AATJ
Newsletter
Co-Presidents’ Message
February, 2012
Volume 1,
No. 1

INSIDE THIS ISSUE
Co-Presidents’message
1
Introduction of New
AATJ Board of
Directors
2
Important Dates
2
AATJ Conference
Program3
Contributions to
AATJ Endowment
11
Yo Azuma, Teacherof the Year
12
High School Corner13
K-12 Corner

13

Nengajo Contest
Results
14
Job Opening
Announcements
19
Joint Online Course
25
ProgramAnnouncements
26
Call for Papers 30

Welcome to this inaugural edition of the AATJ Newsletter! We are honored to serve as co-presidents of AATJ
during this exciting time of transition.
This new organization gives us the opportunity to work together as one field to
support and expand Japanese language,
linguistics, and literature instruction in
the United States. In this newsletter, youwill find news about familiar activities,
such as the AAS Spring Conference andthe Nengajo Contest results, as well as
exciting new articles, such as levelspecific “corners” highlighting ideas andmaterials for different areas, K-16.
We would like to take a momentto share our excitement about the many
benefits that we now have as a K-16 organization. Like many other language
organizations (AATSP, AATF, etc.), wenow become a unified voice for advocacy,
professional development opportunities,
grant funding, and participation in national policy-making discussions. Our
office operations are being streamlinedwith one website and one governing body.
A new membership structure has the potential to generate new revenue for local
affiliates and encourage more teachers toparticipate in your professional organizations. We can collaborate both horizontally and vertically with all of our colleagues in Japanese language, literature,and linguistics, on a range of projects,
from sharing materials online at our new
Facebook page to membership in AATJ
Special Interest Groups. AATJ continues
to offer members the Nengajo Contest,
National Honor Society, and the National
Japanese Exam Contest. In addition, weare thrilled to announce that both the
Nengajo Contest and the National Honor
Society will be open to both K-12 anduniversity students. AATJ members areable to attend the ACTFL Conference at a
discounted rate and can attend AATJ
sessions at the Spring Conference with
the Association of Asian Studies.
The new organization also gives us theopportunity to undertake projects tobenefit the field on a larger scale. Facedwith the constantly-changing global
situation, Japanese language educationin the United States is at the crossroads. Thisis a good time to reflect on the current statusof our field and plan for its future. We areplanning to publish a book to overview ourprofession. In April, our board members will
gather to decide the direction of AATJ andplan our future activities in the areas of professional development, advocacy, member
services, research, collaboration, community
outreach, etc. We will keep you updated about
our discussions and new plans through thenewsletter and other communication channels.
(continue to page 2)

Jessica Haxhi

Y.-H. Tohsaku

Page 2

Important
Dates

New AATJ Inauguration: January 1,
2012
NJE Regular
Registration
Deadline: January
31, 2012
NJE Late
Registration
Deadline: February
10, 2012

AATJ Annual
Spring Conference:
March 15, 2012

We could not begin to work through thistransition process without the guidance of
Susan Schmidt, Executive Director, andKathy Ajisaka, Executive Assistant, in our
main office in Boulder. We are also thrilled
to have an outstanding group of educators
serving on this transition Board of Directors; please see their names below. We
would like to send special congratulations to
Motoko Tabuse for her election to the position of Vice President/Secretary. The entire
Board has already been working diligently toensure a smooth transition process.
We would also like to thank the officers of the Affiliates of NCJLT for their hard
work on becoming “Official Affiliates” of thisnew organization. If you need any assistancewith this process, please do not hesitate tocontact us. We would also like to thank all of theprevious members of ATJ and NCJLT for yourenergy and vision in supporting this new organization. If you have not yet joined online for thisyear, please do so at www.aatj.org to continue
receiving member benefits.
We are confident that the new AATJ will
fulfill your vision for a strong, connected, collaborative Japanese teachers’ organization. We
look forward to working with all of you in the
coming years. If you ever have any questions forus, please do not hesitate to contact us.
Jessica Haxhi jhaxhi@waterbury.k12.ct.us
Y.-H. Tohsaku ytohsaku@ucsd.edu

Introducing Officers andDirectors of the American
Association of Teachers ofJapanese

Co-Presidents: Jessica Haxhi (Maloney Magnet School, CT) and Yasu-Hiko Tohsaku(University of California, San Diego)

2012 marks the launch of a new field-wideorganization, the American Associationof Teachers of Japanese (AATJ).
Thanks to two years of hard work by members of the ATJ Board, the NCJLT Board,and several teams of dedicated transition
planners, we are off to a good start. Twelve
state and regional organizations have become official affiliates of AATJ, and morethan one thousand individuals and institutions have become members for 2012.
Governance Team

Vice-President/Secretary: Motoko Tabuse(Eastern Michigan University, MI)

For 2012 and 2013, AATJ will be governedby a team of two Co-Presidents and twoVice-Presidents (a VP-Secretary and a VPTreasurer). The duties of these officers(who will serve for the two transitional
years) can be found in the AATJ Bylaws,
which were approved by a vote of ATJ
members last year (see http://
www.aatj.org/2012reorganization/
AATJBylaws.pdf ).
The officers have in turn appointed a teamof directors for the various positions outlined in the Organization Chart that can beviewed online at http://
www.aatj.org/2012reorganization/
AATJOrgChart_rev.pdf . These individuals
are all experienced former members of theNCJLT and ATJ Boards.
The editorial board of the journal Japanese
Language and Literature will continue toserve in their positions.
Officers and Directors
The officers and directors who have agreed
to serve the new organization for the initial
two years are:Vice-President/Treasurer: Kurt Thompson(Eckstein Middle School, WA)

Spring Conference (AAS-affiliated) Director:
Masahiko Minami (San Francisco State University, CA)
Fall Conference (ACTFL-affiliated) Directors:
Nana Suzumura (Woodlands College Park
High School, TX) and Noriko Fujioka-Ito(University of Cincinnati, OH)
Professional Development Director: Yasuko
Ito Watt (Indiana University, IN)
Advocacy and Outreach Directors: Mamiya
Worland (Fairfax County Public Schools, VA)
and Janet Ikeda (Washington & Lee University, VA)
National Japanese Exam Director: Nobuko
Hasegawa (LaGuardia High School of Performing Arts, NY)
Activities and Awards Director: Lynn Sessler(Menasha Joint School District, WI)
Publications Directors: Emi Ochiai Ahn(Mesa Community College, AZ) and Joan
Ericson (Colorado College, Colorado Springs,
CO)
These directors will be asking members of
AATJ to collaborate with them and work on
activities, publications, and projects. If you areinterested in working on any of the organization’s activities, please contact these directors
or write to aatj@aatj.org.
Office Staff
The AATJ office, located in Boulder, Colorado(thanks to a donation of space and infrastructure support by the University of Colorado’s
Center for Asian Studies) has two staff members; Executive Director Susan Schmidt andExecutive Assistant Kathy Ajisaka. The officecan be contacted at aatj@aatj.org.

2012 AATJ Annual
Spring Conference

schedule and the other containing abstracts for every
presentation. Please download the program from http://
www.aatj.org/conference/index.html .

The 2012 American Association of Teachers ofJapanese (AATJ) Annual Spring Conference willtake place on Thursday, March 15, in Toronto, Ontario, Canada. Paper and panel presentations will takeplace at the Sheraton Centre Toronto Hotel [http://
www.sheratontoronto.com] from 8:00 a.m. - 3:15 p.m.;a membership meeting, keynote speech, and reception
will take place two blocks away, at the 89 Chestnut
Conference Centre [http://www.89chestnut.com/
catering/index.html], beginning at 6:30 p.m.

Online registration for the conference will be open until
March 1. Online registration fees are $40 for regular
AATJ and AJLS members, $30 for student members, and$60 for non-members. After March 1, only on-site registration will be available, in Toronto, at the rate of $60(cash or check only).
We strongly encourage everyone attending the AATJ Annual Spring Conference to also attend the Annual Meeting of the Association for Asian Studies [http://
www.asian-studies.org/Conference/index.htm], which
also takes place in Toronto, at the same venue, the Sheraton Centre Toronto Hotel, from March 15 - 18. This major
conference features hundreds of presentations on Asian
culture, history, politics, literature, and language -- including many on Japan -- as well as a huge Exhibit Hall
where dozens of publishers show and sell their books on
Asia. AATJ will have a booth in the Exhibit Hall;
please visit us there, at Booth 425, from 10 - 6 on
Friday, 10 - & on Saturday, and 9 - 12 on Sunday.

This conference, the first to be held under the auspicesof the newly renamed AATJ, is the continuation of the
ATJ Annual Conference; it will be held in conjunction
with the 2012 Annual Meeting of the Association for
Asian Studies (AAS) [http://www.asian-studies.org].
The AATJ Annual Spring Conference will feature more than 100 presentations on various
aspects of Japanese language and literature, as
well as a keynote speech by Dr. Jim Cummins,
an internationally noted researcher on bilingualism at the University of Toronto’s Ontario
Institute for Studies in Education (OISE).
The conference program can be found in the center ofthis issue of the newsletter. It is also posted on the
AATJ website in two versions – one containing just the

To reserve a room at the Sheraton Centre Toronto Hotel,
at the special rate for the AAS Annual Meeting, please go
to http://www.asian-studies.org/Conference/Hotel.htm .

AATJ 2012 -ANNUAL SPRING CONFERENCE PROGRAMPART ONE
Second Floor, Sheraton Centre Hotel, Toronto, Ontario
Simcoe, Dufferin, Huron, Kenora, Kent, and Wentworth Rooms
Thursday, March 15, 8:00 a.m.–3:15 p.m.
(Registration: Civic South Ballroom)
Papers whose titles appear in Japanese in the program will be delivered in Japanese;
those with English titles only will be delivered in English

8:00 a.m.–9:40 a.m. — Session 1

SESSION 1­A: PEDAGOGY PANEL [SIMCOE ROOM]
Chair: Keiko Kuriyama, Indiana University
Panel title:「高等教育機関における日本語教育の今後の課題：連携、比較、コミュニティーを取り入れた内容重視の日本語教育の試み」 (The Comparisons, Connections, and Communities standards in post­secondary Japanese
language education: Examples of interdisciplinary approaches and content community­based instruction)「3C’s達成を目指すジョイント・ティーチングの報告」(Joint teaching with language and content specialists toenhance the 3C’s)
Noriko Hanabusa, University of Notre Dame, and Deborah Shamoon, National University of Singapore“Hiroshima as city and event: A coordinated approach to historical and language studies from a disciplinary pointof view”
Scott O’Bryan, Indiana University「「ひろしま」LACコースの開発にあたって：3C’sの実現を目指して」(“Hiroshima” as a LAC course topic: Imple­
ment­ing the Connections, Comparisons, and Communities standards)
Keiko Kuriyama, Indiana University
Discussant: Nobuko Chikamatsu, DePaul University

Page 4SESSION 1­B: PEDAGOGY PAPERS [DUFFERIN ROOM]
Chair: Emi Yamanaka, Harvard University「バーチャル時代における「実体験」学習支援の勧め」(High­touch approach in the era of high­tech)
Atsuko Neely, Utah State University「条件接続詞バ、タラ、ナラ、トの使い分けの文法：機能言語学的視点による説明」（Pedagogical grammar of Japanesecon­ditionals: An alternative grammatical account from the communicative approach)
Hidemi Riggs, University of California, Irvine“In their own language: Making the most of social media in education”
Jeremy Robinson, Grand Valley State University「語用論的能力の習得にむけて―共同学習の試みと分析」(Toward acquisition of pragmatic competence: Analysis
of a collaborative learning project)Emi Yamanaka, Harvard University

