AATJ
Newsletter
Co-Presidents’ Message
Japanese Language Program in Crisis:
A Support Letter from AATJ

November 2012
Volume 1,
No. 4

INSIDE THIS ISSUE
Co-Presidents’message
1
AATJ Facebook
1
Important Dates
2
ACFFL AATJ Session Schedule
4

As Co-Presidents of AATJ, we are often
asked to write letters in support of Japanese
programs in crisis. These letters are usually
addressed to principals, superintendents, orBoard of Education members. This month, wewould like to share with you our thought process in writing those letters, thereby highlighting some of our favorite “arguments” to support the learning of all world languages in general, and Japanese, specifically. In addition, we
will discuss the types of activities that need toJessica Haxhi and Y.-H. Tohsaku
be happening in your program well “before acrisis” moment. Continuous advocacy using thearguments and concepts suggested here will hopefully help us all to avoid any discussion ofprogram cuts in the first place.

Teacher Award
Recipients
Announcement
8
NJE Information
9
High School Corner
10
K-8 Corner

11

Nengajo Contest
Information
13
Job Opening
Announcements
16
Greeting from AATJ
Directors
23

Point One: World language learning is an essential skill.
In the first section of our support letter, we make the case for world language learning in general. Often, administrators are not aware of how world language learning supports students’ cognitive and social skills.
World language proficiency is an essential 21st Century skill. Students learn to“communicate in diverse learning environments” (www.p21.org) as they gain the
speaking, listening, reading, and writing skills necessary to meet Common Core
Standards (http://www.corestandards.org/).
World language study leads to better scores on standardized tests (Olsen &Brown, 1992). High school foreign language study has been correlated withhigher academic performance at the college level (Wiley, 1985). Research alsosuggests that “language learners develop a more positive attitude toward the target language and/or the speakers of that language” (see ACTFL website).
World language study also enhances students’ ability to excel in a variety of“foreign” situations. When speaking another language, students are forced tolook for clues in context, adapt to customs, and consider the role of culture in decision-making and negotiations. The uniqueness of the Japanese culture, in particular, gives students a window through which to reflect on their own perspectives
and better understand others’ views. These are essential business and life-skills
with which students must be equipped.
(Continued on Page 2)** “Like” AATJ on Facebook! **Check out AATJ’s Facebook page, and “Like” us to receive updates and the latest
news.
Click the link on our home page (www.aatj.org), or search for“AATJ-Association of Teachers of Japanese” on Facebook.

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Important
Dates

AATJ Spring Conference Proposal
Submission Deadline: November 2

ACTFL: November
16-18

Japanese Language Proficiency
Test: December 2

AATJ Spring Conference: March
21, 2013

Before a crisis: We should remind parents, students, and administrators of these benefits
regularly, through websites, brochures or newsletters for our programs.
Point Two: The U.S. needs speakers of ALL languages.
In this section, we remind administrators of the importance of learning all languages. Even if your Japanese program is slated to be replaced by another language, weshould avoid arguing against that language and instead argue for the teaching of a range oflanguages.
World language speakers of all languages are essential to the success of the UnitedStates in the 21st Century and beyond. To assume that one language is more important than another is a myopic view, as evidenced by our lack of knowledge about
Sputnik in the 1960s, our need for Japanese speakers in the 1980s, and our lack of
Arabic speakers as we entered the war in Iraq. It behooves us to maintain the highquality language programs that we already have in place so that the United States
is prepared for any future linguistic needs, even those we cannot foresee.
Before a crisis: We can use this wording to remind parents, students, and administrators of
the need for the United States do have speakers of all languages.
Point Three: Japanese is a great language to learn!
In this section, we make the case for Japanese language programs specifically. Without criticizing other languages, we describe all of the wonderful things about learning Japanese.
Japanese offers unique advantages as one of your language offerings. Japan is the
3rd largest economy in the world and the 4th largest export market for the UnitedStates. Japanese is the ninth most spoken language in the world and Japanese
represents the fourth largest language group on the Internet. Japan stands at the
doorway to Asian business and military interests. Japan shares many culturalsimilarities with other Asian cultures, thereby functioning as a gateway to otherlanguage and culture study.
– one that distinguishes them from so many other college applicants.
Before a crisis: We should remind parents, students, and administrators of these points
regularly, through classroom instruction, bulletin boards, websites, brochures or newslettersfor our programs.
Point Four: This Japanese language program and teacher are too good to lose!
In this section, we describe all of the accomplishments of the current Japanese program and the contributions of the teacher(s). It is essential that we have many points to include in this section. The bulleted list below suggests the type of information we should include.
(Continued on Page 3)

Support Our Sponsors
Nippon Express Travel USA is a new corporate sponsor of AATJ.
Nittsu Travel wants to help teachers take students to Japan. Find out more
about their services at http://www.nittsutravel.com/e_index.php .
Tuttle Publishing is an AATJ corporate sponsor. Visit http://
www.tuttlepublishing.com for information on Japanese language textbooks(including “Beginning Japanese”) and other books on Japan’s society, history, andculture.
Kodansha USA is a sponsor of AATJ’s annual conferences. Visit http://
www.kodanshausa.com for information on the newly published “Guide to Japanese Adjectives and Adverbs” and other books on Japan’s culture, language, andarts.

A high quality world language program takes a long time to establish and nurture. For the past ____ years, thisteacher has been updating curriculum, perfecting lessons, and developing student skills in communication and technology. In addition,[some things we could include here are the following]
Student-based information:Awards your students have received
How many students have passed the AP exam
How many students participate in Japanese National Honor Society
Student participation in the Nengajo Contest
Number of students/parents you have taken to Japan
Projects you do to connect your students with students in Japan
Exchange students that have visited from Japan
Guest speakers from Japan or businesses who have visited your classes
Field trips you take every year
Interdisciplinary projects you do with other subject area teachers
Community fundraisers or events your Japanese class or club does
The number of students in your classes and how they stay with you up to higher levels
How the number of students in your classes has maintained or grown
Teacher-based information:
Professional development that you have participated in
Curriculum committees that you have worked on
School-wide committees that you have worked on
Coaching or other school responsibilities that you haveAwards you have won
Grants you have received for the school
Before a crisis: As teachers, we need to make ourselves “indispensible” to the school by being active in the classroom, school,
and community. We need to be both innovative teachers and involved team players in the school. We need to give our students many opportunities to succeed through our lessons, special events, activities, and awards. When we do have successes,
they should be celebrated in newsletters, bulletin boards, newspapers, etc.
Conclusion
We conclude the letter with a summary of the contents and a thank you to administrators for their consideration. We
also include a list of resources for the administrators to refer to and which we have referenced in the letter (see below).
If you do have a “crisis” situation, a letter from AATJ only serves to highlight the wonderful work that you have been
doing as a teacher. From the perspective of your administrators, letters from parents, students, board members, and community members provide much more powerful persuasion. Therefore, the pressure remains on all of us, as teachers, to consistently provide the high quality instruction, exciting events, advocacy outreach, and school service that makes our programs
essential to the school and community.
Resources
American Association of Teachers of Japanese
www.aatj.org
Why learn Japanese?
http://www.vistawide.com/japanese/why_japanese.htm
http://aatj.org/advocacy/WhyStudyJapanese.pdf
List of countries by GDP
http://en.wikipedia.org/wiki/List_of_countries_by_GDP_(nominal)
Framework for 21st Century Skills
http://www.p21.org/overview/skills-framework/261
Export Statistics
http://wholesalers.about.com/od/importexportstart/qt/How-To-Import.htm
Internet Languages Statistics
http://www.internetworldstats.com/stats7.htm
American Council on the Teaching of Foreign Languages (ACTFL)
Research on the benefits of language learning:
http://www.actfl.org/i4a/pages/Index.cfm?pageID=4524
Research Studies Cited:
Olsen, S.A., Brown, L.K. (1992). The relation between high school study of foreign languages and ACT English andmathematics performance. ADFL Bulletin, 23(3), from ERIC database.
Wiley, P. D. (1985). High school foreign language study and college academic performance. Classical Outlook, 62(2),33-36, from ERIC database.
Jessica Haxhi jhaxhi@waterbury.k12.ct.us
Y.-H. Tohsaku ytohsaku@ucsd.edu

