The Japan Foundation Los Angeles and Language Center
Number Six, April 1994

Endorsements on Teaching Certificates: L-12 Japanese in Washington
Language Endorsements
Yumi Toma, Japanese Language consultant, Washington State
Office of the Superintendent of Public Instruction (OSPI)
often receive phone calls from several
would-be K-12 Japanese language teachers
regarding endorsement/teaching certificatesissue. The questions they ask differ depending
upon their particular situation. They are either
native speakers with degrees earned in Japan
with teaching certificates in subject areas otherthan Japanese, native speakers who are taking
courses in Washington to get a degree andcertificate; and non-native speakers who havestudied Japanese here and abroad. (Some ofthem are currently teaching a language(s) otherthan Japanese.)I

Filipino, Czechoslovakian, Arabic, Vietnamese,
Ukrainian and Danish. Endorsements in K-12
Japanese language in Washington have grown
dramatically since 1985. Data showed only 3teachers with Japanese language endorsements
until 1979, 2 endorsements in 1980-1984, 38
endorsements in 1985-1989, 79 endorsements in
1990-1993. In December 1993, there were 104
teachers assigned to teach Japanese in theschools of Washington; 61 were endorsed toteach Japanese. The remaining teachers were on
unendorsed certificates or were teaching inprivate schools.

In this article, I would like to give general
information about the following topics:
Endorsements on Teaching Certificates
Washington
Teaching
CertificateswithEndorsementsCollege/University Teacher Preparation

In order to receive an endorsement in Japanese
on a Washington teaching certificate, thecandidate shall have completed the minimum
course work credit hours (24 quarter hours = 16
semester hours) in the subject area of Japanese,
including, but not limited to, credit hours ineach of the following essentials areas of study:(1) Writing/Composition, (2) Conversation, (3)Reading, (4) History and Culture. (Unless thecourse title is clearly language or Japanese
literature or culture, a course description is
helpful to show how a course meets one of theendorsements essential areas of study since thestate has no detailed explanation of each area.)

1. Endorsements on Teaching Certificates
What is an endorsement? An endorsement
specifies the subject matter and grade level(s)for which a teaching certificate is valid.
Teachers who hold initial or continuing
certificates may be assigned to teach only
subjects and grade levels for which they areendorsed.

K-12 Japanese Endorsements in Washington
Washington state issues endorsements onteaching certificate may be assigned to teach
only subjects and grade levels for which they
are endorsed, Washington state issues
endorsements on languages (K-12): Chinese,
French, German, Greek, Italian, Japanese, Latin,
Portuguese, Russian, Scandinavian, Swedish,Hebrew, Norwegian, Turkish, Hindi, Korean,

Year
1979
1980-84
1985-89
1990-93
Total

Initial Continuing Conditional
Certificate Certificate Certificate
3
0
0
2
0
0
18
6
14
31
34
14
54

40

28

Total
3
2
38
79
122

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2. Washington Teaching Certificates withEndorsements•

acceptable.
A course of course works in issues ofchild abuse.

The following teaching certificates are available
in Washington (a master’s degree in NOT
required for any teaching certificate):

Note: The Initial Certificate is not a prerequisiteof the Continuing Certificate.

INITIAL CERTIFICATEThe Initial Certificates is the first-level
certificate. This certificate is valid for four years
and can renewed or reissued for an additional
three years while an individual is working
toward meeting requirements for the continuing
certificated. Requirements for an Initial
Certificate are:•Must be 18 years of age.
•Must present evidence of good moral
character and personal fitness.
•
Must have earned a bachelor’s degreefrom a regionally accredited college.
•
Must have completed an approved
college/university teacher education
program of must have completed aminimum of three years of full-timeteaching experience at the Preschool12 level and have held a regular P-12
teaching certificate in another state.
•
Must have completed a major (45quarter hours of 30 semester hours) in
one endorsement area.

CONDITIONAL CERTIFICATEThe Conditional Certificate is issued under
specific circumstances for a period of two yearsof less, and only for the teachingactivity/assignment specified. An employing
school district of private school must request theconditional certificate and can do so only whenno regularly certified teacher is available for a
specific position. An individual cannot apply fora conditional certificate without request from a
district or private school.