SESSION 1­C: LINGUISTICS PANEL [HURON ROOM]
Chair: Fumio Watanabe, Yamagata University
Panel Title: 「母語話者と学習者による日本語物語作文における話題の推移と指示表現の分析」 (Analysis of topic
transi­tion and referring expressions in native and non­native Japanese written narratives)「日英語の自発的発話における指示表現の選択と分布について：日本語名詞句の連鎖」（The choice and the
distribution of referring expressions in English and Japanese spontaneous speech: The chain of Japanese
noun phrases)
Etsuko Yoshida, Mie University「日本語物語作文における学習者・母語話者のゼロ代名詞使用の比較」(A comparative study of zero anaphora use
between non­native and native Japanese written narratives)
Miho Fujiwara, Willamette University, and Mitsuko Yamura­Takei, Hiroshima Shudo University「日本語物語作文における主題化と非主題化―話題の焦点の推移をめぐって― 」(Analysis of thematization and non­thematization in Japanese written narratives with reference to transition of focus)
Mitsuaki Shimojo, University of Buffalo, SUNY
「母語話者と学習者による日本語物語作文における連体詞としての指示詞の使用」(Analysis of pre­nominal
demonstratives in native and non­native Japanese written narratives)
Fumio Watanabe, Yamagata University

SESSION 1­D: LITERATURE PANEL [KENORA ROOM]
Organizer: John Timothy Wixted, Independed Scholar/Emeritus
Chair: Van C. Gessel, Brigham Young University
Panel Title: “Less Considered Areas of Japanese Literary Translation”“Kanshi translation: Current and future practice”
John Timothy Wixted, Independent Scholar/Emeritus“Added in translation: Comparative adaptations of Poe’s 'The Black Cat' into Japanese”
J. Scott Miller, Brigham Young University“Bibliographic translation: From woodblocks to moveable type”
Michael Emmerich, University of California, Santa Barbara
Discussant: Van C. Gessel, Brigham Young University

SESSION 1­E: SECOND LANGUAGE ACQUISITION (SLA) PANEL [KENT ROOM]
Chair: Atsushi Hasegawa, New York University
Panel Title: 「縦断研究の課題と可能性：日本語教育の向上のために」(Challenges and potentialities of longitudinal
research for Japanese language education)「EPA看護師候補生の職場適応プロセスに関する縦断的研究」(Longitudinal study of EPA nurses’ language
socialization process at work)
Chiharu Shima, University of Wisconsin, Madison「日本語教室外における学習者コミュニティと学習促進効果」(Learning opportunities in out­of­class communities)
Yumiko Matsunaga, University of Colorado, Boulder

Page 5

「プラグマティックスの学習に関する教師の縦断的実践研究」(Teacher research on learners’ pragmatic awarenessand language use: A longitudinal study of advanced Japanese learners’ pragmatic development)
Yumi Takamiya, Gettysburg College
Discussant: Atsushi Hasegawa, New York University

SESSION 1­F: JAPANESE FOR SPECIFIC PURPOSES (JSP) SPECIAL INTEREST GROUP PAPERS [WENTWORTH
ROOM]
Chair: Shingo Satsutani, College of DuPage「キャリアを意識した日本語カリキュラムの構築」(Developing a career­oriented Japanese curriculum)
Motoko Tabuse, Eastern Michigan University, and Yoshiko Saito­Abbott, California State University, Monterey Bay“Curriculum for Business Japanese at college level: Intermediate­level mix of native and non­native Japanese
students”
Masako Nunn, California State University, Fullerton「高校日本語初級レベルにおけるビジネス日本語実践報告」(Business Japanese in a beginning­level high schoolclass)
Tomoko Takami, University of Pennsylvania, and Nobuko Hasegawa, LaGuardia High School of Music and Art「日米学生合同ビジネス授業の試み」(A Business Japanese class for American and Japanese students)
Toshiko Kishimoto, Clemson University

9:55 a.m.–11:35 a.m. — Session 2

SESSION 2­A: PEDAGOGY PANEL [SIMCOE ROOM]
Chair: Atsushi Fukada, Purdue University
Panel Title: 「自律学習促進を意識した教材・学習活動の開発と効果的使用」 (Development of teaching materials
and activities for fostering learner autonomy and their effective use)
「自律学習能力促進を目指した教材使用」(Use of teaching materials aiming at fostering learner autonomy)
Noriko Fujioka­Ito, University of Cincinnati「Speak Everywhereを利用したスピーキングの自律学習」(Autonomous speaking practice with Speak Everywhere)
Junko Schwartzman, Rutgers University「韻律に焦点を当てた自律学習の促進」(Enhancing learner autonomy focusing on Japanese prosody)
Tomoko Shibata, Princeton University「日米大学のサイバースペースプロジェクトにおいての自律学習」(Learner autonomy through Cyberspace Projects
between American students in the U.S and Japanese students in Japan)
Hideko Shimizu, University of Colorado, Boulder

SESSION 2­B: PEDAGOGY PANEL [DUFFERIN ROOM]
Chair: Kazue Masuyama, California State University, Sacramento
Panel Title: “Manga Botchan: Exploring the use of manga in teaching literature and language”“How can manga be used to introduce Japanese literature in Japanese?”
Joan Ericson, Colorado College“How can visual context enhance the understanding of grammar and speakers’ attitudes? An analysis of Manga
Botchan”
Sayaka Abe, Williams College“How can kanji learning be promoted through manga?”
Junko Ito, University of California, Davis“How can we implement manga literature into daily teaching?”
Kazue Masuyama, California State University, Sacramento

SESSION 2­C: LINGUISTICS PAPERS [HURON ROOM]
Chair: Naomi McGloin, University of Wisconsin, Madison

Page 6「「普通に」の意味変化に関する一考察」(Semantic shift of the Japanese adverb futsuuni)
Moeko Watanabe, University of California, Davis, and Naomi McGloin, University of Wisconsin, Madison「日本語心理動詞の時間的観念の考察」(Aspectual idea in Japanese psychological verbs)
Mio Sekiguchi, Kyorin University Graduate School「話しことばにおける移動の補助動詞「～テイク」「～テクル」の使用傾向」(How the Japanese auxiliary verbs “­
teiku” and “­tekuru” are used in conversation)
Hiroko Yamamoto, Chubu University「褒め言葉に対する返答―アメリカ人日本語学習者と日本語母語話者の比較を通して―」 (The comparison ofcompliment responses between American learners of Japanese and native speakers of Japanese)
Naofumi Tatsumi, Illinois Wesleyan University

SESSION 2­D: LITERATURE PANEL [KENORA ROOM]
Chair: Catherine Ryu, Michigan Stae University
Panel Title: “Thinking through one wrinkle at a time: The aesthetics of female aging in Japanese narrative”“Putting wrinkled evidence to work: The figure of Komachi in Tamatsukuri Komachishi Sōsuisho”
Catherine Ryu, Michigan State University“Straightening the wrinkles: Aging ambivalence in the Jōjin Ajari no haha no shū”
Monika Dix, Saginaw Valley State University“A wrinkled smile: Seeking ‘beauty’ in a modern mountain witch”
Kelly Hansen, San Diego State University“Nō wrinkles: The aesthetic construction of aging in Enchi Fumiko’s Onnamen 女面”
Mara Miller, Independent Scholar
Discussant: Gail Chin, University of Regina

SESSION 2­E: SECOND LANGUAGE ACQUISITION (SLA) PANEL [KENT ROOM]
Chair: Miko Foard, Arizona State University
Panel Title: 「日本語教育におけるシャドーイングの実証的研究ー日本から海外へー」 (Empirical research on
shadowing in Japanese language education: From within and beyond Japan)「JSL学習者に対するシャドーイングの効果と指導ー有効性の実証研究に基づいてー」(The instruction and effectsof shadowing for Japanese as Second Language learners: Based on empirical research on effectiveness)
Kumiko Sakoda, Hiroshima University「JSL学習者に対するシャドーイングの効果と指導ー教材の難易度の違いに基づいてー」(The instruction andeffects of shadowing for Japanese as Second Language learners: Based on differences in the difficulty of
shadowing materials)
Yumi Furumoto, Dobson (AZ) High School「高校でのJFL学習者に対するシャドーイングの効果と指導ーアクセント・発音指導の結果に基づいてー」(The
instruction and effects of shadowing for Japanese as Foreign Language learners in the high school: Basedon the results of instruction in accent and pronunciation)
Masumi Reade, The Woodlands (TX) High School「大学でのJFL学習者に対するシャドーイングの効果と指導ー中上級クラスでの生教材を用いた実践に基づいてー」(The instruction and effects of shadowing for Japanese as Foreign Language learners in the university:
Based on practices using authentic materials in intermediate and advanced college classes)
Miko Foard, Arizona State University

SESSION 2­F: LANGUAGE AND CULTURE SPECIAL INTEREST GROUP PANEL [WENTWORTH ROOM]
Chair: Yoshiko Higurashi, San Diego State University
Panel Title: “Issues of internships in Japan and the United States”“Creation of internships/commmunity­based learning opportunities for Japanese language majors at San
Diego State University”
Yoshiko Higurashi, San Diego State University

Page 7“Creating a community­based internship program at the University of Memphis”
Yuki Matsuda, University of Memphis“Internship course for Japanese majors at the University of Hawai’i at Manoa: Evaluation of honorifics in theclassroom and at the job site”
Haruko Cook and Miki Ogasawara, University of Hawai’i, Manoa“The key to success in internships in Japan”
Andrew Horvat, Stanford Japan Center, and Yoshiko Matsumoto, Stanford University“MIT’s Japan internship: 30 years and going strong”
Shigeru Miyagawa, Massachusetts Institute of Technology

11:35 a.m.–12:35 p.m. — Lunch Break
12:35 p.m.–1:50 p.m. — Session 3

SESSION 3­A: PEDAGOGY PAPERS [SIMCOE ROOM]
Chair: Sufumi So, George Mason University“Animated kanji manga: Using mnemonics and storytelling to teach kanji in beginning Japanese”
Nina Langton, University of British Columbia, Okanagan「漢字インストラクション：実践とその要因」 (Kanji instructional practices and underlying factors)
Hisae Fujiwara, University of California, San Diego, and Etsuko Takahashi, Wesleyan University「『飛躍』の実践：「書く」「読む」の壁を破る試み」(The practice of “Hiyaku” (Leap): To cultivate students’ writing
and reading skills)
Miharu Nittono, Shigeru Eguchi, and Keiko Okamoto, Columbia University

SESSION 3­B:
PEDAGOGY PAPERS [DUFFERIN ROOM]
Chair: Motoko Tabuse, Eastern Michigan University「海外の日本語教育における生教材再考－地域化の視点から」(Rethinking realia in Japanese language education in aforeign language setting: From the perspective of localization)
Masaki Seo, Hong Kong Polytechnic University「「異言語・異文化間での仲介者」をめざした読みの授業：日米新聞読み比べ」(Becoming an intercultural andinterlanguage mediator: Critical reading of online news as a social practice)
Yuri Kumagai, Smith College, and Noriko Iwasaki, SOAS, University of London「高校から大学へのアーティキュレーションの向上を目指した協同プロジェクトと実践結果報告」 (Report on a colla­bora­tive project of high school and college instructors for improving articulation)
Asako Hayashi­Takakura, University of California, Los Angeles, and Kyoko Shoji, Notre Dame High School

SESSION 3­C: LINGUISTICS PAPERS [HURON ROOM]
Chair: Yuki Johnson, Johns Hopkins University“‘Nanka’ in Japanese conversations”
Tomoko Takeda, San Francisco State University“From objectivity to subjectivity and intersubjectivity: A functional study of the Japanese epistemic marker ­kamo(shi­renai)”
Yan Wang, Carthage College“The utilization of prosody in sentence comprehension: A comparative study of Japanese native speakers andadult learners of Japanese”
Yuka Naito­Billen and Robert Fiorentino, University of Kansas