Page 4

Page 5

Page 62012 AATJ Teacher Award Recipients
Ms. Noriko Coyle (K-12 category)
Professor Masako Douglas (Post-secondary category)Please join us congratulating this year’s AATJ Teacher Award recipients, Ms. Noriko Coyle of North Penn High School in Pennsylvania and Professor Masako Douglas of California State University, Long Beach. The AATJ Teacher Awards recognize outstanding teachers who have demonstrated excellence in teaching, advocacy, and leadership in Japanese education both locallyand nationally. AATJ will present the awards to the winners at the AATJ Awards Luncheon during the ACTFL Annual Convention held in Philadelphia in November. If you plan to come to ACTFL, please join us and congratulate both winners at the AATJ
Luncheon on Saturday, November 17 (12:30-1:45 pm).
Ms. Noriko Coyle, North Penn High School
Ms. Coyle, as the only teacher in her school’s Japanese language program, is an “ideal World Language teacher,” who has been
dedicated to student learning in and outside of classroom by providing students with a well-balanced curriculum, motivating
materials on Japanese language and culture, and continuous support. Having started teaching Japanese in 1999 as a single
Japanese course, she has expanded the program to a three- tiered sequence of Japanese 1, 2, and 3 (Honors). She established aJapanese National Honor Society chapter in her school district, and inducted seventeen seniors in 2012. She has also been also
encouraging her students to take the National Japanese Exam. She has expanded the impact of Japanese into her local community through promoting an international exchange program.

“It is with heartfelt thanks and gratitude that I am sending thisletter to the AATJ organization for giving me such an incredible
opportunity and presenting me with this prestigious award. I am
extremely humbled and feel very privileged to be recognized forwhat I consider to be ‘doing my job.’

Noriko Coyle“The last few weeks have been an extraordinarily exciting time forme; many parents and former students have been stopping by andcongratulating me on the award. I have also been asked to participate in interviews with a local newspaper, the school television
program, and many ambitious student writers. It is surreal tothink back to the end of last school year when I was fighting hardfor my job due to the statewide budget cuts. Fortunately my job
was saved in part due to the encouragement and huge support
from the AATJ. With this award, I am eager to continue my advocacy effort to keep the Japanese program alive at North Penn. I
am very grateful from the bottom of my heart, and meeting all ofyou in November will truly be a special and memorable moment of
my life.”Professor Masako Douglas, California State University, Long Beach
Professor Douglas, who is recognized as a “valuable resource” in Southern California, is an “excellent teacher, researcher,and contributor to the development of Japanese language education in the U.S.” Receiving excellent reviews from her students, she constantly tries to offer what is best for her students. In 2007, her advanced course was selected as an exampleof World Languages Best Practices by the College Board. She has contributed to our profession through her research projects and presentations, AATJ’s JOINT program, and workshops on various topics including CBI, differentiation, andteaching kanji. She has played a central role in the field of JHL, founding the JHL-SIG in AATJ, offering teacher training
workshops, publishing a JHL textbook, and advising JHL Saturday schools in Southern California.
(Continued on Page 8)

Page 7“I am grateful to the AATJ Teacher Award Review Committee members for selecting me as a recipient of AATJ’s 2012 Teacher Award. I
am greatly honored to have been selected for this award. I am indebted to Dr. Hiroko Kataoka, who has been my superb role model as
an educator, for nominating me for this award. I also would like toextend my gratitude to my colleagues and friends in the following
various circles of profession for including me in their circles and providing me with opportunities to grow as a teacher: the Japanese program of my home institution, JOINT and JHL SIG of AATJ, AP Japanese Language and Culture, Japanese immersion education, andJapanese heritage language education. Their inexhaustible passion
and commitment to provide their students with the best Japanese language and culture education has been a driving force for me to progress to become a better teacher. Last, but not least, I would like tothank all my students, both the children at Japanese heritage schools
and the students in college Japanese classes, who taught me that thefollowing Confucian saying is essential for any teaching:Tell me, and I will forget.
Show me, and I may remember.
Involve me, and I will understand.
- Confucius, 450 B.C.”

Masako Douglas

Call for Papers: AATJ Japanese Heritage Language SIG On-line Journal
The Japanese Heritage Language (JHL) SIG invites submissions to its on-line journal of teaching and learning Japanese as aheritage language. This Web-based journal provides a forum for educators and researchers in the field of JHL to publish
their research as well as their practical ideas such as curriculum design, classroom activities, assessment, and experiences
related to teaching and learning JHL. Research articles or reports can be submitted at any time to the journal, and the reviewed articles are added to the website on an ongoing basis. The language of manuscripts is English or Japanese. Articles
should not exceed 20 pages, double-spaced on US letter-size format. For details, please refer to the AATJ-JHL Journal webpage: http://www.aatj.org/SIG/heritage/ejournal/index.html. Authors should submit articles via electronic mail to the
Chair of the Editorial Board at hoketani@emich.edu.

J-LEAP Host Schools Wanted
Applications to be a host school for the Japanese Language Education Assistant Program (J-LEAP) can now be submitted
online. This program seeks K-12 Japanese language teachers to become supervisors to young, native-speaking Japaneseteaching assistants who have studied Japanese language pedagogy.
In addition to receiving a teaching assistant for two years, selected schools will be provided with a $1,000 stipend to purchase teaching materials for the Japanese language classroom.
Please note that our teaching assistants cannot serve as independent teachers in the classroom. They are not certified andneed to be supervised by a certified teacher.
Please go to http://www.laurasian.org/Programs.htm and scroll down to the J-LEAP section. You will find links to adownloadable program prospectus and application on the right.
Deadline: all application materials must be received at the J-LEAP Seattle office by January 31, 2013.
Should you have questions, please feel free to contact Mari Maruyama via email (mmaruyama@laurasian.org) or telephone(206-367-2152).

Page 8Yo Azama, ACTFL Teacher of the Year, Visits Ambassador Fujisaki
Japanese language educators have been very
proud this year to see Yo Azama serving as the ACTFL National Foreign Language Teacher of the Year. Azama sensei was named to this position in November 2011, and hehas spent much of the past year traveling around the country representing all foreign language teachers, as well asteaching his own classes at North Salinas High School in
California.
Recently he paid a courtesy call, together with
ACTFL Executive Director Marty Abbott, on Ambassador
Ichiro Fujisaki at the Japanese Embassy in Washington,
DC. Ambassador Fujisaki told a press conference at theevent that he is very proud of Azama sensei and also impressed with his students and admires their enthusiasm
for learning Japanese language and culture.
Ambassador Fujisaki’s remarks, as well as a videoof Azama sensei’s students, can be viewed on YouTube at
http://www.youtube.com/watch?
v=UyK3wOJ09Ow&feature=g-upl

Teacher of the Year Yo Azama with Ambassador
Fujisaki and ACTFL Executive Director Marty Abbott