CONTINUING CERTIFICATEThe Continuing Certificate is the most advanced
teaching certificate. It is kept valid on acontinuing basis upon completion of 150 clock
hours of continuing education study (theequivalent of 15-quarter hours) every five years.
Requirements for a Continuing Certificate are:Application Procedure for a Washington
State Teaching Certificate
The individual is required to submit theapplication for certification, the necessary
supporting documentation, and the appropriate
fee payment to an educational service district(ESD) office (there are 9 ESDs in Washington);
the ESD office will receipt the check andforward the materials to OSPI for processing.
Application materials may be obtained bycontracting the Professional Education andCertification Office. OSPI at (206) 753-6773.

•
•

•
•

Must have completed all requirements
for the Initial Certificate.
A Master Degree from a regionallyaccredited college or university, or 45
quarter hours (30 semester hours) of
upper division or graduate-level postbaccalaureate study.
Two teaching endorsements.
Experience: 180 days of full-timeteaching experience, 30 days of whichmust be with one employer. Substituteteaching, out-of-state teaching andteaching in more than one district is

The individual will receive the direct assistanceof a school district mentor; a written plan ofassistance will be developed in cooperation withthe person to be employed, within twenty
working days form the commencement of theassignment. The certificate may be reissued for
two years, and for two-year intervals thereafter,
upon completion of 60 clock hours (6 quarter of
4 semester hours) of course work since theissuance of the most recent certificate, asverified by the employing school district.

3. College/University Teacher Preparation
Programs
Currently, 19 state approved four-year
education institution) in Washington offer
teacher preparation program. 5 state universities
and 1 state college, 7 private universities and 6
private colleges. 12 out of 19 have Japanese
language programs. The requirements and

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application procedure differ in each program.
For details, please contact the certification
advisor (Contact Person) at the institutions(s) ofyour choice.
Institution and Contact Person•
Univ. of Washington*, Shirley
Shimada, (206) 543-1820•
Washington State Univ.*, Dr. Shirley
Vaughn, (509) 335-1738•
Central Washington Univ.*, Dr.
Oaman Alawiye, (509) 963-2661•
Eastern Washington Univ.*, Nacy
Sherler, (509) 359-2237•
Western Washington Univ.*, Dr.
Suzanne Krough, (206) 676-3416•
The Evergreen State College*, Dr.
Janice Kido, (206) 866-6000•
AntiochUniv.Seattle,
Linda
Campbell, (206) 441-5352•
City University*, Dr. James Risan,(206) 643-2000•
Gonzaga Univ.*, Dr. Janet Burcalow,(509) 328-4220•
Heritage College, Linda Tucker, (509)865-2244•
Northwest College of the Assemblies
of God, Dr. Richard Blue, (206) 8228266•
Pacific Lutheran Univ.*, Dr. John

Brickell, (206) 535-7272
St. Martin’s College, Dr. Beverly Kooi,(206) 438-4334•
Seattle Pacific Univ., Dee Tindall,(206) 281-2210•
Seattle Univ.*, Nancy Campbell, (206)296-5774•
Univ. of Puget Sound*, Dr. Carol Merz,(206) 756-3377•
Walla Walla College*, MarcilleRasmussen, (509) 527-2211•
Whitman College, David May, (509)527-5128•
Whitworth College, Dennis W. Sterner,(509) 466-3229* Institutions offering Japanese Language
Programs•

The preceding information describes teacher
certification in Washington State. However,state rules and regulations concerning teacher
certification are subject to change. For further
information, please contact:
Professional Education and Certification Office,
OSPI
Old Capitol Bldg., P.O. Box 47200
Olympia, WA 98504-7200
Tel: (206) 753-6773

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California Association of Japanese Language Schools
Survey—May 1993•
Location # of schools
participating insurveyNorthern
3 our of 4
California(Florin Gakuen
Closed)Bay Area
4 out of 7
Southern
California
Grand
Total

# of students (primary,elementary, junior,senior high, adult)
162

•

494

•

18 out of 19(Asahi Gakuen notincluded)25 schools•

Learn Japanese I, II, III (Young,
Nakajima)
Manual of Japanese Writing (Yale
University Press)
Japanese Now Vol. 1 (University of
Hawaii Press)
Bunka Shokyuu Nihongo I (Bunka
Gaikokugo Senmon Gakkoo)