Page 8SESSION 3­D: LITERATURE PAPERS [KENORA ROOM]
Chair: Laurel Rasplica Rodd, University of Colorado, Boulder“Evaluative strategies in Heike Monogatari”
Benjamin Trevor, Ohio State University“Politics and poetics of the last imperial collection, Shinshoku Kokinwakashū”
Malgorzata Citko, University of Hawaii“Sakaguchi Ango’s Historical Essays: How are Ango's historical views shown in his historical writings?”
Yongfei Yi, Ohio State University

SESSION 3­E: SECOND LANGUAGE ACQUISITION (SLA) AND PEDAGOGY PAPERS [KENT ROOM]
Chair: Yukiko Hatasa, Hiroshima University「日本語学習者の話し合いタスクにおける談話の特徴」(Negotiation sequence during discussion tasks in second
language discourse in Japanese)
Aki Itoh and Yukiko Hatasa, Hiroshima University“Current trends in approaches to writing in the Japanese­as­a­foreign­language context at U.S. universities”
Akiko Mitsui, York University「JFL学習者とJSL学習者が持つ学習ストラテジーの比較：SILLの調査結果から」(Contrasting the learning strategies
of JFL learners and JSL learners: Results of a SILL survey)
Kanae Miura and Makiko Matsuda, Kanazawa University

SESSION 3­F: JAPANESE AS A HERITAGE LANGUAGE SPECIAL INTEREST GROUP PAPERS [WENTWORTH
ROOM]
Chair: Masahiko Minami, San Francisco State University“The many aspects of bilingualism: Linguistic and educational implications of English–Japanese bilingual
children’s adaptations in narrative discourse”
Masahiko Minami, San Francisco State University“A study of biliteracy development of children studying at a Saturday school in Canada: How Japanese andEnglish writing support one another”
Aiko Sano, Hokkaido University, Kazuko Nakajima, University of Toronto, Yuko Ikuta, Chubu University,
Tomoko Nakano, Brooklyn Nihongo Gakuen, and Misa Fukukawa, Japanese School of Toronto

2:00 p.m.–3:15 p.m. —Session 4

SESSION 4­A: PEDAGOGY PAPERS [SIMCOE ROOM]
Chair: Yasu­Hiko Tohsaku, University of California, San Diego「歌のオンライン教材：その紹介と実践報告」 (New online song­based courseware for advanced Japanese and auser survey)
Rumiko Shinzato, Georgia Institute of Technology, and Noriko Nagata, University of San Francisco「授業時間外での効果的なメディア教材の使い方について」 (Effective utilization of Japanese language media
materials outside of class)
Karen Curtin, Ohio State University“Singing as a tool in Japanese lexicon learning of university foreign language students"
Noriko Mori, Middle Tennessee State University

SESSION 4­B: PEDAGOGY PAPERS [DUFFERIN ROOM]
Chair: Yuri Kumagai, Smith College「Content­Based Instructionを使った初級・中級授業の実践報告：メソッド、教材、調査結果の報告」(Content­based
instruction in elementary­ and intermediate­level Japanese courses: Methods, materials, and survey
results)
Yoshiro Hanai and Shoko Emori, University of Wisconsin, Oshkosh「体験学習・実習の視点と日本語教育：初級日本語ユーストリームプロジェクト」(Experiential learning andJapanese language education: Beginning­Japanese UStream project)
Shinji Sato, Princeton University

Page 9「上級初期におけるディベート指導の実践及び学生の意識調査」(Debate activity in an early advanced course inJapanese and the students' questionnaire)
Kiyomi Kawakami, University of Iowa

SESSION 4­C: LINGUISTICS PAPERS [HURON ROOM]
Chair: Michio Tsutsui, University of Washington「「が早いか」 と「や否や」 の使用制約再考」(Revisiting the usage restrictions for "ga hayai ka" and "ya ina ya")
Michio Tsutsui, University of Washington“(Inter)subjectification in the development of Japanese discourse marker NANKA”
Xiaoman Miao, Stanford University“Sound alternation in Japanese numerals in 4, 7, 9, and 10”
Rika Ito and Natalie Dmytrenko, St. Olaf College

SESSION 4­D: SECOND LANGUAGE ACQUISITION (SLA) PAPERS [KENORA ROOM]
Chair: Chiemi Hanzawa, University of Iowa
”A new effective way of teaching the resultative use of ~teiru”
Masumi Hamada, University of Hawaii, Manoa“Acquisition of Japanese motion event expression ~te kimasu by JFL learners of English”
Saori Nozaki, Ohio State University”Beyond frequency: analyzing function of verbal and nonverbal aizuchi by native speakers and learners ofJapanese”
Chiemi Hanzawa, University of Iowa

SESSION 4­E: SECOND LANGUAGE ACQUISITION (SLA) PAPERS [KENT ROOM]
Chair: Mamoru Hatakeyama, Carnegie Mellon University“How to enhance vividness in first­person storytelling: representation of mental states and characters’ speech”
Koji Tanno, Eastern Michigan University“An analysis of sentence­internal and sentence­final aizuchi usage in JFL contexts”
Shinsuke Tsuchiya, Ohio State University「接続助詞「から」「ので」の使い分けの習得」(L2 pragmatic competence in Japanese kara/node alternation)
Mamoru Hatakeyama, Carnegie Mellon University

SESSION 4­F: STUDY ABROAD FOR ADVANCED SKILLS (SAFAS) AND JAPANESE FOR SPECIFIC PURPOSES (JSP)
SPECIAL INTEREST GROUP PAPERS; PEDAGOGY PAPER [WENTWORTH ROOM]
Chair: Mari Noda, Ohio State University「話し言葉コーパスを用いた理工学系留学生のための日本語教材―理工学系学習語彙用例集作成の試み−」(Thedevelopment of independent­learning materials based on a science and engineering spoken Japanese
corpus)Natsumi Ito, Yumiko Furuichi, and Naoko Endo, University of Tokyo, School of Engineering/Japanese for SpecificPurposes SIG「オーセンティックな言語習得を目指した初級日本語のスケジュール作りとその成果」(Creating a first­year
Japanese schedule for authentic language acquisition)
Junko Tokuda, ‐University of Memphis「留学生のソーシャル・ネットワーク形成と友人関係構築」(Study abroad social networks and friendships)
Fumi Yamakawa, Waseda University/Study Abroad for Advanced Skills SIG

PART TWO
89 Chestnut Conference Centre, Toronto, Ontario
Terrace Room (Third Floor)
Thursday, March 5, 6:30– 10:00 p.m.

Page 10

6:30 –7:15 p.m.
General Membership Meeting
7:30 –10:15 p.m.

KEYNOTE SPEAKER
Jim Cummins, Professor and Canada Research Chair in Language Learning and Literacy Development in Multilingual
Contexts at the Ontario Institute for Studies in Education of the University of Toronto:“Language Learning and Language Maintenance in a Multilingual World: Core Principles and Emerging Possibili­ties”

Dessert Reception (Open Bar)ALSO TAKING PLACE IN TORONTO AT THE AAS ANNUAL MEETING
Session Sponsored by AATJ at Association for Asian Studies (AAS) Annual Meeting

Roundtable: “Coherent connections in Japanese language education: The J­GAP Multi­Country Articulation
Project”
Chair: Yasu­Hiko Tohsaku, University of California, San Diego
Panelists: Sufumi So, George Mason University, Mieko Kawai, University of Virginia, Jotaro Arimori, University ofToronto, and Hideki Nishimatsu, Japan Foundation, Tokyo

VISIT AATJ AT BOOTH 425
IN THE AAS ANNUAL MEETING EXHIBIT HALL, MARCH 16-18
FRIDAY 10:00 – 6:00 / SATURDAY 10:00 – 7:00 / SUNDAY 9:00 – 12:00

Affiliate News

Bridging Scholarship NewsOne of the purposes of the formation of the new organizaion American Association of Teachers of Japanese(AATJ) was to form a new type of synergy between thenational Japanese language educators professional organization and the network of state and regional organizations that has been developed over the past years anddecades.

The Bridging Project for Study Abroad in Japan, a project of
AATJ, administers the Bridging Scholarship program, which
since 1999 has awarded more than 1,000 scholarships toundergraduate students studying abroad in Japan for a semester or an academic year. Funding for the scholarships
comes from the US-Japan Bridging Foundation, based in
Washington, DC, and the program administration is funded
by a grant from the the Japan-US Friendship Commission,
an independent agency of the US federal government.

As of press time, twelve state and regional organizations
had applied to be official affiliates of AATJ. (Eleven ofthem were previously affiliated with NCJLT; one is a
newly formed organization.)
They are listed on the AATJ website at http://
www.aatj.org/affiliates/index.html, along with information on becoming an affiliate.
Forthcoming issues of the AATJ Newsletters will containcontributions from affiliates on their activities and information for their members.

Information on the Bridging Scholarship program is online
at http://www.aatj.org/studyabroad/scholarships.html .
Applications are now being accepted for Fall 2012 scholarships; the deadline for receipt of applications is April 6, 2012.
At least 50 scholarships will be awarded to students who will
study in Japan during the Fall 2012 semester or the 20112012 academic year.
Bridging Scholarships were recently awarded to the follow-

ing 20 students for study in Japan during the Spring 2012semester:Sarah BITHER, Hamilton College (NY)/ Sophia University
Colt CHAFFIN, Wichita State University (KS)/ Kansai
Gaidai
Caroline DAVIDSON, Tulane University (LA)/ Kansai
Gaidai
Abbie DOLL, Bowling Green State University (OH)/
NanzanHiroshi FUKADA, Purdue University (IN)/ Japan Center for Michigan Universities
Yuan HUANG, Temple University (PA)/ Temple University Japan Campus
Molly KARINEN, Portland State University (OR)/ Kansai Gaidai
Jonathan KILBY, University of South Carolina / Kansai University
Michael KLOSIEWSKI, St. Norbert College (MN)/
Tsuru University
Victoria LING, University of Illinois / Meikai Univer-

Masahiko Minami Assumes
Editorship of JJL
Masahiko Minami of San Francisco State University
will assume the Journal of Japanese Linguistics (JJL)
editorship in 2012 (effective with Volume 29, 2013). He
is the author of Telling Stories in Two Languages:
Multiple Approaches to Understanding EnglishJapanese Bilingual Children's Narratives (2011, IAPinformation Age Publishing), Gengo to Bunka (2009,
Kurosio Publishers), and Culture-specific Language

sity (IES Tokyo)
Christina LORINO, St. Norbert College (MN) /Tsuru University
Robert MARKS, California State University, San
Marcos / Rikkyo University
Cherise OSAKI, University of Southern California /Sophia University
Keith PRATT, University of Washington / Gakushuin
University (spring) & Kyoto University (fall)
Shannon SPEARS, Southwestern University (TX) /Chukyo University (ISEP)
Gregory STANKEVICH, Hunter College, CUNY /Kansai Gaidai
Rose TABAJ, University of Mount Union (OH)/ Kansai Gaidai
Michelle TU, UCLA (CA)/ Doshisha University
Alex WACHI, Washington & Lee University (VA)/
Kansai Gaidai
James YANG, Eastern Michigan University / Kansai
GaidaiStyles: The Development of Oral Narrative and Literacy (2002, Multilingual Matters) as well as the authorof various articles and an editor of a number of books.
He has also worked as a JJL Editorial Board member.
Officially, he will start his editorship as of 2013, but heis currently serving as a guest editor for Volume 28(Special issue: Selected papers from the 7th International Conference on Practical Linguistics of Japanese,
which was held in March 2011 at San Francisco State
University).

Contributions to AATJ Endowment
AATJ has joined the ranks of other non-profit organizations in establishing an endowment fund. Contributions of any amount to this fund, which are tax-deductible, will help to ensure that the Association can continue to provide services to members in the future. Contrbutions have recently been made to the Endowment by Daniel Carolin, Rebecca Chau, and Yasuko Ito Watt. Please consider donating when you
next renew your membership, or by mail at any time. For more information, contact the AATJ office.