Page 9National Japanese Exam (NJE)
The National Japanese Exam (NJE) was originally developed by NCJLT (National Council of Japanese Language Teachers) as a way for middle- and high-school students to test their Japanese skills and enjoy participating in a nation-wide examwith awards for high achievement. The NJE also helps teachers to see students’ strengths and weaknesses in certain areas. Teachers can use the results to give various school-level awards to students (from participation to gold level) and highlight the successof their Japanese programs. Taking the NJE can also serve as a preparation for students who will take the Japanese AP, IB or
SAT tests in the future. The NJE is an entirely online test that teachers administer to students via a “Quia” platform provided by
AATJ.
New This Year!
In the spring of 2013, the National Japanese Exam will once again be offered for Level 2 (students having had 1 1/2 years
of Japanese) and Level 3 (students having had 2 1/2 years of Japanese). Some changes have been made in the format of the test
in order to make it more proficiency-based, standards-based and culture-related. We will be giving some new awards (gold medals!) and offering a raffle for teachers and high-achieving students who participate. Registration will begin on December 3, 2012,
and continue until February 8, 2013; the test itself can be taken by students between March 1 and April 10, 2013.
For complete information, answers to Frequently Asked Questions, and more, go online to http://www.aatj.org/
studentactivities/nationaljapaneseexam/index.html.
PurposeThe purposes of the National Japanese Exam are to serve as a diagnostic assessment of Japanese language skills; motivate students to further their study of and interest in the Japanese language and culture; and advocate for the standards-based,
proficiency-oriented and content-based teaching and learning of Japanese language and culture.
AwardsStudents who are ranked #1 nationwide in the following categories will receive a Gold Medal and certificate from AATJ:[Level 1 for beginning students of Japanese is under development.]
Level 2 Regular Middle/Jr. High School
Level 2 Regular High School
Level 3 Regular High School
Level 3 Additional Japanese Language ExperienceAwards will be sent to teachers during the first week in May 2013. Teachers may purchase additional medals of recognition online. Teachers may download certificates for various levels online or request official signed certificates for a shipping andhandling fee.
Students who rank in the top 30th percentile of nationwide scores will be automatically entered in a raffle to win a scholarship for college. Teachers whose students participate in the National Japanese Exam will be automatically entered in a raffle to
win ACTFL 2013 registration and travel assistance.
For more information, sample questions, and technology requirements, go online to http://www.aatj.org/
studentactivities/nationaljapaneseexam/index.html

M.A. in Applied SLA at Carnegie Mellon
The Masters in Applied Second Language Acquisition at Carnegie Mellon
University is a one-year, intensive program preparing U.S. and international students for careers in second language
teaching in Chinese, French, German, Italian, Japanese, Spanish, and English as a Second Language (ESL).
The program, now inviting applicants for its third year, draws on strengths of the Department of Modern Languages at Carnegie Mellon in the areas of second-language acquisition, cultural studies, pedagogy, and technologyenhanced learning. MA graduates will be eligible for employment in institutions of higher learning, as well as in private
schools or public (alternative-certification) secondary schools, and (especially in ESL) in a multitude of settings abroad.
The MA in Applied SLA may also lead to further graduate work in second language studies.
Prospective students include holders of undergraduate degrees with three profiles: native speakers of English
with a major in foreign language studies, native speakers of English with humanities degrees and second-language experience, and international students with degrees in humanities and language-related fields. We admit students intending to teach in one of the program languages‹ Chinese, French, German, Japanese, Spanish, and English as a Second
Language (ESL).
The application deadline for the fall 2013 class is February 1, 2013. For additional information see the programwebsite at
http://ml.hss.cmu.edu/ml/MA/ma-about.html.

High School CornerVideos? In my language classroom?
Lisa Berkson

lfberkson@mpsaz.org

We language teachers all use movies and videos in the classroom, to give our students
a small taste, a little sampler, an hors d'oeuvre perhaps, of the practices, products, andperspectives of Japanese culture. What videos do you show in your classroom? How
do you use them (for instance, do they always fit neatly into the curriculum? Or do you
play them on Fridays, for a cultural treat? Do you always provide students with a workshop or vocabulary list)? We would love to hear your ideas and begin a long-term dialogue on the use of visuals in the language classroom. Please share your suggestions with us on the AATJ Facebook page.
(http://www.facebook.com/pages/AATJ-American-Association-of-Teachers-of-Japanese/245689695493641?fref=ts)
Here are a few annotated suggestions, from videos I have collected over the years. All these are currently available on Youtube.
1 ) だんご三兄弟＜きょうだい： I use this for JPN 1, when I introduce family. I ask students to listen for family terms. This
year, we also ate 白玉だんごas we watched and sang.
2) 書道ガールズ: you can find news reports, competitions, and other video clips on this topic. The idea that calligraphy canbe a competitive sport is eye-opening to American teenagers.
3) こげぱん: an adorable, if slightly depressing, series about the experiences of a piece of burnt toast. This works well withadjective lessons.
4) いっぽんでもにんじん: great for teaching counters.

5) On a more serious note, the many music videos that grew out of sympathy and support for the victims of 東日本大震
災、 the 3.11 disaster. To note just a few, Suntory put out a multi-artist version of うえをむいてあるこう; and there
are many versions of “I love you & I need you ふくしま／挿入曲「猪苗代湖ズ」”.
Happy viewing. Remember to share your favorite videos with us on Facebook.

Affiliate News: Kentucky Association of Teachers of Japanese
Picadome小学校に教育省のMillerさんが視察に来て、日本語のクラスを見学し、小学校から教えるのは意味のあることだと桃園先生働きを称えた。
The “Education Drives America” bus tour stopped at Picadome Elementary School, in Lexington, KY, and Deputy Education Secretary Tony Miller observed fourth-graders actively engaged in a Japanese lesson. “What was very encouraging here today was the global, international perspective,” he said, and he added, to Japanese teacher Mitsuko Momozono, “What you are doing here is remarkable.” Deputy Secretary Miller praised Lexington as amodel of where language initiatives are working well andproducing results as the school district sets high expectations.
Lexington was one of 23 stops on the U.S. Department of
Education’s third annual “Education Drives America”
Back-to-School Bus Tour, which started in California
and crossed the country, ending in Washington, D.C.
Along the way, Education Secretary Arne Duncan andsenior staff highlighted school reform and success stories, college affordability, and the link between educationand jobs.

Page 11

K-8 Corner
Using Videos in the K-8 Classroom
Jessica Haxhi
Advantages
A great video can make a boring topic fun, engaging, and real-world. Videos can
expose students to authentic language and culture that is made comprehensibleby the visuals on the screen. Even if students do not understand all of the words,
they are building interpretive skills by exposure to this culturally authentic language. In our elementary school FLES and 6-10th grade after-school classes atMaloney Interdistrict Magnet School in Connecticut, we usually have at least one
seasonal song or picture video that we are showing during our opening routine
each day and perhaps one other that relates to the unit we are working on. The videos we use daily are usually 1-2
minutes long. Now and then, we find one on which a whole lesson and comprehension sheet can be based upon.
Disadvantages
Just when you have found the “perfect” video, it often disappears from YouTube. We have been lucky in this regard because YouTube has always been blocked at our school. While that is inconvenient, it means that we havealways downloaded YouTube videos at home and then shown them at school in Windows Media Player, PowerPoint, or Smart Notebook. When I was writing this article, I found that most of our favorite videos are no longer
online. So, if you find one you love, consider downloading it and saving it using the directions below.
Downloading Videos from YouTube
It is often necessary to download videos you want to show onto your computer or a flashdrive at home and thenshow them at school. Lately, the best place we have found to download videos is www.keepvid.com, but please let
us know if you have any other ideas. Downloading videos also allows you to embed it into a PowerPoint or Smart
Notebook file, so that students never see any of those potentially inappropriate “related videos” that show up at theend of a YouTube video.
Here are just a few our favorites and how we use them:
Hiragana Song/Katakana Song ひらかな・カタカナ
http://www.genkienglish.net/genkijapan/menu.htm
Students in all grades will love this rap-like version of the hiragana song. There is also a katakana version that is a
bit slower. This hiragana song has a little bit of a mistake near the beginning, but I just sing loudly over it. Our
students have their own hiragana/katakana charts to point to as they sing and I project the same chart on myscreen. I usually use these songs as an introduction to lessons in which we will be focusing on hiragana/katakanaskills.
Where are you from? Song どこからきましたか。
http://www.genkienglish.net/genkijapan/menu.htm
Also from genkijapan.net, this song is great as part of unit on self-introductions or countries of the world. I show
first the “Erin ga chosen” video from the Japan Foundation in which she introduces herself to the class. She uses
the expression “igirisu kara kimashita” and the video reviews various countries with the expression “__ kara kimashita.” (Find the Erin ga chosen video at https://www.erin.ne.jp/en/ ). I review various flags of the world(especially those in the song) and then I show the “Doko kara kimashita ka” song from www.genkijapan.net before
I move into practice with the expression. I play the song daily during the unit whenever I am passing out papers,
etc. Students love it!
MOTTAINAI Song
http://www.youtube.com/watch?v=Q0bCmooCNL8&feature=related(this is the best version still online)
I use this song and video during a unit on natural resources, recycling, and objects used in the home. We talk a lot
about the “Mottanai” concept and even though they don’t understand all of the words to this song, they LOVEdancing to it. Once they hear it once, I can use it as a reward to play near the end of class during this unit, if they
have done a good job all class.

