
event that incorporates making mochi, eating toshikoshi
soda, and making nengajo. The students learn about
the eto, how it came to be, and the tradition of sending
nengajo. Students learn about the Japanese New Yearcelebration, including the decorations for the home, thefood, cleaning the home, and welcoming the New Yearwith the ringing of the bell. Students learn the greetings
for the New Year as well.
When they are ready for the nengajo project, students
are shown some examples of nengajo. All students are
assigned the project and we hold a school-wide contest
for the students to vote on the best in each grade level.
The students work on the project in class. The students
are awarded based on the most votes received andare not in any special category. The students get very
excited and do their best. Their work is displayed in the
hallway for all visitors to see. The students learn that
the Japanese celebrate the holidays differently than
Americans but understand that all cultures celebratewith special food, decorations and traditions.

11

AATJNEWSLETTER ∙ May 2018

ALOHA FROM MILILANI ‘IKE ELEMENTARY
Fumiko Yamada

World Language Program teacher
Mililani ‘Ike Elementary School
Aloha from Mililani ‘Ike Elementary School!
Our school is located near the center of the island of
Oahu, serving 687 students from K to 5. All the area
elementary schools previously offered Japanese,but due to budget cuts, most of
the other schools eliminated theirprograms. Our program has had
the unwavering support from theschool administrators and thecommunity. Currently we are one of
the few elementary schools that hasoffered Japanese (World Language
Program) from K to 5 ever since theschool opened in 2004. It is a weekly
enrichment program that focuses on
the importance of learning aboutother cultures and languages.

others on special seasonal occasions takes different
forms and expressions depending on culture. Students
also learn about the Chinese zodiac and how
Japanese mark this Chinese tradition while celebrating
the New Year according to the Western calendar,
while Chinese follow the traditional lunar calendar.
They learn how customs can be borrowed between
cultures and how they can be thereby modified.
Drawing the animal of the year is actually challenging!

Every year, all the 4th graders (120this year) participate in making
Nengajoo, following the criteria
provided by American Association ofTeachers of Japanese (AATJ) andthe Hawaii Association of Teachersof Japanese (HATJ). Students
make the Nengajoo in order toconvey special New Year greetings
to their favorite person on campus.
Our students are very thoughtful,choosing former teachers, resource
teachers, counselors, cafeteria staff,
and custodial staff. Their handmade
Nengajoo help to reconnect former
students and teachers, and makesupport staff feel appreciated. Thus,
although this is a graded project,they are instructed to approach it as
gift making rather than as a school
project for a grade.
This project teaches a number ofvaried lessons. Firstly, it teaches
the students the Japanese custom
of sending New Year cards insteadof Christmas cards. They cometo understand that thinking about

12

continued on next pageThis year, Mililani ‘Ike was very happy to see manysuccessful students in both AATJ and HATJ contests.
While they are being honored, we nonetheless desirethat our students be thankful and humble. They express

their appreciation for this great learning opportunity intheir short thank-you letters to the contest organizers.
As you can see, for the Mililani ‘Ike World Language
Program, Nengajoo making is much more than simply
learning a Japanese custom. It relates to the character
education embraced by our school. It teaches ourstudents to produce quality work by making theirbest efforts; to be responsible by following the setof criteria and observing due dates; to be effective
communicators by asking the teacher for advice andfeedback; and to be respectful, caring and appreciativeby sending special wishes to others. Participating andwinning in the contests is not for everyone, but theaccomplishment and joy are shared and celebrated byeveryone at the school, as is evident from our phototaken at the school assembly.
We thank AATJ (and HATJ) very much for recognizing
our students’ hard work and for providing this wonderful
opportunity.

AATJNEWSLETTER ∙ May 2018

Nonetheless, the students always discover that byresearching, practicing, and revising, they are able to
make tremendous improvements. Writing their names
in Katakana is the most difficult task for our students.
Prior to the Nengajoo project, they learn how to input
their names in Katakana using a Japanese keyboard,but they are not required to actually hand write them.
It can be frustrating at times, but they are remindedthat it is not perfection but the effort that counts. The
hardest job for the teacher is to choose only a few toenter the contests. For those students whose work
is selected, they need to decide if they are willing to
make even further revisions! The opportunity is offeredto those who are willing to take up the challenge, andthey never disappoint us.