Page 12

Yo Azama Named 2012 National Language
Teacher of the Year
Yoshiko Saito-Abbott, California State University Monterey Bay
Yo Azama, a Japanese teacher from Salinas, California,
was named the 2012 National Language Teacher of the Year during the 2011 annual ACTFL (American Council on Teaching of
Foreign Languages) convention held in Denver in November. Thisaward is sponsored by ACTFL and publisher Holt McDougal, torecognize a foreign language teacher who exhibits excellence inlanguage education. Yo is the first Japanese teacher to win thismost prestigious annual award for foreign language teachers.
Yo was chosen as California’s 2011 Outstanding Teacher
at the 2010 CLTA (California Language Teachers Association)
Conference in San Diego. For his efforts he won a ticket to complete at the regional (Southwest) level. It was a rigorous processsince candidates had to prepare a portfolio (which contained theirteaching philosophy, a teaching video with a lesson plan, and students’ samples) followed by committee site interviews and a shortspeech / presentation on an issue of significance to the world language profession. Yo was named the 2011 Southwest Teacher of
the Year at the SWCOLT regional conference in Forth Worth, andadvanced to the National level.
Yo Azama graduated from California State University
Monterey Bay with a single-subject credential and teaches at
North Salinas High School in Salinas. I have been privileged toobserve his professional growth as my colleague and co-presenterin numerous workshops and presentations at regional, state, andnational conferences, where I have witnessed his commitment to
the world language teaching profession. He is one of very few talented teachers who can truly
demonstrate Standards-based instruction.
Yo Azama is not only an active presenter at professional organizations such as CLTA
and ACTFL; his professionalism has also included informal tutorials at his school, organizing
student trips to Japan, initiating district-level speech contests, participating in importantschool district committees, serving as an AP Japanese consultant for the College Board, anddevoting many hours to help establish the AP Japanese course in his school district.

Congratulations,Yo!

Yo joined MBFLP (the Monterey Bay Foreign Language Project), which provides professional development workshops for world language teachers in the site’s three county service
area (Monterey, Santa Cruz, and San Benito counties), all the while teaching full-time in Salinas
public schools. As one of MBFLP’s team leaders, he has shared his own growth and inspired
teachers of all languages, always in creative ways and with his hallmark humor that dispels any
anxiety while never forgetting the primary objective: to maximize students’ language proficiency. His workshops and presentations are always well received by participants since hemodels the best practices for target-language communication, uses research-based instructional strategies, and gives examples of students’ work.
Above all, Yo Azama is an outstanding teacher. Dedicated to teaching in the target language, his class is always a dynamic and engaging experience for students. Not only does hemotivate his students; his teaching is a model for other teachers. In fact, his teaching has been
showcased in a WGBH/Annenberg Foundation video that demonstrates best classroom practices. The video (available online at http://www.learner.org/libraries/tfl/japanese/azama/
index.html) has been widely viewed and has inspired many teachers across the nation, andthere is no doubt that he inspires his Japanese students, teachers of Japanese, and world language teachers and professionals. Yo is consistently generous with his time. That is why heseems to be universally admired by school administrators, fellow teachers, and students.
Yo will have a busy year ahead. As a spokesperson for language education over the
coming year, he will deliver presentations at foreign language conferences, meet with policymakers, and appear at events to promote language education through ACTFL’s Discover Languages . . . Discover the World!® public awareness campaign.

High School Corner
The first installment of the AATJ
Newsletter’s corner for high school
teachers is by Lisa Berkson, World
Languages Department Chair andJapanese and Chinese language
instructor at Dobson High School,
Mesa, AZ. She can be reached at
lfberkson@mpsaz.org.
On Stage: Dramatization in
the Foreign Language Classroom
Using drama—what I will call any
sort of role-playing, skit, playacting, simulation, etc.--in ourclassrooms enhances interpersonal communication skills, personalizes and motivates students,
and neatly fits with our goal ofcommunicative competence.
However, teachers are sometimes
wary of adding drama to the curriculum, often because there
seems to be no room for extra activities in an already-packed
schedule. Also, drama represents a
shift, from teacher-centered tolearner-centered, that makes someteachers uncomfortable. Still, advantages to including some dramatic activities in your teaching
are numerous: drama lets students
practice real-life scenarios in asafe situation; dramatic techniques emphasize listening skills;

and these activities can be used at
any proficiency level. Here are a few
suggestions to get you started. Start
small, with guided activities thatalign with your language goals. Offer
feedback. As your students get more
comfortable, move into less structured activities. And enjoy!
Mime: Student 1 mimes taking an
object out of a paper shopping bag.
The class guesses what the object is,in the target language. The correct
guesser is the next “mime.” Student 1
whispers the name of the next object
to Student 2, who proceeds to“mime” removing that object fromthe bag. Continue playing.
10 Words: write ten common words
or phrases on the board (for example,
こんにちは、さようなら、 ありがとう、これ、それ、一、二、どうぞ、はい、いいえ ちがいます。Students
have ten minutes to create skits using ONLY these words. They may use
each word as many times as they like.
The class must guess where, who,
and what is happening in each skit.
Create a Creature: in pairs, students use their bodies to create creatures according to your descriptions(for example, two heads, three arms,etc). This activity encourages physicalmovement, cooperation, and listening
skills.
Improvise: assign a scenario. In
small groups, students act out shortskits, with or without preparation time.
Possible scenarios include: “Lost inTokyo;” “At the hospital;” “After anargument with your best friend;””Department Store Help Desk.” Characters can be teacher-assigned or student choice.
Dramatize: students write scriptsthat center around a self-selected haiku.
By creating scenes that either precede
the composition of the haiku or follow
it, students can personalize well-known
haiku and haiku poets and use criticalthinking skills to make predictions.
Interview: Students stage “live” interviews with pop culture icons. Again,
this can occur with or without preparation.

K-8 Corner
Welcome to the column designed
especially for K-8 teachers ofJapanese! I hope to use this column
to share some of the ideas I’ve
learned (from many of you) over theyears and to spark discussion about
methods and materials for K-8 programs. If you would like to contribute an activity, material, or advocacy
idea to this column or have any questions, please write to me atjhaxhi@waterbury.k12.ct.us.

Singing the Praises of KARUTA
カルタだいすき！！
In terms of Japanese teaching methods
for ANY level, I cannot say enoughabout the game of KARUTA. It gets students out of their seats, moving, andlearning together. I have used KARUTA
with all levels from 1st grade to adult (inmy methods classes!) and I’ve found few
people who don’t enjoy it. I’m suremany of you are already using KARUTA
in your classes as well.

PREPARATION
I like to use PowerPoint to make theflashcards. It makes it so easy! You
can print as many sets of cards as you
need. If you’d like to see an example,
g ot o
h t t p : / /ctworldlanguagesk8.wikispaces.com/
Top+Five and scroll down to Interpretive Communication. Click on
the document called “Karuta Sports
Demo.pptx.” I print the slides as“Handouts” with six per page and cut
them up into sets for students. You
can use a projector to show the slides
in large view for vocabulary practiceor to show the answers during the
KARUTA game (just put blank slides
in between each so that the screen isblank when you are yelling the nextword). Older students can also makevocabulary flashcards themselves andthen use them for KARUTA.
KARUTA can be used for the single
word vocabulary practice or a complex interpretive listening activity.
Here are some variations on the typesof KARUTA you can make:Play WORD KARUTA by making aseparate card for each vocabulary
word. For elementary, I often makepicture cards, such as all different
fruits. For older students, I put only
the words written in hiragana/katakana/kanji for reading practice.
Play COUNTERS KARUTA by making
cards with different amounts of itemson them, like “four books” or “threebottles.” You can be complicated byonly yelling the number, such as “yonsatsu” or “san-bon.”(even though I have shown the answer).

Play SENTENCE KARUTA by making separate cards with pictures that
represent a sentence, such as “Themother is making osechi.” For reading
practice, you can make cards with only
the sentence (no picture) in kana.

Encourage them to stand when theyplay. I have them push in theirchairs. Then, they can put the cards
they win on their chairs.

Play PARAGRAPH KARUTA bymaking cards with complicated pictures
or artwork. Describe each picture until
students slap it. For example, “There isa woman wearing a red kimono. Next toher, there is a cherry blossom tree, etc.”
Play TRADITIONAL KARUTA witha set of real cards from Japan!
PLAYING
Here are some “tips” I use as students
play KARUTA.
Play in pairs or threes at the most. Pairs
are really the best to maximize theamount of learning that each student
can have during the game.
Explain the directions in Japanese. You
can easily do this by modeling with two
students playing in front of the class (orwith fly-swatters on the board) first. I
overact the directions while modeling:(a) they start each time with their hands
behind their backs, (b) they keep one
hand behind their back at all times, (c)if they both slap the card at the exact
same time, they do “JAN, KEN, PON” todecide who gets it, and (d) if both students have their hands on the wrong
cards when I show the answer, the firststudent to slap the correct card gets it

2012 NCJLT “Year of the Dragon”
Nengajo Contest Results
Thanks to everyone who participated in the 2012
Nengajo contest. 570 cards were submitted by 107 schools
nationwide. There were so many great entries that it was very
difficult to choose the winners.
Each of the winners received an award certificate andan Amazon gift card for their accomplishment. All the otherparticipants received certificates of participation. Congratulations to all 1st, 2nd, and 3rd place winners! We would also liketo congratulate all the teachers who participated in the contest. Your students’ cards clearly show your excellent work in
the Japanese classroom!
Images of the cards will be displayed at the AATJ Exhibit booth during the ACTFL Annual Conference in Philadelphia from November 16 - 18. Items such as posters, cards,

During the game, I often have to remind students put both hands behind their backs before I yell the next
word. This also helps to focus them ifthey are starting to get too wild.
Pace is very important in keeping
students on task. Watch a few pairs
and as soon as they are ready for the
next card, call it. If you give them too
much time between cards, they will
get noisy.
When there are only two cards left toslap, call “time out.” Explain to students that you will now become“tricky.” You will say many different
words. If they slap the cards for thewrong word, they are out. I try to say
many words that sound like the cards
they are listening for (example: if thecard is “momo” I will say “moichido”
or “monosashi” to confuse them.)
This helps them to really focus on the
final two words. I often have thesewords be the ones that are the mostdifficult for them. Also, it prevents
them from hurting each other as they
try for the last cards because they are
hesitant to slap by mistake.
I hope this gives you some ideas to
add to your “bag of tricks.”
Jessica Haxhi

and stickers with images of the winning cards will also
be available for purchase.
The 2012 contest was the last Nengajo Contest
sponsored by NCJLT. The 2013 Nengajo Contest will beorganized by AATJ.
We are thrilled to announce that next
year’s Nengajou Contest will include a university level as well!
Thank you for your continued support of the
Nengajo Contest. Please see the winning cards on thefollowing pages. For larger images of the winning cards,
please go to http://www.aatj.org/studentactivities/
nengajocontest/index.html
Kazumi Yamashita Iverson
Jessica Haxhi
2012 Nengajo Contest Co-Directors