Kazama Randoseru Commercial カザマランドセル
http://www.youtube.com/watch?v=dWUuhL-MbRA
Students LOVE this commercial and it is a great, very quick addition to any unit on school and ランドセル。Younger students will act it out.
Shingomama Video 慎吾ママのおはロック
http://www.youtube.com/watch?v=waAsEQ6PQOo
I know it is an old song, but my students really enjoy this video and it is great practice for saying the family member
names.
Sazae-san サザエさん
There is a “playlist” of Sazae-san videos here: http://www.youtube.com/playlist?list=PL6A98670D4242266F
This is a great series to use for language learning. It takes time to watch the cartoons to find exactly what you are looking
for, but once you find a good one, you can use it forever!
Yokoso! Japan
http://vimeo.com/40855182
We love these videos from the Yokoso! Japan campaign. The kids enjoy them no matter how many times we show themand they are beautifully filmed. Because each clip is short, you can show these as part of your opening routine for a weekstraight, or each time you pretend to “arrive” in Japan for your lesson. Because they are available on vimeo, they may not
be blocked at your school.
Big Bird in Japan
This video is in English, but if you must be absent and need to leave something for students to watch, this is really an excellent movie. Portions of it are available on YouTube or you can purchase the full video. It relates to the story of
Kaguyahime, but in a mysterious and interesting way. If you teach that story in Japanese ahead of time, this is a really
nice supplement to that unit because students can figure out on their own that the main character in the Big Bird movie
is the Bamboo Princess. Students in grades 1-5 enjoy this movie very much.
Favorite Versions of Holiday Songs
Sometimes, it is difficult to find online versions of various seasonal and holiday songs. Often, the singing is too highpitched or too slow for students to really enjoy. Here are some versions that we really like:
Hinamatsuri Song ひな祭りの歌 http://www.youtube.com/watch?v=cQV1JraT2jw
Ookinakurinokinoshita de大きな栗の木下で http://www.youtube.com/watch?v=o6_8hkD_y04&feature=relatedMore ideas?
This is a short list of the thousands of videos available for instruction. If you would like to share more ideas, please join
the AATJ facebook page and post your ideas at (http://www.facebook.com/pages/AATJ-American-Association-ofTeachers-of-Japanese/245689695493641?fref=ts)

Online Guide to English-Language Publishing for Japanese Scholars
The North American Coordinating Council on Japanese Library Resources http://www.nccjapan.org/ (NCC), a clearinghouse for Japanese information resources, is developing an online guide to English-language publishing for Japanesescholars trained in and currently teaching and conducting research in Japan. The guide, which will be available in Japaneseon the NCC website, will explain the differences in the publishing climates of Japan and Anglophone countries; outline theexpectations of editors and publishers; and detail the publishing process, from researching potential publishers and making
contact to final publication, for four key venues—professional journals, edited volumes, monographs, and online journals.
Practical resources will include downloadable templates for inquiry letters to publishers as well as advice on how to write an
abstract. The first edition will cover humanities and social science disciplines; future editions may be developed for othersubject areas. Professors Keiko Ikeda of Doshisha University and Jordan Sand of Georgetown University are the project’s
executive editors.
The first stage in the guide’s development will entail surveys of both English-language publishers and journal editors
and Japanese scholars in the humanities and social sciences. Currently we are contacting publishers and journal editors tolearn about past experiences with and current practices in publishing the work of Japanese scholars. The survey of Japanesescholars will also be conducted during fall 2012. The final guide will be launched on the NCC’s website in summer 2013.
If you know English-language publishers or journal editors or Japanese scholarly groups or associations whom weshould contact to participate in our surveys, or if you would like to contribute suggestions toward the development of thisguide, please notify Akiko Yamagata, Project Editor, at akikoyamagata@nccjapan.net.**Please also visit the NCC website to view other resources: www.nccjapan.org.

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Job Opening Announcements
Arizona State University
The School of International Letters and Cultures (SILC) at Arizona State University (Tempe campus), invites applications for a tenure-track Assistant or early Associate Professor in Japanese Linguistics, with an emphasis on applied linguistics and language acquisition. The appointment begins August 16, 2013. By the time of appointment the candidate
must have completed a PhD in Japanese linguistics with a significant emphasis in second-language pedagogy.
The successful candidate’s responsibilities will include teaching courses on modern Japanese, directing the Japanese
language program, developing a formal academic program in Japanese pedagogy, and teaching, as needed, an introductory
course on linguistics. The normal teaching load will be two courses per semester.
Required qualifications include: 1) native or near-native proficiency in Japanese and English; 2) ability to teach modern Japanese at all levels; 3) evidence of capability to coordinate and direct the modern Japanese language program; and 4)
ability to design a graduate program in Teaching Japanese as a Second Language.
Desired qualifications include: 1) experience mentoring and supervising teaching assistants and 2) working knowledge of a second Asian language.
To apply, submit electronically to https://academicjobsonline.org/ajo/ASU/SILC the following materials: 1) a current curriculum vitae; 2) a letter addressed to Professor Anthony Chambers, Search Committee Chair, describing current andfuture research program, teaching philosophy, teaching and administrative experience, and how the applicant’s experience fits
the area of expertise described above; 3) a representative writing sample; and 4) the names, positions, and contact information of three references, who will be contacted directly by academicjobsonline.
Application deadline is November 14, 2012. Review of applications will begin immediately and continue weekly
until the search is closed.
Background check is required for employment. Arizona State University is an equal opportunity/affirmative action
employer committed to excellence through diversity. Women and minorities are encouraged to apply: https://www.asu.edu/
titleIX/.
Binghamton University
The Department of Asian and Asian American Studies at Binghamton University (State University of New York at
Binghamton) invites applications for a full-time Lecturer in Japanese. This is a three-year renewable appointment beginning September 2013. We seek candidates who are committed to Japanese language education, open to new methodologies
and technologies, and wish to join a growing program that offers a major, minor, and an MA in Japanese Studies. Duties include teaching elementary to advanced level Japanese language courses. Teaching load: 3 courses/sections per semester.
Competitive salary is commensurate with qualifications and experience.
Requirements: M.A. in Japanese language pedagogy, linguistics, or related field; teaching experience at college levelin the U.S; native or near-native fluency in Japanese and English.
Please submit electronic application, including cover letter, CV, statement of teaching philosophy and three letters ofreference tohttp://binghamton.interviewexchange.com. Submit video of classroom teaching to: Dr. Rumiko Sode, Japanese Lecturer Search Committee, Department of Asian and Asian American Studies, Binghamton University SUNY, PO Box 6000,
Binghamton, NY 13902-6000. Review of applications begins immediately and will continue until the position is filled.
The State University of New York is an Equal Opportunity/ Affirmative Action employer.
Bowdoin College
The Asian Studies Program at Bowdoin College invites applicants for a senior lecturer position in Japanese language that begins in fall 2013. The initial appointment will be four years, with the possibility of renewal upon successful review. Applicants should have native or near-native fluency in Japanese; an M.A. in Linguistics, Foreign Language Pedagogy,
Second Language Acquisition, or related field; and teaching experience at the college level in the United States. Ph.D. candidates are also welcome to apply. Applicants should have a proven record of excellence in teaching, and ideally some administrative experience. The successful candidate will teach a 3-2 annual course load of upper and lower level language courses,
advise and mentor students and play a leadership role in curriculum development and program building through participationin Japanese language table, study abroad advising, and planning of cultural activities. Bowdoin is a highly supportive environment; the successful candidate will be eligible for conference travel support and to apply for research and other professional
development funds.