J-LEAP: THE BEST ADVOCACYFOR YOUR JAPANESE PROGRAM
Kristin Wingate

Cranford Public Schools, NJ
This is technically the half-second/first official time I’ve
participated in the J-LEAP Program, and both times
have been extremely life-changing for me.
I began teaching Japanese in 2012
at Ridge High School. It was a parttime position leading a Japanese
Program that was decided by the
Bernards Township BOE to bephased out. Despite this, I wasdetermined to teach the children at
Ridge High to the best of my ability.
Luckily at that time, I was met by myformer J-LEAP teaching assistant,
who taught me so many valuablelessons about teaching methods,
Japanese language, culture, andeven the new school environment I
was thrown into. Even though I only
spent one teaching year with her (itwas her second year in J-LEAP), I
swore up and down that J-LEAP
was the best thing that a Japaneseteacher could participate in. The

teacher prior to me applied to J-LEAP with the intent of
having the Ridge High Japanese Program be revived
and reinstated. Unfortunately, the BOE’s decision
couldn’t be reversed. Even though I was still teachingin a sunset program, I promised myself that I would finda thriving Japanese Program one day and apply for
J-LEAP again to enrich and strengthen it.
Fast forward five years, and I am happily employedat Cranford Public Schools. Right as I secured fulltime here, I applied for J-LEAP as quickly as I could.
My hope was that having a native assistant teacher
in my classrooms would increase my enrollment
numbers at Hillside Avenue School, which is home
to my middle-school Japanese feeder program that
leads up to Cranford High School. Each year, we havemore students sign up for Japanese at the 6th grade
Japanese 1 level. And thanks to J-LEAP, my students
have two teachers to help them practice, understand,and use as much Japanese as they can everyday.
J-LEAP has helped my program in so many ways, but
I will detail the most major ones here. The first one is
the importance of showing to our administrators that
this is a highly competitive fellowship/program that
not all teachers who apply get into. Having Leslie

continued on next page

13

AATJNEWSLETTER ∙ May 2018

Roberts-sensei come and present certificates to both my principals at
Cranford High School and Hillside Avenue School, as well as my immediate
supervisor, illustrated the significance of being accepted into J-LEAP. Our
administrators do not see what goes on in our classrooms on a day-today basis, but having this certificate proudly displayed in a prominent areafrom now on reminds them that we Japanese teachers are going aboveand beyond to do whatever we can for our Japanese Program and ourstudents. I think that ever since it was stated that Cranford Public Schools
was chosen as a host school/district, others have looked at our Japanese
Program differently - in a very positive, outreaching way.
Secondly, J-LEAP has helped me stick to the 90% Japanese/target language
mark. It is amazing to have someone work with you every day to make sure
you are both accountable for using as much Japanese as you can with yourstudents, and also to encourage and reinforce them to do the same.
In just a year, I have seen such a difference in them. Even though my students in all levels could use more
Japanese, they are using more than they did last year when I was teaching by myself. To see this progress is so
incredible and I can only imagine what my students will be able to achieve next year in the second year of our
J-LEAP program.
Third, the amount of cultural infusion that has been instilled into my program is limitless. Thanks to my former
assistant teacher’s cultural presentations, I had been leading Japanese programs
where culture days were the norm - students didn’t have to separate language
and culture when they learned with me. Now, I feel so elated to say that mycurrent teaching assistant has gone even beyond the most common or prominent
Japanese cultural days to even the ones that students ought to know to become
culturally proficient in their knowledge and study.
Ultimately, J-LEAP has been helping me to prepare and lay the groundwork forwhen I finally welcome my first class of 6th graders into their senior year of AP
Japanese Language and Culture at Cranford High School (2021-2022). Fromthen on, I hope that I will teach many students who have enjoyed seven years ofJapanese for years to come.
For more information on J-LEAP see: https://www.laurasian.org/jleap/