Page 18

Page 19

Job Opening Announcements
University of British Columbia
The University of British Columbia is accepting applications for one or more renewable 12-month lecturer position(s) (1-year contract) in Japanese
language, commencing September 1, 2012. Reappointment will be subject to performance. The successful applicant will teach 24 credits of Japanese Language
courses, possibly from first to fourth- year, over the calendar year, as well as assist the Coordinator of theJapanese Language Program in program administration and development.
Applicants are required to have native or near-native
fluency in Japanese and English, a Master's degree inApplied Linguistics, Japanese Linguistics, Language
Education, or related fields and extensive teaching experience at the college/university level in North America. Strong interest in technology-based and/or content-based instruction and in curriculum development is a plus. Salary will be commensurate with qualifications and experience.
Please send applications, including a letter of interest,
Curriculum Vitae, names of three references, a videotape or a DVD of a class taught, as well as a lesson planfor the class taped, no later than March 1, 2012, to:Japanese 12-month Lecturer Search Committee
Department of Asian Studies
University of British Columbia
1871 West Mall
Vancouver, BC Canada V6T-1Z2
This position is subject to final budgetary approval.
UBC hires on the basis of merit and is committed to
employment equity. We encourage all qualified persons
to apply. However, Canadians and permanent residents
of Canada will be given priority. Applicants in thisgroup are encouraged to self-identify. For information
about the Department, please visit http://
www.asia.ubc.ca.
University of California San Diego
The Program in Japanese Studies (http://
japan.ucsd.edu/) within the Department of History(http://history.ucsd.edu/) at the University of California, San Diego is committed to academic excellence anddiversity within the faculty, staff, and student body andinvites applications for a full-time lecturer positionin Japanese language starting July 1, 2012. The initial appointment is one year with the possibility of renewal on a yearly basis based on performance andfunding availability. Qualified candidates must havenative or near-native proficiency in Japanese and English and have extensive experience in teaching all levels
of Japanese language courses and in supervising andtraining teaching assistants.
The successful candidate is expected to work with exist-

ing faculty members to design and develop contentbased courses, thematic-based courses and/or Japanese language for special purposes. Successful candidates will demonstrate strong or potential accomplishments in areas contributing to diversity, equity andinclusion, and a desire to play a leadership role in advancing UC San Diego’s commitment to achieving excellence and diversity.
The Program in Japanese Studies coordinates a variety of campus offerings related to the culture, history,
political economy, and language of Japan and offers
students the opportunity to major or minor in Japanese Studies. It offers six levels of Japanese language
courses, including advanced Japanese and Written
Japanese. A Ph.D. is desirable, but not required.
Salary is commensurate with teaching experience andis based on University of California salary scales. Review of applications will begin on February 1, 2012,
and continue until the position is filled.
Please send an application letter, curriculum vitae,
three letters of recommendation, course evaluations
and personal statement summarizing past or potential
contributions to diversity (see http://
facultyequity.ucsd.edu/Faculty-Applicant-C2DInfo.asp for further information) to:
Y.-H. Tohsaku
Program in Japanese Studies, 0104
University of California San Diego
9500 Gilman Drive
La Jolla, CA 92093-0104
East Tennessee State University
East Tennessee State University invites applications
for the position of lecturer in Japanese beginning
August 15, 2012. Lectureships are 3-year appointments with salary and benefits and a 4/4 teachingload with service expectations. Requirements: Minimum M.A. in Japanese or closely related field at timeof appointment and experience teaching Japanese atcollege level; fluency in English and Japanese.
Submit letter of application, ETSU faculty profile,
teaching statement, CV, and 3 references throughhttps://jobs.etsu.edu/applicants/Central?
quickFind=52129 by March 12, 2012. For questions,contact Dr. Judith Slagle, Department of Literatureand Language, Box 70683, Johnson City, TN 37614.
AA/EOE. Position contingent upon funding.
Grinnell College
The Department of Chinese and Japanese (Japanese
Language and Culture) at Grinnell College announces
a one-year term position in Japanese Language
and Culture, starting Fall 2012. Assistant Professor(Ph.D.) preferred; Instructor (ABD) possible. Grinnell
College is a highly selective undergraduate liberal arts
college. The College's curriculum is founded on a

Page 20strong advising system and close student-faculty interaction, with few college-wide requirements beyond the completion of a major. The teaching schedule of five courses
over two semesters will include at least three language
courses.
In letters of application, candidates should discuss theirinterest in developing as a teacher and scholar in an undergraduate, liberal-arts college that emphasizes close studentfaculty interaction. They also should discuss what they cancontribute to efforts to cultivate a wide diversity of people
and perspectives, a core value of Grinnell College. To be
assured of full consideration, all application materials
should be received by February 15, 2012.
Please submit applications online by visiting our application website at https://jobs.grinnell.edu. Candidates willneed to upload a letter of application, curriculum vitae,transcripts (copies are acceptable), and provide email addresses for three references. Questions about this searchshould be directed to the search chair, Professor Mariko
Schimmel, at [JapaneseSearch@grinnell.edu] or 641-2693141.
Grinnell College is an equal opportunity/affirmative action
employer committed to attracting and retaining highly
qualified individuals who collectively reflect the diversity of
the nation. No applicant shall be discriminated against on
the basis of race, national or ethnic origin, age, gender,
sexual orientation, gender identity and expression, marital
status, religion, creed, disability or veteran status. For
further information about Grinnell College, see our website
at http://www.grinnell.edu.
Hamilton College: Culture and Language
The Japanese Program in the East Asian Languages andLiteratures Department at Hamilton College invites applications for a one-year visiting position in Japanese
Culture/Language at the rank of Visiting AssistantProfessor, effective July 2012. Responsibilities include
teaching cultural aspects of Japan in the successful candidate’s specialization (e.g., literature, cinema/media), as wellas language courses. We seek applicants with Ph.D. in handor near completion, fluency or near fluency in Japanese andEnglish, strong commitment to teaching undergraduates
within an interdisciplinary context. Training and actual experience in Japanese language teaching at college level isstrongly preferred. Consideration of applications will begin
in February and continue until the position is filled.
Send letter of application, curriculum vitae, writing sample,
and two sample syllabi in the applicant’s field to: Professor
Kyoko Omori, Japanese Culture Search Committee Chair,
Hamilton College, 198 College Hill Road, Clinton,
NY 13323 (or to jculture@hamilton.edu). Applicantsshould also have transcripts and three letters of recommendation sent to the Committee Chair. For full consideration,
submit all materials by February 1, 2012.

Hamilton (www.hamilton.edu) is a residential liberalarts college located in upstate New York. Applicantswith dual-career considerations can find other Hamilton and nearby academic job listings at
www.upstatenyherc.org. Hamilton College is an affirmative action, equal opportunity employer and iscommitted to diversity in all areas of the campus community. Hamilton provides domestic partner benefits.
Candidates from underrepresented groups in higher
education are especially encouraged to apply.

Hamilton College: Language
The Japanese Program in the East Asian Languages
and Literatures Department at Hamilton College invites applications for a full-time visiting position in
Japanese Language, effective July 2012. The initial
appointment is for one year with the possibility of renewal based on performance and funding availability.
Responsibilities include teaching language courses atvarious levels. Applicants should: have either a Ph.D oran M.A. in linguistics, pedagogy, foreign language education or relevant fields; be fluent in Japanese and English; and have training and experience in Japanese language teaching at the college level. Consideration of
applications will begin in February and continue until
the position is filled.
Please send letter of application, curriculum vitae, abrief statement of teaching philosophy, and sample ofrecent teaching evaluations to: Professor Kyoko Omori,Japanese Language Committee Chair, Hamilton College, 198 College Hill Road, Clinton, NY 13323 (or tojlang@hamilton.edu). Applicants should also havethree letters of recommendation sent to Professor
Omori. For full consideration, submit all materials by
February 1, 2012.
Hamilton (www.hamilton.edu) is a residential liberalarts college located in upstate New York. Applicantswith dual-career considerations can find other Hamilton and nearby academic job listings at
www.upstatenyherc.org. Hamilton College is an affirmative action, equal opportunity employer and iscommitted to diversity in all areas of the campus community. Hamilton provides domestic partner benefits.
Candidates from underrepresented groups in higher
education are especially encouraged to apply.

Harvard University
The Department of East Asian Languages and Civilizations at Harvard University anticipates one or more
openings for a full-time Drill Instructor/Teaching
Assistant in Japanese beginning August 1, 2012
through July 31, 2013. Drill instructors assist course
heads in Japanese language classes, assist in prepara-

Page 21tion of teaching materials, and teach individual drill sections. Candidates must have native or near-native fluency
in all modalities of Japanese (reading, writing, listening,and speaking); a bachelor’s degree or higher; experienceteaching Japanese, preferably at the college level to students whose native language is English; and computer
literacy.
Candidates interested in applying for the position should
submit (1) a letter of application, (2) a curriculum vitae,
and (3) the names and email contact information of threereferences to http://academicpositions.harvard.edu/
postings/3877. The references will be contacted separately and invited to upload letters of recommendation. In addition, (4) a 20-minute DVD of the applicant
teaching should be submitted by surface mail to the following address:
Chair, Drill Instructor Search
Japanese Language Program
Department of East Asian Languages and Civilizations
Harvard University
5 Bryant Street
Cambridge, MA 02138
All the above should be submitted by February 27,
2012.
It is anticipated that interviews for this position will be
conducted at the Annual Meeting of the Association for
Asian Studies, March 15-17, 2012, in Toronto, Ontario. Selected candidates will be contacted directly inearly March regarding their availability for an interview at
AAS.
Harvard University is an Affirmative Action/Equal Opportunity Employer. Applications from women and minorities are strongly encouraged.
Indiana University of Pennsylvania
Indiana University of Pennsylvania (IUP) invites applications for a full-time tenure-track position in Japanese at the Assistant Professor level for fall 2012.
Appointee will primarily be teaching elementary, intermediate, and advanced Japanese language classes. As timeallows, the person will also teach such courses as“Introduction to Asian Studies” and “Japanese Literature
in Translation” as part of the Asian Studies major.
Qualifications: Successful candidates will possess native
or near-native proficiency in both Japanese and English;
hold a Ph.D. degree in Japanese literature, Japanese Foreign Language (JFL) pedagogy, or a related field; and haveexperience teaching Japanese at the college level. Preference will be given to candidates who demonstrate familiarity with theories in second language acquisition and current practices in JFL pedagogy in North American higher
education settings. Candidates must communicate effectively and perform well during the interview(s) which may

include a teaching demonstration. Applicants must
be work eligible.
How to apply: Send letter of application, current curriculum vitae, transcripts (official versions requiredfor interview), three letters of reference, a one-pageteaching philosophy statement, and examples ofteaching effectiveness to: Dr. Marjorie ZambranoPaff, Search Chair, Indiana University of Pennsylvania, 481 Sutton Hall, 1011 South Drive, Indiana, PA
15705-1087. Review of applications will begin February 1, 2012 and will continue until the position isfilled.
Women and minority candidates are strongly encouraged to apply. IUP is an equal opportunity employer
M/F/H/V. Indiana University of Pennsylvania is amember of the Pennsylvania State System of Higher
Education.
Japan Center for Michigan Universities(Shiga, Japan)
The Japan Center for Michigan Universities (JCMU)
invites applications for positions of the summer instructors. Period of appointment: June 1 – August
4, 2012.
Qualifications: A master's degree or higher, preferably in Japanese language pedagogy, applied linguistics, or a related field in education or Japanese studies. Native or near-native fluency in Japanese andEnglish. Preference will be given to candidates withexperience in teaching all levels of Japanese at college-level in America.
Responsibilities: Teach maximum of 18 hours per
week of Japanese-language courses (Elementary, Intermediate, Advanced). Other responsibilities include
student advising and service to the Center.
Housing: JCMU will provide rent-free housing at theCenter, which will include basic furniture, appliance,
and utensils. Utility expenses should be paid by thetenant.
Salary: $6000. Participants must pay the cost of social insurance and taxes on their own.
Transportation: JCMU will pay airfare up to $1200
for the shortest distance from the instructor’s closest
airport to either Osaka or Nagoya.
To Apply: Send letter of application, statement ofteaching philosophy, evidence of teaching effectiveness if available, curriculum vitae, and the names andcontact information for three referees to:
Minoru Aizawa
Japanese Language Coordinator
The Japan Center for Michigan Universities
1435-86, Ajiroguchi, Matsubara, Hikone
Japan 522-0002
Deadline for applications: February 17, 2012.