Page 17

Bowdoin College accepts only electronic submissions. Please visit https://careers.bowdoin.edu to submit letter of application
explaining your qualifications and teaching philosophy, c.v., a sample of self-designed materials for an upper level class(strongly recommended), and the names of three references who have agreed to provide letters of recommendation.
A short teaching demo/DVD should be mailed separately to:
Japanese Language Lecturer Search
Asian Studies Program
Bowdoin College
7500 College Station
Brunswick, ME 04011-8475
Review of applications will begin on November 15, 2012, and continue until the position is filled. Initial interviews
will be conducted by Skype.
A highly selective liberal arts college on the Maine coast with a diverse student body made up of 30% students ofcolor, 4% International students and approximately 15% first generation college students, Bowdoin College is committed toequality and is an equal opportunity employer. We encourage inquiries from candidates who will enrich and contribute to thecultural and ethnic diversity of our college. Bowdoin College does not discriminate on the basis of age, race, creed, color, religion, marital status, gender identity and/or expression, sexual orientation, veteran status, national origin, or disability status in
employment, or in our education programs. For further information about the college please visit our website: http://
www.bowdoin.edu .
Earlham College
Earlham College invites applications for a full-time, tenure-track Assistant/Associate Professor position in
Japanese Studies, specialization in any academic discipline, beginning August 2013. Teaching responsibilities consist of six
courses each year, three per semester, including the Japanese Studies introductory and senior capstone courses.
Earlham has one of the oldest and best-known undergraduate programs in the country for the study of Japan. About
9% of Earlham students enroll in Japanese language study, and each year 15 - 20 students study in Japan through one of Earlham’s two programs. In addition, about 20 Japanese exchange and degree-seeking students add to the Japanese presence on
this campus of 1,200 students.
We are especially interested in adding courses in literature, social sciences, film/media studies, and popular/visual
culture. Courses may be comparative in nature, but each course should include at least 50% Japan content in the form of lectures, readings, and assignments. Courses that include other East Asian content are especially welcome.
Doctorate or ABD required. Although the academic discipline is not specified, significant graduate coursework andresearch experience must be in Japanese Studies.
A complete application will include the following:
Letter of application
Curriculum vitae
Name and contact information for three references
Statement of teaching philosophy
Selection or summary of student or course evaluations from previous teaching appointments, if available
Description of teaching interests (Candidates selected for an interview will be asked to bring a brief course syllabus for
2 courses.)
Send the application materials by email in a single PDF file to: japanstu@earlham.edu
Applications will be reviewed beginning December 1, 2012, and the search will continue until the position has been
filled.
For more information, see http://www.earlham.edu/jobs. Earlham is an Equal Opportunity Employer.
Franklin & Marshall College
Franklin & Marshall College invites applications for a teaching assistant (drill instructor) in its Japanese
Language Program, beginning Fall 2013. M.A. (or equivalent) and teaching experience are preferred, but not required. The successful candidate will assist Franklin & Marshall students in learning the Japanese language and gaining an
understanding of Japanese culture through a variety of co-curricular activities, while he/she receives extensive training inJapanese pedagogy. The TA receives health insurance coverage, a stipend, a travel allowance, and free campus housing.
Send a letter of application, curriculum vitae, transcripts, and three letters of recommendation to Ken’ichi Miura, Director of the Japanese Language Program, Modern Languages, Franklin & Marshall College, P.O. Box 3003, Lancaster, PA
17604-3003. We will not accept application materials electronically. We will conduct interviews at the AAS conference in San
Diego in March. Deadline for applications is February 28, 2013.
Franklin & Marshall College is a highly selective liberal arts college with a demonstrated commitment to cultural pluralism. EOE.

Page 18

Grand Valley State University
The Department of Modern Languages and Literatures at Grand Valley State University invites applications for a fulltime tenure-track faculty position in Japanese at the assistant professor level to begin in the fall of 2013. Requirements include native or near-native fluency in Japanese and experience teaching Japanese language at the college level. Ph.D. in
Japanese literature, linguistics, or a related field in hand at time of appointment strongly preferred; ABD candidates will be considered for hire at the instructor level with completion of PhD required by August 5, 2014.
Strong preference will be given to candidates with an active research agenda and experience coordinating extracurricular
events, student groups, overseas study, or other section activities such as curriculum development. Responsibilities include
teaching language courses at all levels, as well as developing and teaching additional courses as needed by the section.
Apply online at http://www.gvsujobs.org. Include letter of application, current CV, statement of teaching philosophy,
and a summary of recent student evaluations. Three letters of recommendation and graduate transcripts should be sent separately to: Japanese Search Committee, Department of Modern Languages and Literatures, MAK B-2-243, 1 Campus Drive, Allendale, MI 49401.
Preliminary interviews will be conducted in November at the ACTFL/AATJ conference in Philadelphia, so please indicate
in your letter whether you plan to attend.
Grand Valley State University is an affirmative action, equal opportunity institution and applicants with diverse backgrounds are encouraged to apply.
Harvard University
The Department of East Asian Languages and Civilizations at Harvard University seeks applications for the position of
Senior Preceptor in Japanese Language beginning July 1, 2013. The senior preceptor will be responsible for acting as instructor in charge of one of the levels of Japanese taught at Harvard, between elementary and advanced (fifth-year level), fortraining and supervising instructors in the Japanese program, and for assisting the director in administration of the Japanese
language program.
The position is for five years and renewable, contingent upon performance, enrollments, and curricular need.
The successful applicant should have a native or near-native command of modern standard Japanese, both written andspoken, and fluency in spoken English. Completion of an advanced degree at the master’s level or above is required in a field relevant to teaching Japanese as a second language, such as Japanese pedagogy, the acquisition of Japanese as a second language, orJapanese linguistics.
A record of demonstrated excellence in teaching Japanese at all levels, elementary through advanced, in an American
university setting or its equivalent, and experience in training and supervising other instructors in such a setting is essential.
Preference will be given to candidates who have published creative or scholarly work in a field relevant to Japanese language education and who have experience using language teaching technology.
Candidates interested in applying for the position should submit the following documents through the ARIeS portal
http://academicpositions.harvard.edu/postings/4367 no later than November 30, 2012:(1) a letter of application,(2) a curriculum vitae,(3) a teaching statement,(4) a chart listing Japanese courses taught at the university level,(5) representative syllabi of courses taught,(6) representative summary teaching evaluations of courses taught, and(7) the names and email contact information of three references to http://academicpositions.harvard.edu. The references will becontacted separately and invited to upload letters of recommendation.
Harvard University is an Affirmative Action/Equal Opportunity Employer. Applications from women and minorities arestrongly encouraged.
Contact Email: ChairEAL@fas.harvard.edu
Japan Center for Michigan Universities
The Japan Center for Michigan Universities (JCMU) invites applications for a full-time Japanese language instructor. This is a full-time, annually renewable position with an anticipated start date of August 16, 2013. The position is locatedphysically and administratively within the Japan Center for Michigan Universities in Shiga, Japan.
Period of appointment: August 16, 2013 – August 15, 2014.
Qualification: 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 as well as an excellent command of English isrequired. Preference will be given to candidates with sufficient experience in teaching Japanese at various levels at an American