NOMINATIONS FOR 2018 TEACHER AWARDS
Nominations are open for 2018 Teacher Awards.
Each year AATJ recognizes two outstanding teachers ofJapanese, at the K-12 and college levels, by presenting
them with the AATJ Teacher Awards. Nominations are
now open for the 2018 awards.
The nomination process has been streamlined thisyear, and the deadline has been extended to June 30.
We are all privileged to work with and know many
outstanding Japanese teachers who inspire andmotivate students, regularly engage in professional

14

development, and contribute their leadership efforts to
our field. Please consider nominating one of the many
deserving Japanese teachers out there across the US.
For complete details, and to download a nomination
form, go to:https://www.aatj.org/prodev-awards-recipientsCollected Volume: Tests that Second Language Teachers Make and Use
Editor: Greta Gorsuch, Ed.D., Professor of Applied Linguistics and ESL
Texas Tech University (greta.gorsuch@ttu.edu)
This new collected volume highlights classroom tests that high school and college-level working second andforeign language teachers have written and used to assess student learning, to provide feedback, and to award
grades. Working teachers and administrators are invited to submit their original, previously unpublished tests,
used to estimate students’ learning achievement in classrooms. These can include traditional paper-and-ink
tests, criterion-referenced tests, mid-term or final exams, performance tests, and long quizzes or a connected
series of quizzes. Computer-administered tests are welcome, if all test items are provided for publication in
the volume. Most language skills, and content areas used to teach language, are welcome including listening,reading, speaking, writing, vocabulary, literature, global studies, culture studies, science, etc. As many classroom
tests test multiple skill and content areas in accordance with course objectives, mixed skill and content tests
are welcome. And, although multiple choice is a common test item format, tests that are wholly comprised ofmultiple-choice items will not be accepted. Thus, admission tests or placement tests (norm-referenced tests) arenot suitable for this volume. Tests with alternate test item formats (matching, short answer, task, etc.) according
to what learner knowledge and skills the teacher/author wishes to capture are strongly encouraged.

AATJNEWSLETTER ∙ May 2018

CALL FOR PAPERS

Contributors will also be asked to provide answers to questions on a moderate-length questionnaire, that probe
their thought processes as they designed the test, and how they use the tests and test scores in their day-to-day
teaching and decision making. Tests of any second or foreign language are invited, including Chinese, English,
French, German, Italian, Japanese, Russian, or Spanish tests, and also less commonly taught languages suchas Arabic, Cantonese, Hindi, Korean, Portuguese, Swahili, Tamil, Telugu, or Thai. Tests not in English will need
to be offered with a basic English translation. Answers to the survey questions need to be answered in English.
Responses may be edited for continuity. The finished test and commentary will comprise a short chapter ofapproximately 7500 words. If accepted, the test author will be listed as a contributor, along with their affiliation.
Contributions are welcome from working language teachers at every level of professional development, including
teachers-in-training currently enrolled in graduate programs (and who are being supported as teaching assistants),
mid-career teachers, and late-career teachers.
The editor takes the position that rather than viewing teachers’ tests as idiosyncratic and poor shadows of what
professional test writers can accomplish, it is more constructive to identify the deeper patterns and order of
tradition, innovation, and reasoning behind teachers’ tests and testing practices. This book will be a resource
for readers as actual classroom tests in multiple languages will be presented, along with author- and individual
teachers’/test-writers’ commentary. The commentary will deeply and transparently probe the processes of thetest construction, use, and validation.
Timeline:
•
•
•
•
•
•
•

September 1, 2018: 500-word self-introduction (in English) and test + basic English translation

November 1, 2018: Notification of acceptance and request for written responses to questionnaire; Fullproposal made to reputable, international-level publisher

January 30, 2019: Final version of test and written responses to questionnaire due

February 25 - June 25, 2019: Editing of chapters, negotiation of final chapter prose
June 30, 2019: Notification of final acceptanceJune 30 - August 30, 2019: Final preparation of manuscript
September 15, 2019: Manuscript to publisher

Contact: greta.gorsuch@ttu.edu with questions.

15

AATJNEWSLETTER ∙ May 2018

Shape the Lesson of a Lifetime for Your Students!

1

Select Class Theme
Art, Architecture, CuisineYour Japanese Heritage
Religion...and more!