Page 22

University of Minnesota
The Department of Asian Languages and Literatures in
the College of Liberal Arts at the University of Minnesota seeks a pool of applicants to teach language
courses in Japanese. Positions will be full-time forthe fall semester 2012 (08/27/12 - 01/09/13) and/or
spring semester 2013 (01/10/13 - 05/26/13). If filled,these positions are for day, evening, or a combination ofday/evening courses, taught on a semester basis. Fulltime appointments are eligible for benefits. Salary range
is competitive based upon qualifications. Positions may
be annually renewable depending on departmental need,funding, and performance.
Full description and application procedures can befound at: http://employment.umn.edu. Search for requisition number 175211 and follow the instructions. Pleaseattach a letter of application, a current curriculum vitae,
and the names and contact information of three references. Incomplete applications will not be considered.
The University of Minnesota is an equal opportunity
educator and employer.
Nanyang Technological University, Singapore
The School of Humanities and Social Sciences, Nanyang
Technological University (NTU,) is seeking to appoint a
lecturer in Japanese in the newly established Centre
for Modern Languages. Applicants who have experiencein coordinating courses as well as developing and using
multimedia course materials will have an advantage. We
are seeking an experienced lecturer with a serious commitment to teaching Japanese to tertiary students, developing pedagogical materials and incorporating technological innovations into the curriculum.
Selection Criteria: Postgraduate qualification in a relevant area; native or near native proficiency in written
and spoken Japanese; experience and demonstrated excellence in teaching Japanese, preferably at tertiarylevel; experience in developing Japanese materials, including web-based materials; experience with multimedia and computer-based instructional technologies;
good command of English.
The School currently offers electives in ten modern languages (Arabic, Chinese, French, German, Japanese,
Korean, Malay, Spanish, Thai, and Vietnamese) andthere are plans to increase the number of languages offered in the Centre. The Centre places great importanceon enhancing the intercultural knowledge and skills of
the learners as well as their linguistic competence.
For further information about the current Modern Language
Electives,
pleaserefer
to:http://
cml.hss.ntu.edu.sg/AboutCML/Pages/
Introduction.aspx .To apply, please refer to the Guidelines for Submitting an Application for Faculty Appointment(http://www.ntu.edu.sg/ohr/Career/
SubmitApplications/Pages/Faculty.aspx), and send yourapplication letter, curriculum vitae (including records ofinnovative curriculum development and teaching experi-ence), teaching statement, and the names and contact
details of at least three referees to:
Office of Human Resources
Nanyang Technological University
50 Nanyang Avenue, Singapore 639798
Fax: (65) 6791 9340
Email: Acad-talent@ntu.edu.sg
Enquiries about the position can be addressed to:
Chair
Search Committee for Lectureship in Japanese/Malay
Centre for Modern Languages
School of Humanities and Social Sciences
Nanyang Technological University, Singapore
Email: tswagner@ntu.edu.sg
Closing date for receipt of applications: May 31, 2012.
University of North Carolina Charlotte
The Department of Languages and Culture Studies at the
University of North Carolina Charlotte seeks applicantsfor the position of Assistant Professor of Japanese.
This is a full-time, tenure-track position to begin August
15, 2012. Specialty is open, but preference will be given to
candidates with experience in digital humanities andteaching Japanese film, including anime, and/or Japanese business or translation. Candidate must have native
proficiency in English; native or near-native proficiency
in Japanese; a strong commitment to teaching undergraduates; enthusiasm for making dynamic, innovative
contributions to the intellectual mission of JapaneseStudies; clear potential for scholarly excellence as demonstrated by a focused research agenda; and PhD at time ofinitial appointment.
Essential duties will include teaching language skills andcontent courses at all undergraduate levels, fully participating in the Japanese program, and working with colleagues to enhance use of technologies and social media
resources in language instruction, delivery, and learning.
AA/EOE employer and an ADVANCE institution: subject
to criminal background check. The candidate selected forthis position must be able to meet eligibility requirements
to work in the United States. All applicants must apply on-line at https://jobs.uncc.edu.
Screening will begin on January 10, 2012 and will continue until the position is filled.
North Central College, Naperville, IL
The Department of Modern and Classical Languages at
North Central College seeks applications for the post of
Visiting Assistant Professor of Japanese for the
2012-2013 academic year. The position is non-tenuretrack, but renewable for up to three years. Candidates
must have a Ph.D. in Japanese or Japanese Studies bySeptember 1, 2012. Successful candidates will demon-

Page 23

strate potential for excellence in college-level teaching,
and will be expected to teach at all levels of our undergraduate Japanese program. Preference will be given to
those candidates with a specialization in Japanese literary, film or cultural studies.
North Central College, founded in 1861, is a selective,
comprehensive liberal arts institution of 2900 students,
located 30 miles west of Chicago in Naperville, with convenient Metra train access to Chicago. For information
about the college, please visit the college website athttps://www.noctrl.edu.
Interested candidates should send a letter of application,a curriculum vitae, a statement of teaching philosophy,
and three letters of recommendation in an electronic format to Cheryl Horton at clhorton@noctrl.edu. For further information please email Dr. Norval Bard, Chair,
Department of Modern & Classical Languages, at
nlbard@noctrl.edu. Review of applications will begin
February 17, 2012, and continue until the position isfilled. Applicants who would enrich the diversity of thecampus community are strongly encouraged to apply. EOE.
Oberlin College
The East Asian Studies Program at Oberlin College invites applications for a one-year, non-continuing faculty
position as Visiting Assistant Professor of Japanese Language and Literature/Cinema/
Linguistics in the College of Arts and Sciences during
the academic year 2012-13.
Research and teaching expertise in the areas ofJapanese literature, film, or linguistics is essential,
and teaching experience in Japanese language ishighly desirable. The incumbent will teach an introductory course or seminar in literature, popular
culture, cinema, or linguistics, and Japanese language courses as required. Total course load is fivecourses per academic year.
While the preferred candidate will have a Ph.D. degree in-hand or expected by first semester of academic year 2012-2013, ABD candidates are also
encouraged to apply. Candidates must demonstrateinterest and potential excellence in undergraduateteaching. Successful teaching experience at the college level is highly desirable.
Native or near-native proficiency in Japanese andin English is also required. Oberlin's Japanese language and literature/cinema curriculum is lodged
within the East Asian Studies Program, which also
covers Chinese language and literature, KoreanStudies, and extends into the disciplines of Anthropology, Politics, History, Religion, and Art History.
Related courses in Ethnomusicology are also offered. Further information is available at: http://
www.oberlin.edu/eastasianstudies.

To be assured of consideration, a letter of application, including a curriculum vitae, graduate academic transcripts, and at least three letters of reference should be sent to: Professor Sheila Miyoshi
Jager, Director, East Asian Studies Program, Oberlin College, 50 North Professor Street, 316 Peters
Hall, Oberlin, OH 44074 by January 23,
2012. Application materials received after that date
may be considered until the position is filled. Salarywill depend on qualifications and experience.
Oberlin College is an Equal Opportunity/
Affirmative Action Employer committed to creating
an institutional environment free from discrimination and harassment based on race, color, sex, marital status, religion, creed, national origin, disability,
age, military or veteran status, sexual orientation,family relationship to an employee of Oberlin College, and gender identity and expression. Oberlin
was the first coeducational institution to grantbachelor's degrees to women and historically has
been a leader in the education of AfricanAmericans; the college was also among the first to
prohibit discrimination based on sexual orientation. In that spirit, we are particularly interested inreceiving applications from individuals who would
contribute to the diversity of our faculty in all respects.
Princeton University
The Department of East Asian Studies at Princeton University invites applications for a possible full-time position as lecturer in Japanese, which may become
available beginning September 1, 2012. Essential qualifications include: a M.A. in Linguistics, Japanese pedagogy, TESOL or equivalent; native or near-native fluency
in Japanese; experience teaching at the college level
teaching Japanese to English-speaking students; and excellent command of English. Salary is competitive.
Princeton University is an equal opportunity employer
and complies with applicable EEO and affirmative action
regulations.
To apply online, please visit https://jobs.princeton.edu,
providing a letter of application and curriculum vitae, byMarch 10, 2012. Letters of recommendation will be requested at a later date; please do not submit them withyour application.
University of Tennessee
The University of Tennessee, Knoxville, seeks applicantsfor Head of its Department of Modern Foreign
Languages and Literatures. Applicants should havescholarly and research credentials appropriate for appointment at the rank of Professor. We seek an individualwith a distinguished record of research, excellent teach-Page 24

ing, and relevant administrative experience. Strong
leadership skills and the ability to work collaboratively
with colleagues, staff, and students are especially important.
The successful candidate will provide leadership andeffective advocacy for a department with undergraduate
and graduate programs. The department, which teaches
nine languages, has approximately 31 tenured and tenure-track faculty members, plus 35 lecturers and 42
graduate teaching assistants; a description is at http://
web.utk.edu/~mfll/. Review of applications will begin
January 10, 2012, and will continue until the position is filled. Provide a letter of application that expresses your professional vision, a curriculum vitae,
and a list of four references, addressed to Prof. Charles
Maland, Search Committee Chair, Department of Modern Foreign Languages and Literatures, 701 McClung
Tower, University of Tennessee, Knoxville, TN 37996,
and sent electronically to pcarter@utk.edu.
The University of Tennessee is an EEO/AA/Title VI/
Title IX/Section 504/ADA/ADEA institution in the provision of its education and employment programs andservices.
Washington State University
The Department of Foreign Languages and Cultures at
Washington State University Pullman invites applications for a tenure-track position at the AssistantProfessor level in Japanese Language, Literature, and Culture. The position begins August 16,
2012. The successful applicant will teach undergraduate classes in Japanese language, culture, literature, as
well as Asian literature/culture; contribute to the Japanese major (currently being developed); maintain aproductive research and scholarship agenda; mentor
students; and do appropriate university service. Teaching load is currently five courses per year. Required
qualifications: Ph.D. (in hand by August 16, 2012) inmodern Japanese literature, culture, or a closely related
field; native or near-native Japanese and English proficiency; commitment to excellence in teaching, especially language; a dynamic research agenda. Preferred
qualifications: Specialization in modern Japanese literature/culture; demonstrated ability teaching Japanese language and/or literature and culture courses;
ability to teach Japanese film and popular culture; proficiency in other languages; interest in languagelearning technology.
To apply, complete an online application and upload
application materials at http://www.wsujobs.com. Required materials include: Letter of application, C.V.,
contact information for three references, and recent
teaching evaluations. All application materials must be
received by January 20, 2012.
WSU employs only US citizens and lawfully authorized
non-US citizens and is an EEO/AA employer and edu-

cator. Protected group members are encouraged to apply. WSU is committed to excellence through diversity,
has faculty family friendly policies including a partner
accommodation program, and a NSF ADVANCE funded
Excellence in Science and Engineering (EXCELinSE) Center http://www.ADVANCE.wsu.edu/.