Page 19college or university.
Responsibilities: Teach Japanese-language courses (Elementary, Elementary/Intermediate, Intermediate, and Advanced) in the academic year program and the summer intensive program. Other responsibilities include student advising,curriculum development, participation in student activities and ceremonies, and service to the Center.
Housing: JCMU will provide rent-free housing at the Center, which will include basic furniture, appliance, and utensils. Utility expenses will be paid by the tenant.
Salary: Salary is commensurate with qualifications. Compensation includes standard Japanese benefits, housing (asmentioned above), and a relocation travel/personal effects allowance.
Send letter of application, statement of teaching philosophy, evidence of teaching effectiveness if available, current
CV, and the names and contact information for three referees to:
Japanese Search Committee
Japanese Language Program
The Japan Center for Michigan Universities
1435-86, Ajiroguchi, Matsubara, Hikone
Shiga, Japan 522-0002
Application Deadline: December 14, 2012.
Lehigh University
The Department of Modern Languages and Literatures at Lehigh University invites applications for a one-year position (possibly two, pending approval) as Visiting Assistant Professor of Japanese to begin in Spring 2013 or Fall 2014.
Applicants with a Ph.D. in the field of modern/contemporary Japanese culture, literature, film studies, and/or visual culture
are encouraged to apply. ABDs will also be considered. The successful candidate is expected to teach courses in Japanese language at all levels, in addition to courses in her/his specialty. Native or near-native proficiency in both English and Japaneseis required. Lehigh University is a private, research-intensive institution in southeast Pennsylvania.
The College of Arts and Sciences at Lehigh University is committed to increasing the diversity of the college community and curriculum. Candidates who can contribute to that goal are encouraged to apply and identify their strengths or experiences in this area. Lehigh University is an Equal Opportunity Affirmative Action Employer.
Send CV, cover letter, and three letters of reference to Chair of Japanese Search Committee, MLL Department, Lehigh University, 9 W. Packer Ave., Bethlehem, PA 18015. Review of applications will begin immediately, until the position isfilled.
Middle Tennessee State University
The Department of Foreign Languages and Literatures in the College of Liberal Arts at Middle Tennessee State University invites applicants for a full-time, tenure-track position at the rank of Assistant/Associate in the field ofJapanese Literature and/or Popular Culture. Appointment to begin August 1, 2013. Minimum qualifications include a
Ph.D. in the area of specialization by the appointment date, native or near native fluency in Japanese and English, and astrong commitment to teaching both undergraduate and graduate level courses. Responsibilities include teaching courses inthe successful candidate's specialization (e.g., literature, cinema/media, manga/anime, popular culture) as well as language
courses, conduct and publish research in area(s) of specialization, participate in departmental and university service, andother duties as assigned. The successful candidate will join a thriving multi-language department and will demonstrate excellence in and commitment to scholarly research, teaching, and service.
To apply for this position, go to http://mtsujobs.mtsu.edu and follow the instructions on how to complete anapplication, attach documents, and submit online.
Review of applications begins October 29, 2012 and continues until position is filled. Salary is commensurate with educationand experience. Proof of U.S. citizenship or eligibility for U.S. employment will be required prior to employment(Immigration Control Act of 1986). Clerly Act crime statistics for MTSU available at http://police.mtsu.edu/
crime_statistics.htm. EO/AA employer.
North Central College
The Department of Modern and Classical Languages at North Central College (Naperville, IL) seeks applications forthe post of Visiting Assistant Professor of Japanese for the 2013-2014 academic year. The position is non-tenuretrack, but renewable up to three years. Candidates must have a Ph.D. in Japanese or Japanese Studies by September 1, 2013.
Successful candidates will demonstrate potential for excellence in college-level teaching, and will be expected to teach at alllevels of our undergraduate Japanese program. Preference will be given to those candidates with a specialization in JapanesePage 20

literary, film or cultural studies.
North Central College, founded in 1861, is a selective, comprehensive liberal arts institution with 3000 students,
located 28 miles west of Chicago in Naperville, with convenient Metra train access to Chicago. For information about thecollege, please visit the college website at https://www.noctrl.edu.
All application materials should be submitted electronically at https://secure.interfolio.com/apply/17681.
For further information please email Dr. Norval Bard, Chair, Department of Modern & Classical Languages, at
nlbard@noctrl.edu.
Review of applications will begin November 10, 2012 and continue until the position is filled. Applicants who
would enrich the diversity of the campus community are strongly encouraged to apply. EOE.
Stanford University
The Language Center at Stanford University invites applications for a full-time three-year teaching appointment of Lecturer in Japanese beginning September 1, 2013. The position is renewable. Minimum qualifications are an
MA in linguistics, applied linguistics, and/or foreign language education, Ph.D. preferable.
Applicants should have experience teaching Japanese as an instructor at the college level. Candidates should be
able to teach Japanese language courses at all levels and should possess native or near-native fluency in Japanese with anexcellent command of English. Familiarity with standards-based instruction and ACTFL OPI/WPT principles preferred,with a commitment to pursuing tester/rater certifications. The salary is competitive.
Cover letter, current vita, three letters of recommendation, and a brief description of teaching methods that you
have found to be successful, should be submitted online using the following Interfolio link - https://secure.interfolio.com/
apply/16415. The deadline for receipt of applications is no later than November 28, 2012.
Stanford University is an equal opportunity, affirmative action employer. Applications from minority and womencandidates are especially encouraged.
University of British Columbia
The Department of Asian Studies, University of British Columbia, invites applications for a tenure-track appointment at the rank of Assistant Professor in the field of Modern/Contemporary Japanese Culture(Literature/Film/Visual Culture). Applicants are expected to have native or near native proficiency in both Japaneseand English.
Candidates must have a Ph.D. (or expect to have successfully defended prior to July 1, 2013). The successful candidate will be expected to demonstrate the potential for excellence in research and undergraduate and graduate teaching and
be expected to maintain an active program of research, publication, teaching, graduate supervision, and service, and to beengaged in work that is methodologically innovative and can be conceptualized in ways that complement and broaden the
Department’s interdisciplinary research interests and that contribute to broader disciplinary and interdisciplinary fields ofknowledge. Information about the Department and faculty research can be found on its website, www.asia.ubc.ca.
The starting salary for the position will be commensurate with qualifications and experience. This position is subject to final budgetary approval. The University of British Columbia hires on the basis of merit and is committed to employment equity and diversity within its community. We especially welcome applications from members of visible minority
groups, women, Aboriginal persons, persons with disabilities, persons of minority sexual orientations and gender identities,
and others with the skills and knowledge to engage productively with diverse communities. We encourage all qualified persons to apply; Canadian citizens and permanent residents of Canada will, however, be given priority.
The application dossier should include: a letter of application, curriculum vitae, a sample chapter or scholarly paper(maximum 30 pages) and three confidential letters of recommendation to be sent separately. The deadline for the receipt ofapplications is November 15, 2012. The anticipated start date of employment is July 1, 2013.
Send application package to: Chair, Japanese Culture Search Committee, Department of Asian Studies, 1871 West
Mall, University of British Columbia, Vancouver, Canada, V6T 1Z2. Applications may also be submitted electronically tolchase@mail.ubc.ca.
University of Denver
The Department of Languages and Literatures at the University of Denver will appoint an Assistant Professor ofJapanese to begin September 1, 2013. This is a tenure-track position with full benefits. The teaching load is six classes per