2

Two-Weeks in Japan
Field trip days
Homestays
School visits

3

Follow-on Activities
Reflection
Discussion
Group exercises

Deadline: Dec. 1, 2018 Travel: Summer 2019

“After 10+ years, I can’t begin to tell you what a great

impact New Perspectives has made on our Japanese
program and how many students’ lives it’s changed.
—Adrienne Sheybani
Pleasant Valley H.S. (Bettendorf, IA)www.laurasian.org/npj • 800.721.7474
16”

The Japanese Program at the George Washington University will seek applications for J.LIVE Talk 2018 starting
September 1st. The top awards include a chance to study abroad in Japan (a package of an airfare, five to eightweek intensive summer course tuition and a stipend), as well as cash prizes. Please encourage your students toparticipate now so that they can get ready this summer!
The contest consists of two rounds. In the preliminary round (September 1st - September 24th), entrants sendin a two to three-minute video describing an event of personal impact. This is followed by the final round, held at
the George Washington University on November 11, 2018, in which each finalist gives a longer live presentation
on a topic of his or her choice. We will provide a travel subsidy up to $500 for a selected contestant to participate
in the final round in Washington, DC depending on the location of his/her home institution.
J.LIVE Talk (short for Japanese Learning Inspired Vision and Engagement Talk) is a new brand of Japanese
language competition for the 21st century, which emphasizes the comprehensive range of presentation skills
necessary for achieving communication in today’s increasingly interactive and multimedia world. Unlike a
traditional speech contest, J.LIVE Talk evaluates not only oratory competence, but also the dynamism, visionand level of engagement of each participant’s presentation, which can include audio-visual materials, audienceinteraction, and other enhancement. Please see the website (JLIVEtalk.com) for more details, including thevideo from the last year.

AATJNEWSLETTER ∙ May 2018

J.LIVE TALK 2018

Applicants must satisfy all of the following basic qualifications:• Studying Japanese as a foreign language, as of November 11, 2018 (J.LIVE Talk 2018 final round date), at
the undergraduate or graduate level in a 2-year college or 4-year university.
• Has earned a minimum of six credits of college level Japanese as a foreign language or the equivalent(as determined by the student’s university and subject to review by the selection committee) by the time of
application.
• Has not attended a full-time, secondary-level (grades 7-12) Japanese educational institution accredited by
the Ministry of Education, Culture, Sports, Science and Technology of Japan, for 4 or more years.
Heritage speakers who satisfy the basic qualifications are encouraged to apply. Eligible applicants enter oneof the three competition categories as determined by teacher recommendation (and subject to review by theselection committee), based on ACTFL oral proficiency guidelines 2012.

Competition Categories:
Category I: Intermediate Low - Intermediate Mid
Category II: Intermediate High - Advanced Low
Category III: Advanced Mid - Advanced High

Please direct any inquiry to:
Takae Tsujioka - tsujioka@gwu.edu

17

AATJNEWSLETTER ∙ May 2018

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Application & submission period 9/1-9/24

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Holdrich, Baylor University
OpentocollegestudentsofJapaneseintheUnitedStatesA Japanese language competition for the 21st Century
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Arizona State University
The School of International Letters & Cultures at ArizonaState University invites applications for one Lecturer
position in Japanese. The successful candidate will
be expected to teach all levels of Japanese language
as required (1st through 4th year), and work closelywith the program coordinator to prepare syllabi, lecturesand class materials, exams, textbook orders, andclass assignments. This is a full-time, benefits-eligible
appointment made on an academic year basis (Aug16 - May 15). Subsequent annual renewal is possible
contingent upon satisfactory performance, the needsof the unit, availability of resources, and sufficient
enrollment in assigned courses. Anticipated start dateis August 2018.
Minimum Qualifications: Master’s degree in Japanese
linguistics, by time of appointment, second- language
pedagogy or related field and native/near-native
proficiency in both Japanese and English. Evidence of
successful Japanese Language teaching at the postsecondary level.
Desired Qualifications:• Ph.D. or ABD in Japanese language pedagogy,
applied linguistics, Japanese linguistics orrelated field by time of appointment• At least three years of experience teaching all levels

of Japanese language courses (1st through 4thyear Japanese)• Demonstrated proficiency in online teaching and/or
appropriate technologies in language instruction• Experience with coordinating a study abroad
program in Japan• A strong potential for success in serving the needsof diverse student populations and/or reaching out
to diverse communities.
To
apply,
submitelectronicallytohttps://
academicjobsonline.org/ajo/jobs/11032 the following
materials:
1. a current CV;
2. a cover letter addressed to Regents’ Prof. Stephen
Bokenkamp, Search Committee Chair, addressing
teaching philosophy and how your research informs
your teaching;
3. evidence of teaching effectiveness (quantitativeand sample of qualitative data from teachingevaluations);
4. the names, positions, and contact information of
three references who may be contacted directly.