Western Michigan University
The Department of Foreign Languages at Western Michigan University seeks applications for a visiting scholarof premodern Japanese culture, one-year, nontenure track, non-benefits-eligible, for the 20122013 academic year. The candidate should be a scholarof premodern Japanese culture (PhD or ABD status). The
candidate should be specialist in literature, language, cultural history, or gender studies and have native or near‐native Japanese‐language ability. The visiting scholar willteach a variety of courses to undergraduates in cultural
history, literature, and potentially other fields related tohis or her specialty.
The visiting scholar will pursue research in his/her fieldand participate in activities of the WMU Soga Center forJapan Studies, including presentations and workshops.
Scholars who can contribute to the growing WMU Summer Translation Program or WMU's internationallyknown Medieval Institute are especially desirable. The
position will begin in August 2012. It is funded in part bya Japan Foundation Institution Building grant and will
support a new undergraduate Japanese major beginningat Western Michigan University in Fall 2012. Pending
budget approval from the Japan Foundation, the position
may be extended to a second year.
The Carnegie Foundation for the Advancement of Teaching has placed WMU among the 76 public institutions in
the nation designated as research universities with highresearch activity. WMU is an Affirmative Action/Equal
Opportunity Employer consistent with applicable federal
and state law. All qualified applicants are encouraged toapply. January 16, 2012. Review of applications willcontinue until the position is filled.
Applicants should send a letter of application and vita to
Dr. Cynthia Running‐Johnson, Chair, Department of Foreign Languages, 1903 W. Michigan Ave., Western Michigan University, Kalamazoo, MI 49008‐5338. Fax: (269)387‐6333; e‐mail: c.running‐johnson@wmich.edu. Applicants should have transcripts and three letters of reference sent to Dr. Running‐Johnson as well. The website of
the Department of Foreign Languages (including information about the Summer Translation Program) can befound at www.wmich.edu/languages, the Soga Japan
Center at www.wmich.edu/japancenter , and the Medieval Institute at www.wmich.edu/medieval .

Online Course: Basic Concepts of Japanese Language Teaching
The JOINT online professional development program of the American Association of Teachers of Japanese(AATJ) will offer Basic Concepts of Japanese Language Teaching in Spring 2012.
This 6-week online course provides new and/or prospective Japanese language teachers with training andresources to gain basic knowledge about foreign language teaching in the U.S. This course is designed primarily for prospective or new teachers with up to three years of teaching experience, but it may also bebeneficial for teachers who have more than three years of experience but have not received much professional development in foreign language teaching.
The course aims to help participants understand the basic principles of Japanese language teaching, and toseek out their ideal “kyoshizo” (image of what sort of Japanese language teacher they want to be). The
course, which features the use of interactive technologies and collaborative work by participants, will be
conducted between March 12 and April 29, 2012 (six weeks of class and one week of orientation andtechnology familiarization).
Description: The course introduces important aspects of Japanese language teaching, including (1) issues
in Japanese language education in the U.S., (2) the ACTFL proficiency guidelines, and (3) Standards forJapanese Language Learning. The course utilizes background readings and some existing materials as examples, but hands-on experience is emphasized, and course participants will develop their own teaching
philosophy and learning scenarios. Participants will work on assigned readings and lectures independently,
hold online video conference discussions in small groups, keep a reflection journal, and work on projects
individually and collaboratively in pairs. Assignments and evaluations are designed to accommodate thediffering needs of those who are enrolled in the course. Teachers at both the K-12 and post-secondary levels,
as well as both native and non-native speakers of Japanese, are invited to enroll.
Faculty: Kazue Masuyama (California State University, Sacramento); Eiko Ushida (University of California,
San Diego).
Schedule: This course will be delivered entirely online. Participants will be expected to spend about five
hours a week on average on coursework: for reading, one hour listening to an online lecture, one hour inreal-time group discussion, and two hours working on assignments and projects.
Materials: Selected reading materials will be made available online.
Credit and Grading: Graduate credit (2 units from the University of Colorado) is made available forthose who wish it, at a reasonable cost (usually $60 per credit). Participants who elect to receive credit will
receive grades for the course; grades will be based on participation, materials development projects, completion of assigned readings, and self/peer evaluation. All participants who complete the course will receive
certificates of completion from AATJ/JOINT.
Fees: The fee for the course is $95, payable after enrollment is confirmed. (This fee is separate from thecost of registering to earn credit, which is optional.) There is a limit on the number of participants who canbe accommodated, and you will be notified after sending your enrollment request.
Required Technical Background for Participants: Participants should be familiar with basic Internet features such as looking for information, reading online materials, downloading materials, sending andreceiving emails, and online chatting. Experience with using Skype (voice and/or webcam) and a collaborative writing tool such as Google Docs or wiki would be a plus. A fast Internet connection (Ethernet or wireless) will be needed to work on various online activities; dial-up modem connection is not recommended.
Participants who do not have a webcam and microphone built into their computers will need to purchaseone for course participation (the cost for this equipment is usually about $25).
How to Enroll: To enroll in this course, please complete the online application form available at http://
www.aatj.org/joint/BasicCourse.html and email it as directed.

Page 26

Program Announcements
Freeman-ASIA Summer2012 Awards
Student Application Deadline - February 15, 2012
Adviser Endorsement Deadline - February 22, 2012
Freeman-ASIA provides scholarships

Northwest Conference
on Japanese Pedagogy
The First Northwest Conference on
Japanese Pedagogy will be held at the
University of Washington in Seattle
April 21-22, 2012. The conference isopen to college-level and secondary
school teachers. The conference isorganized by the Japanese Program in
the Department of Asian Languages
and Literature with financial support

ProgramAnnouncements:
Washington
University in St. Louis
Mellon Fellowship in Japanese
Literature
Students entering the Ph.D. program in Japanese Literature or the
Joint Program in Japanese andComparative Literature in Fall 2012or Fall 2013 will be considered for a
Mellon Fellowship. This fellowship, offered by the Andrew Mellon
Foundation, in conjunction with the
Graduate School of Arts and Sciences at Washington University, will
provide exceptional students an additional stipend of $25,000 distributed over a five-year period. This
stipend will be awarded in addition
to the standard financial aid package awarded to all admitted Ph.D.
students. For more information on
this financial aid package, please see
below.
Ph.D. Programs in Japanesefor U.S. undergraduate students
with demonstrated financial need to
study abroad in East or Southeast
Asia. Applicants should have a minimum 2.8 GPA. The program's goal is
to increase the number of Americans with first-hand exposure to andunderstanding of Asia and its peoples and cultures. Awards of up to$3,000 are available for summer

programs. Award recipients are
required to share their experiences with their home campuses
or communities to encourage
study abroad by others.

provided by the East Asia Centerand the UW Japan Studies Program.

価』

The conference theme is “Current
Approaches to Japanese Language
Assessment”, with presentations by
the following keynote speakers:
Dr. Yuri Kumagai (Smith College)
and Dr. Shinji Sato (Princeton University)『社会参加をめざす日本語教育と評

Literature
The Japanese Program at Washington University in St. Louis inaugurated a new Ph.D. programin Japanese literature, commencing Fall 2011. This program provides a solid foundation in Japanese literature together with therequisite expertise in a researchconcentration, producing scholars
who are well versed in Japanese
literary and cultural traditions,prepared to enter the academic
arena as researchers and teachers.
Doctoral students will select acomplementary minor field in asecond East-Asian literary tradition or another area of JapaneseStudies, as appropriate. This
Ph.D. program is offered in addition to our program in Japaneseand Comparative Literature—acombined program that offers ageographically and chronologically broader perspective on literary and cultural achievements andincludes careful grounding intheoretical discourse. Ph.D. students may also select from among

For more information, eligibility
requirements, and the online application, please visit: http://
www.iie.org/freeman-asia

Dr. Fumiko Nazikian (Columbia
University)『日本語教育におけるプロジェク
ト：その目的とアセスメント』
For more information, go to
http://depts.washington.edu/
nwjapan/index.html

several certificate options, including Translation Studies,
Film and Media Studies, and
Women, Gender, and Sexualities Studies.
Japanese section faculty possesses wide-ranging expertise inliterature and its various historical, social, and cultural contexts. Research strengths encompass poetry and poetics, thehistory of reading, literary modernization, personal narrative,
literary journalism, women's
writing, gender issues, and thetheory and practice of translation.
Our Financial Commitment: Allstudents admitted to the Ph.D.
program can expect five years offinancial aid, provided they
maintain a successful coursework record. Entering students
typically receive a University
fellowship, which carries fulltuition remission and a competitive level of financial aid.
Doctoral candidates in their
final year of dissertation writing

Page 27

Volume 1, Issue 1(usually the fifth or sixth year of doctoral study) will be eligible for a Graduate School Dissertation Fellowship. In
the intervening years, qualified graduate students will be eligible for a combination of Teaching and Research Assistantships and University fellowships,
all of which carry full tuition remission.
Doctoral students can also apply for
additional summer support for researchand examination preparation.

For more information about the Ph.D. recently established Mellon-Sawyer
Seminar—'Japan Embodied: New Apprograms, please consult the webproaches to Japanese Studies.' Now inpage:
its second year, the Mellon-Sawyer
http://japanese.artsci.wustl.edu/
Seminar examines the way the body
graduate or contact Rebecca Copehas been discussed, experienced, andland, copeland@wustl.edu.
imagined in Japanese culture. For
more information on the seminar,
please see: http://
Mellon-Sawyer Seminar
eastasian.artsci.wustl.edu/mellon
Funding for the Mellon Scholarshiphas been made possible through the

Scholarships at
Concordia Language
Villageslanguage and culture education forover 50 years and offers 1, 2, and 4-week residential immersion summer camps in Japanese and 14
other languages. More information
is available at
www.ConcordiaLanguageVillages.o
rg/scholarships<http://
www.ConcordiaLanguageVillages.o
rg/scholarships>

Scholarships for Concordia Language Villages Summer Japanese
ProgramConcordia Language Villages offers
scholarships for the 2012 summer
youth (ages 7 - 18) immersion programs. Some scholarships may include travel stipends. The Language
Villages has conducted immersion

Summer Program:
TUJ Professional
Development
Seminar in Tokyo
Temple University Japan Campus(TUJ), in cooperation with International
Baccalaureate Asia Pacific, will hosta Category 3 Topical Seminar(Japanese Literature) for Japaneseteachers at International
Baccalaureate schools. The seminar
will examine various texts from Murakami Haruki, Yoshimoto Banana,and Hayashi Fumiko.
Participants will participate in in-

depth discussions on the texts
with anexperienced IB examiner and professors who specialize in Japanese
literature or linguistics. The seminar will also offer an opportunity
to meet teachers from other IB
schools and discuss approaches
and methods to be used in classes
on Japanese literature.
Dates: July 27-29 (2.5 days); 9:15
a.m. to 4:30 p.m. (to 2:30 p.m. on
the last day). Location: Japan Tokyo (Temple University Japan
Campus).
Intended participants: "JapaneseA" teachers in IB schools or thosewithequivalent experience who arenative speakers of Japanese or
have
near-native level Japanese ability. Language used: Japanese.
Cost: 48,000 yen (Early Bird
registration) or 53,500 yen(regular registration). Registration closes June 26, 2012; Early
Bird registration closes May 24.
Details and application forms:
http://www.tuj.ac.jp/ibworkshops . For more information, contact Ms. Mai Mitsui (mitsui@tuj.ac.jp).