Page 21year on a quarter calendar.
Our new colleague will teach all levels of undergraduate language, literature, and culture in the Japanese curriculum, and must also have an active research agenda. Area of specialization in Japanese literature and culture is open, although modern to contemporary period is preferred. The candidate is expected to have native or near-native fluency inboth Japanese and English. PhD, equivalent, or ABD status in Japanese or related field is required at the time of application. PhD or equivalent is required by January 2014. This assistant professor will join a Japanese program now staffed by
two lecturers and will be co-responsible for continuing its development and growth. Salary is competitive.
All must apply online at http://www.du.edu/hr/employment/jobs.html no later thanNovember 2, 2012, and upload a cover letter, CV, and a one-page statement of teaching philosophy. Additionally,please have three letters of recommendation, an official transcript, and evidence of excellent teaching at the college level
sent either by post to the following address: Japanese Assistant Professor Search, c/o Victor Castellani, Chair, Department of Languages & Literatures, University of Denver, Denver, CO 80208-0931 or electronically (toArianna.Nowakowski@du.edu). We will review applications as they arrive, and determine our semi-finalist list by
mid-November. Applicants should be available for semi-finalist interview at the MLA Convention in Boston early next
January.
The University of Denver is committed to enhancing the diversity of its faculty and staff and encourages applications from women, minorities, members of the LBGT community, people with disabilities, and veterans. The University
is an equal opportunity/affirmative action employer.
University of Iowa
The Department of Asian and Slavic Languages and Literatures in the Division of World Languages, Literatures,and Cultures at the University of Iowa is searching for two full time lecturers in Japanese language, with one
position beginning in January 2013 and the other in August of 2013. Both positions require the teaching of
three courses per semester. (The January position will be for a period of 1.5 years with the possibility of renewal. The August position will be for a period of 1 year with the possibility of renewal).
Education requirement: Master’s degree or higher in relevant field.
Required qualifications: Native or near-native fluency in English and Japanese, and college level experienceteaching Japanese to non-native speakers. The successful candidate must be able to teach at all levels from first-year toadvanced languages courses and collaborate with our faculty in programmatic service.
Candidates should send letter of interest, curriculum vitae, and teaching philosophy to the Search Committee
online at http://jobs.uiowa.edu and must submit three e-mail addresses of recommenders online to the same link. Candidates should specify in their cover letter if they are applying for the January position, the August position, or both. Refer to requisition number 61683. Salary and benefits will be commensurate with qualifications and experience. Screening begins November 1, 2012, and preliminary interviews may be conducted by telephone or teleconference.
The Department of Asian and Slavic Languages and Literatures, the Division of World Languages, Literatures
and Cultures, and the College of Liberal Arts and Sciences are strongly committed to gender and ethnic diversity; thestrategic plans of the University, College, Division and Department reflect this commitment. Women and minorities areencouraged to apply. The University is an Equal Opportunity Employer/Affirmative Action Employer.
University of Maryland, Baltimore County (UMBC)The Department of Modern Languages, Linguistics and Intercultural Communication at the University of Maryland, Baltimore, County, is accepting applications for a Full-time Lecturer position in Japanese Language andCulture, beginning in the 2013-2014 academic year. Masters or Ph.D. degree, native or near-native fluency in Japaneseand English required. The successful candidate will have extensive and successful experience in teaching university lower-level language courses using a communicative methodology, as well as upper-level content courses; a strong backgroundin curricular development; ability to teach a diverse student population at all levels of Japanese; an active interest in developing cultural programs, and familiarity with integrating technology in classroom instruction. Courses taught willserve the general university student population, MLLI majors seeking a concentration in Japanese, and Asian Studies
Program majors. For more information about the MLLI Department, please visit:http://www.umbc.edu/mll/ .
This is a three-year, non-tenure-track renewable appointment. Competitive salary and comprehensive benefit
package.
Please send a letter of application explaining your specific qualifications for this position and your teaching philosophy, a curriculum vitae, unofficial graduate transcripts, and three letters of recommendation before November 15,
2012, to:Dr. Zakaria Fatih, ChairJapanese Search Committee
Department of Modern Languages, Linguistics and Intercultural Communication

Page 22

UMBC
1000 Hilltop Circle
Baltimore, MD 21250
Members of minority groups, women, and individuals with disabilities are strongly encouraged to apply. UMBC
is especially proud of the diversity of its student body and we seek to attract an equally diverse applicant pool for this position. We have a strong commitment to increasing faculty diversity. The Carnegie Foundation ranks UMBC in the category of Research Universities with high research activity. UMBC is an Affirmative Action/Equal Opportunity Employer.
University of North Carolina Charlotte
The Department of Languages and Culture Studies at the University of North Carolina Charlotte invites applications for the position of Lecturer of Japanese. This is a full-time, non-tenure-track position to begin August 15, 2013.
Requirements include the following: (1) Master’s degree or higher in Japanese or in Japanese Studies with a focus on the Japanese language; (2) Area of specialty in linguistics or applied linguistics; (3) Two years experience teaching
Japanese as a foreign language at the college or university level; and (4) Native or near-native fluency in Japanese andgood command of English.
Essential duties will include teaching 12 hours each semester, including language skills and content courses at allundergraduate levels, fully participating in the Japanese program, and working with colleagues to enhance the use oftechnologies and social media resources in language instruction, delivery, and learning.
UNC Charlotte strives to create an academic climate in which the dignity of all individuals is respected and maintained. Therefore, we celebrate diversity that includes, but is not limited to, ability/disability, age, culture, ethnicity, gender, language, race, religion, sexual orientation, and socio-economic status. AA/EOE employer and an ADVANCE institution: subject to criminal background check. The candidate selected for this 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. Please attach the following documents with your electronic submission: a current and complete CV; a letter of application addressed to Dr. Robert C. Reimer, Chair, Languages and Culture Studies; a copy of the graduate transcript; and a statement of teaching philosophy. Three original
letters of recommendation addressed to Dr. Robert Reimer, should be mailed to Department of Languages and Culture
Studies, UNC Charlotte, 9201 University City Blvd., Charlotte, NC 28223. The letters must be specific to this job application. Review of applications will begin December 3, 2012, and continue until the position is filled.
University of Southern California
The Department of East Asian Languages and Cultures in the Dana and David Dornsife College of Letters, Arts
and Sciences at the University of Southern California in Los Angeles, California, invites applications for a full-time,
non-tenure-track faculty position in the Japanese Language with an anticipated start date of August 16, 2013.
The Department of East Asian Languages and Cultures provides students with a well-rounded education on East
Asia by focusing on the study of the languages, literatures, and cultures of China, Japan and Korea at both the graduate(Ph.D.) and undergraduate (B.A.) level.
Applicants should have an M.A. or Ph.D. in second language acquisition, Japanese language pedagogy, or related
fields, possess native or near-native fluency in both Japanese and English, and have experience in teaching Japanese atvarious levels at an American college or university. Salary and benefits are competitive.
Please submit application letter, curriculum vitae, statement of teaching interests, teaching evaluations, sample
teaching video of entire lesson, and three letters of recommendation. Electronic files sent to ealc@college.usc.edu(subject line: Japanese Language position) are preferred, but hard copies may be sent
Japanese Language Search
East Asian Languages and Cultures
Taper Hall 356
University of Southern California
Los Angeles, CA 90089-0357
In order to be considered, applicants must also submit an electronic USC application; follow this job link or paste
in a browser: https://jobs.usc.edu/applicants/Central?quickFind=66581 . Review of complete applications will begin
October 15, 2012 and continue until position is filled.
USC strongly values diversity and is committed to equal opportunity in employment. Women and men, andmembers of all racial and ethnic groups, are encouraged to apply.

Page 23

Elgin Heinz Outstanding Teacher Award – 2013
Recognizing Teachers Who Further Mutual Understanding Between
Americans and Japanese
The Elgin Heinz Outstanding Teacher Award was approved by the US-Foundation's Board of Trustees in September 2001
and recognizes exceptional teachers who further mutual understanding between Americans and Japanese. The award is presented annually to two pre-college teachers in two categories, humanities and Japanese language, and consists of a certificate ofrecognition, a $2,500 monetary award, and $5,000 in project funds. It is named in honor of Elgin Heinz for his commitment toeducating students about Asia as well as for the inspiration he has provided to the field of pre-college education.
Elgin Heinz
A pioneer in educating American students about Asia, Elgin Heinz served throughout his life as a consultant on the development of materials and methods for teaching about this region of the world. Born in China in 1913, Heinz attended the University of California at Berkeley, graduating with degrees in philosophy and public speaking and eventually earning a graduate
degree in history from San Francisco State University. He spent forty years teaching in San Francisco's Public Schools, at firstteaching literature, and later geography and history. During his tenure as a teacher, Heinz became nationally known for his efforts in assisting students and teachers to learn more about Japan and Asia broadly.
In addition to classroom teaching, Heinz was active in a number of organizations, including the Association for AsianStudies, the Asia Society, the International Society for the Comparative Study of Civilizations, and the National Committee on
U.S.-China Relations. He served as the Japan Society's Education Director in 1960. Heinz has authored and edited numerous
publications on teaching about Asia, including two widely used curriculum guides, Opening Doors and Stepping Stones.
(*Biographical information regarding Elgin Heinz and photograph were taken from the Fall 2000 issue of Education About Asia
and were reprinted with permission from the Association for Asian Studies.)
Eligibility Requirements
The award is open to current full-time K-12 classroom teachers of any relevant subject in the United States. There are
two award categories, one in the humanities and one in Japanese language.
Previous award recipients often have over 10 years of teaching experience and have been engaged in teaching their students
about Japan for a substantial period of time. Candidates must demonstrate sustained commitment to improving mutual understanding between Americans and Japanese, and must have made a significant contribution to enhancing students’ knowledge ofJapan.
Applicants for the Japanese language category must have excellent command of the Japanese language and may be contacted bymembers of the selection committee to verify this.
Nomination Procedures
Applicants for the Elgin Heinz Outstanding Teacher Award need not be nominated to apply. However, theFoundation is always seeking to encourage the nation's top educators to consider applying for the award. Therefore, we welcome
nominations of individuals qualified to apply for the Award.
Letters of Nomination should briefly highlight the qualifications of the candidate and must include his/her name, contact
information, and indicate the school at which the candiate currently teaches.
The Foundation will accept Letters of Nomination at any time and will inform candidates that they have been nominatedfor the Award. Those nominated must submit a full application as indicated below.
Nominators should keep in mind the deadline for applications is in early February. Therefore, it is recommended that
nominations be submitted by early December in order to provide potential candidates the time needed to compile their applications.
Letters of Nomination should be sent to:Mr. David Janes, Director of Foundation Grants and Assistant to the President
The United States-Japan Foundation
145 E. 32nd Street
New York, NY 10016
or via e-mail at djanes@us-jf.org
Detailed application procedures can be found on the Foundation's website: http://www.us-jf.org/
elginHeinz.html
Deadline for 2013
Complete applications must be received by the Foundation on or prior to February 1, 2013 to be considered forthe 2013 award.
Review and Selection
A national selection committee will review complete applications received by or on February 1, 2013. The selection committee
consists of leaders in the field of education about Japan. The award winners will be announced in May.