AATJNEWSLETTER ∙ May 2018JOB OPENING ANNOUNCEMENTS

Application deadline is April 25, 2018; if not filled,
every two weeks thereafter until the search is closed. A
background check is required for employment.

Emory University
The Department of Russian and East Asian Languages
and Cultures (REALC) at Emory University invites
applications for a temporary position in Japanese
language for the academic year 2018-19. Applicantsshould have a minimum of an MA in Japanese linguistics,
cultural studies, pedagogy, or a closely related area andpossess native or near-native proficiency in Japaneseand in English. A record of successful teaching at thecollege level and familiarity with technology in teachingis required. The candidate should be prepared to teachall levels of courses in Japanese language.
Please send a letter of application, CV, statement ofteaching interest and three letters of recommendation
to Japanese Search Committee, REALC, 532 Kilgo
Circle, Atlanta, GA 30322. E-applications can be sentto <ccrowle@emory.edu>. Review of materials will begin
May 18 and continue until the position is filled. Emory
University is an AA/EOE employer.

Fairfax County Public Schools (VA)
Level: Elementary

Work Location: Please see https://foxmilles.fcps.edu/

City: Herndon, VA

Job Summary: Well-established Japanese Immersion
school is seeking a Japanese/English bilingual teacher.
Candidates should be able to speak, read, and write in

School: Fox Mill Elementary School of Fairfax County
Public Schools (FCPS)

continued on next page19

AATJNEWSLETTER ∙ May 2018

Japanese at a native level. The position is a full timeclassroom teacher position beginning August 2018.
The Immersion teacher is responsible for teaching
Math, Science, and Health in Japanese. Japanese
language and culture objectives are integrated into thecontent areas.

Application Deadline: Immediate
Instructions to Applicant: Please apply via the FCPS
website - https://careers.fcps.edu/vl/vacancy.htm

Requirements:• K-6 Elementary Education license• Good communication skills in Japanese andEnglishHarper College
The World Languages Department at Harper College
is seeking applications for the Adjunct Faculty
Credit - Japanese position. The instructor will design
and teach a dual-credit, college-level, intermediate
Japanese course beginning in fall 2018. This position
requires experience in curriculum development, as wellas high school or college-level teaching experience
using multiple formats (online, blended, distance, and/or face-to-face courses). The successful candidate willteach the course on the college campus while students
from multiple high school classrooms participate
remotely.

Requirements:• Master’s Degree in Japanese (or a Master’s in a
related field with a minimum of 18 graduate credit
hours in Japanese)• Experience in curriculum development and teachingin multiple formats is required.
• College teaching experience and travel / study inareas where Japanese is spoken is preferred...
To learn more about this opportunity and apply,
visit
us
at
http://jobs.harpercollege.edu/cw/en-us/
job/493196?lApplicationSubSourceID=.

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 2018. The position would have an
initial 2-year contract with a possibility of renewal. Knox
is an independent, highly selective liberal arts institution
with a diverse student body and a strong commitment
to undergraduate teaching. 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 the candidate’s
area of specialization. The successful candidate also
may contribute to the College’s periodic off-campus
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 Japanese and English, and demonstrated
excellence in teaching are required.
Application materials should include a letter ofapplication including description of teaching interests,
a curriculum vitae, three letters of reference, andevidence of teaching ability (sample syllabi, teachingdemonstration video, teaching evaluations, etc.).
All applications and inquiries should be sent to<japansearch@knox.edu>. Digital format for teachingdemos is preferred. Review of applications begins
immediately and will continue until the position is filled.