Page 28

Summer Intensive
Language Program
Monterey Institute ofInternational Studies

anyone interested in language study
and development of cross-cultural
understanding.
Program Dates: June 12August 8, 2012.
Program Highlights:

We offer programs offer intensive language instruction for participants witha variety of academic or non-academic
goals. Whether you are planning tostudy or work abroad, or just wish tostrengthen your skills so you can enroll in higher-level courses at yourhome institute, our intensive and custom language programs might be justwhat you are looking for. We offer
summer language programs in 6 languages (www.miis.edu/academics/
language/summer), as well as customized one-on-one and small group language training programs in common
and less-commonly taught languages(www.miis.edu/academics/language/
custom). These programs are open to

ASSESSMENTS FORJAPANESELANGUAGE
INSTRUCTION Japanese, Chinese, Arabic,
Spanish, French, Russian

 8-week intensive program (180hours of instruction)

 Graduate and undergraduate
credit earned
Elementary, intermediate, andadvanced courses offered in mostlanguages
For more information please feel
free to contact:
Monterey Institute of International Studies

 Small class size (8-10 student

Intensive and Custom Language
Programs

average)831-647-4115 silp@miis.edu

July 10-13, 2012 University of
Hawaii at Manoa, Honolulu, Hawaii
Website: http://nflrc.hawaii.edu/
prodev/si12j/
This four-day summer institute(July 10-13, 2012), sponsored by
the National Foreign Language
Resource Center (NFLRC) at the
University of Hawaii is intended
for faculty members and Ph.D.
students who are engaged inJapanese language education
at postsecondary institutions,especially those who feel they
have had limited training and experience in assessment (including
testing), but want to improve
Japanese language assessment
practices in their home institutions.
To help defray travel expenses toattend the summer institute, partial financial support will be offered to successful applicants asfunding permits: Up to $1,000
per faculty participant affiliated with a U.S.
mainland institution. Faculty members in foreign countries are ineligible for thisfunding. Students are also ineligible, unless they are instructional employees of their
institution (e.g., teaching assistants, lecturers, etc.). About 20
participants will be accepted
for this workshop.
Selected classroom assessment modules developed byparticipants as part of the workshop will be published by
the NFLRC as a Network(available online for teachers ofJapanese around the world).
For more information, please
visit the summer institute website. If you have additionalquestions, please email:nflrc@hawaii.edu<nflrc@hawaii.edu>

Page 29

Volume 1, Issue 12012 Summer
MA Programin Japanese Pedagogy
at Columbia
University
The Graduate School of Arts and Sciences (Department of East Asian
Languages and Cultures) invites applications for the 2012 Summer M.A.
program in Japanese Pedagogy. The
program runs from June 4 (Monday)
to August 3 (Friday).
*(1) Elementary Japanese Pedagogy(6/4-6/22), Professor Naomi Fujita
Geyer (University of Wisconsin at
Madison) and Dr. Fumiko Nazikian(Columbia University)(2) History of Japanese Language(6/25-7/6) Professor Peter Hendriks(Australian National University)(Michigan State University)

department.html

Degree candidates may fulfill the requirements for the M.A. degree inthree consecutive summers or in any
three summers within a period of six
years by taking eleven courses andwriting an M.A. thesis. The thesis isrequired to have a focus on a particulararea of Japanese pedagogy. Students
take courses for six weeks in one summer and nine weeks during the othertwo summers.

http://www.columbia.edu/cu/ealac/japanese/pedagogy.html*We also welcome non-degree students
for the three-week Elementary Japanese Pedagogy course.*
Special Admission Requirements: B.A.
or equivalent from an accredited institution in the U.S., Japan or elsewhere,
proficiency in English (for native Japanese speakers: 570/IBT88/CBT230
TOEFL or above) or Japanese (for nonnative Japanese speakers/ACTFL: Advanced-High or above).

(3) Second Language Acquisition
Theory (7/9-7/20) Professor Keiko
Koda (Carnegie Mellon University)

More information is available at thefollowing websites.

(4) Pragmatics (7/23-8/3) Professor
Professor Mutsuko Endo Hudson

http://www.columbia.edu/cu/gsas/
departments/japanese-pedagogy/

Application deadline: February 15,
2012.
Online Application: https://app.applyyourself.com/?id=COL-GAS
Successful applicants will be notified of
their admission by the middle ofMarch. On-campus housing is available
during the summer.
Contact: Shigeru Eguchi, Administrative Director of the 2012 Summer M.A.
Program in Japanese Pedagogy, Department of East Asian Languages andCultures (EALAC), 407 Kent Hall, Columbia University, New York, NY
10027
Email: se53@columbia.edu
Tel: 212/854-3523; FAX: 212/6788629

New Online Methods Course Announced
Iowa State University will offer “Methods in Elementary School World Language Instruction” as an online
course in Fall 2012 and Spring 2013. This course is designed for practicing teachers and pre-service teachers
who have studied a world language extensively. Marcia H. Rosenbusch, Ph.D., who is the Iowa State University instructor for the course, has invited a team of 14 leading national experts in elementary school world language education to teach course components in their areas of expertise. The collaborators, including practicing teachers and teacher trainers, represent both the commonly and the less commonly taught languages. The
course is available for three credits of undergraduate or graduate credit. The course also meets partial requirements for the Iowa Endorsement in K-8 World Language Education. Please check with your State Departmentof Education to see if this course meets requirements for endorsement or certification in your state. For more
information contact Marcia H. Rosenbusch: Email: mrosenbu@iastate.edu; Office: 515-294-6454.

Page 30

Calls for Papers
Call for Papers:
The Annual Conferenceof the Association forJapanese Literary
Studies
The 2012 conference of the Association
for Japanese Literary Studies (AJLS)
will be held at Ohio State University
October 12-14, 2012.
The theme of the 2012 AJLS Conference is “Rhetoric and Region: The Local Determinants of Literary Expression.” The theme of the conference will
also be inclusive of a broad spectrum of
papers and panels. It will provide aforum for those with an interest in individual writers and will also be inclusive of papers on a broad spectrum of

Call for Papers:
CAJLE (Canadian
Association forJapanese Language
Education) 2012
Annual Conference
Conference Theme: Bridging between Theory and PracticeConference Dates: August 2 - 3,
2012
Venue: Banff Park Lodge, Resort
Hotel and Conference Centre, Banff
National Park, Alberta
Keynote Speaker: Professor Yukiko
Hatasa (Hiroshima University)
Workshop Speakers: Ms. Yoshimi
Hirata (Japan Foundation・Ministryof Education, Alberta) ; Ms. Haruyo
Takahashi Taucar (Japan Foundation Toronto)
Abstract Submission Deadline:
Monday, February 20, 2012
Notification of Acceptance: Mon-

genres—travel writing, poetry, diaries, memoirs, essays. In terms of
the relation between linguistics, literature, and place, we anticipate
panels both in classical and modern
Japanese literature that concern
non-standard usage, the representation of dialects, and such theoreticalissues as the unique nature of theutterance in time and space, or theidea of chronotopes in relation to
Japanese literature. Film, too, is afruitful subject for exploration at
this conference.
We encourage papers from those ina variety of disciplines and hope thatthe conference will be as inclusive as
possible. Proposals may come either
from individuals or from panels.
Graduate students are especiallyday, March 12, 2012CAJLE invites submission of abstracts for paper presentations on
topics including, but not limited
to, Japanese linguistics, Japanese
language pedagogy, Japanese as aheritage language, as well as innovative teaching techniques. Submissions related to the conference
theme are especially welcome.
The allocated time for each paper
is 30 minutes (20 minutes forpresentation and 10 minutes forquestions and discussion). Presentations may be given in either
Japanese or English.
Please e-mail submissions as
attachments in .doc/.docx(Microsoft Word) file format, withthe following information, to: rebecca.chau@ubc.ca (please use
the subject line “CAJLE 2012”).
paper title (in both Japaneseand English),
one-page abstract (in either
Japanese or English),name(s) of the presenter(s)welcome. Presentations may bedelivered in either English or
Japanese.
The deadline for panel,roundtable, and individual
paper proposals is June 1,
2012.
Please address your proposal(including an abstract of 250
words) or queries to the programcommittee in care ofstucky.7@osu.edu. A link to theconference website is found at
http://japan.osu.edu.

(in both Japanese and English; list all co-presenters),
current affiliation and title(in Japanese and English;
list each co-presenter’s information),e-mail address, phone number, and mailing address(contact person only).
Individuals may submit only one
proposal as a presenter or copresenter. Presenters must be
members of CAJLE; nonmembers will be required to submit a membership application
upon notification of acceptance.
Membership information isavailable at: http://
www.cajle.info
Selected presenters at the conference will be invited after the conference to submit their papers
for article-length publication in
Volume 14 of the Journal CAJLE.
Those submissions will undergo
a separate reviewing process set
by the standards of the journal.

Page 31

Call for Papers:
International
Conference on
Japanese Language
Education (ICJLE)

ary 29, 2012 (JST)
Notification of acceptance: midApril 2012ができます。加えて、共同発表者であれば、いくつでも応募できます。

**Types of presentations**
1. Individual paper presentations
2. Poster sessions
3. Panel sessions

Conference
dates: August
17 - 20, 2012.
Venues: Nagoya University and Winc
Aichi, Nagoya, Japan.
Host: Society for Teaching Japanese asa Foreign Language (Nihongo
Kyoiku Gakkai)

For details on the submission guidelines, please refer to:
http://www.nkg.or.jp/icjle2012/
presentations.html

いずれに応募する場合も、ウェブ上で発表者が、必要な情報を登録して行います。締切間際は混み合うことが予想されます。応募要旨や所属情報等は、期間内であれば、何度でも書きなおすことができますので、どうぞお早めに登録をお願いいたします。

The annual or biennial ICJLE Conference is the biggest international
academic meeting in the field of Japanese language teaching. Thissummer’s conference in Nagoya is expected to welcome 1,500 to 2,000 delegates from all over the world.
The Organizing Committee of ICJLE
Nagoya 2012 invites paper proposal
submissions in the areas of Japanese
language teaching and related
fields. Interested parties are asked tosubmit proposals in Japanese online at
the conference homepage:
http://www.nkg.or.jp/icjle2012/**Important Dates**
Online submission start date: December 2011
Submission deadline: Midnight, Febru-

Call for Papers:
Japanese/Korean
Linguistics
Conference

Inquiries should be sent to:
icjle2012@nkg.or.jp****************************
日本語教育国際研究大会(2012年8月17～20日)実行委員会よりお知らせです。
研究発表応募受付中です。
どなたでもご応募いただけます。日
本語教育学会の会員である必要はあ
りませんので、奮ってご応募ください。

採否結果通知は、2012年4月中旬までに、応募者にe-mailで通知します。
詳細は以下の、「発表・参加申込み」「研究発表」等をご覧ください。
http://www.nkg.or.jp/icjle2012/
みなさまのご応募をお待ちしております！

問い合わせ先社団法人 日本語教育学会事務局
2012年国際研究大会実行委員会
受付期間は、2012年2月29日（水）23
電話：03-3262-4291（日本国外か時59分まで（日本時間）（締切厳守）
ら 81-3-3262-4291）です。
FAX：03-5216-7552（日本国外か
発 表形態 は、＜口 頭発表 ＞＜ポ ス
ら 81-3-5216-7552）
ター発表＞＜パネルセッション＞のE-mail：icjle2012@nkg.or.jp
３カテゴリーで、筆頭発表者として１件ずつ、計３件まで応募すること

The 22nd Japanese/Korean Linguistics Conference (J/K22) will
be held at the National Institutefor Japanese Language and Linguistics (NINJAL) in Tokyo on
October 12-14, 2012. The deadline for abstracts is May 15, 2012.
For details, please see the conference website (http://
www.ninjal.ac.jp/jk2012/).

Two pre-conference workshops
will be held on the afternoon of
October 11, one on endangered
dialects of Korean and Japanese, and the other on Japanese and Korean corpus linguistics.

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

AATJ Board of Directors
Co-Presidents:
Jessica Haxhi (Maloney Magnet School, CT)
Yasu-Hiko Tohsaku(University of California, San Diego)

Professional Development Director:
Yasuko Ito Watt (Indiana University, IN)

Vice-President/Treasurer:
Kurt Thompson (Eckstein Middle School, WA)

Advocacy and Outreach Directors:
Mamiya Worland(Fairfax County Public Schools, VA)
Janet Ikeda (Washington & Lee University, VA)

Vice-President/Secretary:
Motoko Tabuse(Eastern Michigan University, MI)

National Exam Director:
Nobuko Hasegawa(LaGuardia High School of Performing Arts, NY)

Spring Conference (AAS-affiliated) Director:
Masahiko Minami(San Francisco State University, CA)

Activities and Awards Director:
Lynn Sessler(Menasha Joint School District, WI)

Fall Conference (ACTFL-affiliated) Directors:
Nana Suzumura(Woodlands College Park High School, TX)

Publications Directors:
Emi Ochiai Ahn(Mesa Community College, AZ) and
Joan Ericson(Colorado College, Colorado Springs, CO)