Page 24

Greetings from AATJ Directors,
My name is Janet Ikeda and I am Advocacy Co-Director
with Mamiya Worland. We are working to promote theteaching of Japanese and to support teachers in their advocacy and outreach efforts. Worland sensei and I alternate
attendance at the Joint National Committee for Languages(JNCL) annual meeting in Washington, D.C. This past summer Susan Schmidt and I worked on documents that teachers can download and modify for their own use: press releases for JNHS and Bridging scholarship recipients and a“Why Study Japanese” top-ten list. We have recruited help
with increasing our presence on Facebook and other social
media. We all need to advertise our programs and share our
success stories. Please let us know what other resources youneed to help promote your program. I teach Japanese language, literature, culture and a course on chanoyu at
Washington and Lee University in Lexington, Virginia.

Hello. My name is Eiko Ushida. I have joined the AATJ board as a CoDirector of Professional Development and have been working with Yasuko Ito
Watt-sensei since this summer. I have been working on AATJ’s Professional
Development since 2008 through JOINT, AATJ’s online professional development program for Japanese language teachers as a course developer, instructor, and faculty advisor. I have met more than a hundred of teachers
throughout the U.S., and truly enjoyed expanding our network. We are planning to start JOINT webinar series in 2012 and increase professional development opportunities to a larger number of audiences. I currently teach graduate-level Japanese courses at University of California, San Diego, and enjoy
helping my students to be global leaders.
牛田英子です。JOINTで私をご存知の方もいらっしゃると思いますが、この夏よりAATJのProfessional Development（教師の専門能力開発）を正式にお手伝いすることになりました。いろいろな形で多くの先生方の専門能力開発を支援したいと思っています。どうぞよろしくお願いいたします。

My name is Emi Ochiai Ahn. I am Publications Director of
AATJ and publishing this newsletter. I started serving
NCJLT in 2010 and continued serving the same position
now at AATJ. I would like to make this newsletter wellread, for that I would like to take advantage of power ofstate-of-the-art technology in the near future. I am also a
Residential faculty of Japanese at Mesa Community College, Arizona. I teach Elementary and Intermediate Japanese in different delivery methods: online, hybrid, and faceto-face.

Page 25

My name is Shingo Satsutani, a native of Kyoto,
Japan. I am a Professor of Asian Languages at
College of DuPage. I hold a B.A. in Western Philosophy and a B. Eng. in Civil Engineering from
Ritsumeikan University in Kyoto; M.A. in AsianStudies from Seton Hall University, New Jersey.
My further academic training was extended to
the Doctoral Studies in Language, Literacy andLearning at Fordham University, New York. I
have led academic travels and international fieldstudies in various places in Japan more than
thirty times, including the College of DuPage
Summer Study Abroad Program in Kyoto, Japan.
I have been an active leader in IATJ (Illinois Association of Teachers of Japanese, President)
and work with Japan Chamber of Commerce andIndustry of Chicago (JCCC) and Consulate General of Japan in Chicago as an advisor for Japanese language related matters. I served as the president of NCJLT
from 2004-2005. I have been assisting the business matters of the Japanese National Honor Society (JNHS) since2003 for high school Japanese programs. In 2008, I won the National Award for teacher of the year in the UnitedStates. My latest keen interest is the Japanese education for the heritage speakers as well as bridging every level of K16 Japanese education. In addition to my academic interests, I enjoy ice skating with my kids and playing with mydog.

My name is Masahiko Minami, the Spring 2013 AATJ Conference Co-Director. I am Professor of Japanese at San Francisco State University. I am the Coordinator of the Japanese
Language Proficiency Test (JLPT) for Northern California as
well. I would like to devote my efforts to fostering collaboration between the board and the general membership in orderto create opportunities for AATJ to engage actively in intellectual exchange and discussion, and to promote studies aimed
at increasing the scope of knowledge among persons interested in Japanese language and culture. One way to gauge thequality of a professional organization is by the papers presented at its annual conference, and I am also ready to collaborate with the board members in order to make our annual
Spring Conference successful. I look forward to seeing you on
March 21, in San Diego.

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My name is Nobuko Hasegawa, and I am the Director of
the National Japanese Exam. I teach Japanese at Fiorello H.
LaGuardia High School of Music & Art and Performing Arts in
New York City. This is my third year as the Director of the National Japanese Exam, and I am glad to have witnessed it growand continue to improve. We are also happy to have a collaborative relationship with Japan Foundation as it designated the
NJE as a requirement for the application for the JET Memorial
Invitation Program.
NJE aims to serve as a diagnostic assessment tool todetermine students’ strengths and weaknesses in reading, listening, grammar, vocabulary and cultural knowledge. In its
fourth year, the National Japanese Exam will go through somechanges. The format of the exams will be revised to reflect the
proficiency-oriented, standards-based and culture-rich instruction that AATJ endorses and promotes in every Japanese classroom.

You can find more information about this year’s timeline, registration procedure as well as sample questions at
http://www.aatj.org/studentactivities/natinaljapaneseexam/index.html. Also, join us at ACTFL as we present the new format of the NJE 2013 on Sunday, November 18 starting at 11:15 at Room 109 A. We look forward to another successful yearwith you.
Please forward any questions to nje@aatj.org.

AATJ Board of Directors
Co-Presidents:
Jessica Haxhi (Maloney Magnet School, CT)
Yasu-Hiko Tohsaku(University of California, San Diego, CA)
Vice-President/Treasurer:
Kurt Thompson (Eckstein Middle School, WA)
Vice-President/Secretary:
Motoko Tabuse (Eastern Michigan University, MI)
Spring Conference (AAS-affiliated) C0-Directors:
Joan Ericson(Colorado College, Colorado Springs, CO)
Masahiko Minami(San Francisco State University, CA)
Fall Conference (ACTFL-affiliated) Directors:
Nana Suzumura (University of Hawaii, HI)
Noriko Fujioka-Ito (University of Cincinnati, OH)

Professional Development Directors:
Eiko Ushida (University of California, San
Diego, CA)
Yasuko Ito Watt (Indiana University, IN)
Advocacy and Outreach Directors:
Janet Ikeda (Washington & Lee University, VA)
Mamiya Worland (Fairfax County Public
Schools, VA)
National Exam Director:
Nobuko Hasegawa(LaGuardia High School of Performing Arts, NY)
Activities and Awards Co-Directors:
Lynn Sessler Neitzel(Menasha Joint School District, WI)
Shingo Satsutani (College of DuPage , IL)
Publications Director:
Emi Ochiai Ahn (Mesa Community College,
AZ)

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