Murray State University
Murray State University’s Department of Global
Languages and Theatre Arts seeks applications for the
position of Assistant Professor of Japanese. Teach
12 hours per semester, active research agenda, andservice responsibilities.

Qualifications: Ph.D. in Japanese, Japanese Literature
or Japanese studies by June 1st. The Department willconsider ABDs with a documented plan of completion by
June 1st. Native or near-native fluency in Japanese andEnglish with demonstrated interest in literary analysis.

continued on next page20

Preferred: Interest in interdisciplinary teaching,outreach to regional schools, teaching in establishedstudy abroad programs.
Application Deadline: April 11, 2018
To apply please visit: http://www.murraystatejobs.com/
postings/7559

SUNY Buffalo
The Asian Studies Program at the University at Buffalo,
SUNY, invites applications for a full-time, clinicalline position in Japanese Cultural Studies, starting
Fall 2018. The position requires teaching up to fourinterdisciplinary courses per semester in humanities
and/or social sciences, specifically including Japanese
anime. Other courses include but are not limited to:a survey of Asian literature, a first-year seminar on
Japan Studies, and new courses that prepare students
for professional careers in Asia or with Asian businessand communities. These courses could include topics
such as media and popular culture; literature; history;
urban societies; gender and sexuality; religion; politics;
migration; technology; food; etc.

Candidates must have completed a PhD in AsianStudies or a related field at the time of application anddemonstrate experience and excellence in teachingcourses in Asian Studies. This is a 3-year term
appointment with no research obligation. Discipline
open. Preference given to applicants with an interest in
developing online modules and courses.

AATJNEWSLETTER ∙ May 2018

Excellent writing skills in both Japanese and English;
demonstrated excellence in teaching Japanese; ability
to teach Japanese language, literature, and culture
courses at all undergraduate levels and potentiallyinterdisciplinary or Humanities courses; demonstrated
or potential research (resulting in peer-reviewed
publications). Must perform professional service
and advising. Responsibilities include a twelve-hourteaching load (four courses) per semester.

Visit https://www.ubjobs.buffalo.edu/ for full position
details. Application through UBJobs is required. Review
of applications begins May 15, 2018.
https://www.ubjobs.buffalo.edu/postings/14263

Vassar College
The Department of Chinese and Japanese at Vassar
College invites applications for the position of Mellon
Postdoctoral Fellow, beginning in Fall of 2018. Vassar
College is an affirmative action and equal opportunity
employer with a strong commitment to increasing thediversity of the campus community and the curriculum,and promoting an environment of equality, inclusion,and respect for difference. Candidates who cancontribute to this goal through their teaching, research,advising, and other activities are encouraged to
identify their strengths and experiences in this area.
Individuals from groups whose underrepresentationin the American professoriate has been severe andlongstanding are particularly encouraged to apply.
We seek candidates who specialize in JapaneseStudies, including such fields as Japanese Literature,
Linguistics, and Cultural Studies. We are especiallyinterested in applicants who have Japanese language
teaching experience and a broad range of researchinterests. This is a full-time, two-year position thatcarries with it a half-time teaching load of three courses
per year, typically two Japanese language courses
and one course in the fellow’s specialization. The
remainder of the fellow’s time will be devoted to thefellow’s research/scholarship. Candidates must havecompleted their Ph.D.
To apply, please visit https://employment.vassar.
edu/applicants/jsp/shared/frameset/Frameset.
jsp?time=1522787912799 to submit a cover letter,
curriculum vitae, brief writing sample, a diversity
statement highlighting contributions to and/or futureplans for promoting diversity and inclusion throughteaching, research, and/or professional involvements,
and three letters of reference. Review of applications
will begin April 15, 2018 and continue until the positionis filled. Please direct any questions to Peipei Qiu,
Chair, Department of Chinese and Japanese, <peqiu@
vassar.edu>.
Vassar is a highly selective, coeducational liberal arts
college of about 2450 undergraduates located in the
Hudson Valley seventy-five miles north of New York
City.

21

AATJNEWSLETTER ∙ May 201822

American Association of Teachers of Japanese, Inc.
1424 Broadway, Campus Box 366
University of Colorado
Boulder, CO 80309-0366