1,575

2,231

Textbooks currently used by schools:
Elementary Level•
Our Japanese (CAJLS)*•
Contemporary
Japanese(Asia
University)•
Introductory Japanese (CAJLS)•
Yasahii Nihongo Nyumon (NewCAJLS textbook)•Speak Japanese (Kenkyusha)•
Nihongo no Kiso (The Association for
Overseas Technical Scholarship)
Junior High Level•
Standard Japanese Reader (Naganuma)•
Japanese (Alfonso)•
Nihongo no Kiso (The Association for
Overseas Technical Scholarship)•
Speak Japanese I, II (Kenkyusha)•
Our Japanese, Junior 1, 2, 3, 4
(CAJLS)•
Yomikata (Kokusai Gakuyuukai)

Senior High Level•
Standard Japanese Reader (Naganuma)•
Japanese (Alfonso)•
Speak Japanese I, II (Kenkyusha)•
Present Day Japanese Vol. 3(Naganuma)•
Our Japanese 4, 5, 6 (CAJLS)•Japanese Now Vol. 2, 3, 4 (Universityof Hawaii Press)•
Teacher made materials•
Gendai Kokugo•
Bunka Shokyuu Nihongo II (Bunka
Gaikokugo Senmon Gakko)
Adult Classes•
Practical Japanese (Naganuma)•
Basic Functional Japanese (The Japan
Times)•
Japanese for Today (Gakken)•
Basic Kanji Book (Bonjinsha)•
Japanese for Busy People I, II(Association for Japanese-Language
Teaching)*CAJLS = California Association of Japanese
Language Schools

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Satori: National Network for Japanese Language Teachers in
the Elementary School
Tim Hart, Foreign Language Program Specialist
Wake County Public Schools, Raleigh, N.C.
number of responses from across thenation were elicited from the September'93 announcement in The Breeze
regarding the formation of Satori, a national
network for Japanese language teachers andothers interested in Japanese language
instruction in U.S. elementary schools. The
form and content of responses varied frompostcard requests to be included on the mailinglist, to requests for specific assistance, to a twopage letter describing an existing program.
Instruction in the Japanese language in
American elementary schools is a relatively
recent phenomenon, with little information
currently available relevant to its instruction as aforeign language. Clearly, these inquiries point
to the growing number of Japanese language
programs in the elementary schools (JLES) in
the United States and the need for a network
specific to them.

A

There is wide agreement that the instruction ofJapanese at all levels necessarily differs fromthat of more commonly taught languages suchas Spanish or French, if only in the amount oftime needed to show commensurate gains.
Classified as a category 4 language by the
Defense Language Institute and said to beamong the most difficult of languages for native
English speakers to learn, Japanese offers
numerous challenges to the native English
speaker. Nevertheless, implementation ofJapanese language programs continues to gain
momentum at all levels.
The current estimate of Japanese programs at
the elementary school level is 110 programs in
24 states (The Breeze, June 1993). This figure
includes not only programs classified under theumbrella term of FLES (foreign language in theelementary schools) but also immersion-type
programs. A 1979 survey of foreign languages
in the United States listed only 3 states withJapanese language instruction at any grade level,
K-12. A comparison of program numbers today

emphasizes the growing trend for Japanese
language programs and the need for anunderstanding of this phenomenon at theelementary school level.
The announcement of the formation of Satoridrew 16 responses from 13 different states, orapproximately 14 percent of the JLES programs
thought to be in existence. Responses camefrom California (2), Florida (1), Hawaii (1),Illinois (1), Indiana (1), Maryland (1),Massachusetts (1), Missouri (1), Oregon (1),Texas (1), Virginia (1), Washington (1), andWisconsin (3) and represent just over half thestates currently believed to have JLES programs.
This statistic is somewhat misleading, however,since it is clear that responses came only fromindividual or programs having access to the
September 1993 issue of The Breeze where theannouncement appeared. Furthermore, severalof the responses came from schools indicatingthat their JLES programs would soon be staring
up. It is unlikely that these programs arereflected in the statistics of currently existing
programs. A few inquiries were made on behalfof districts with multiple JLES teachers and/or
schools having programs. Additionally,
programs in North Carolina and several otherstates did not respond, having already been
included in the network.
An analysis of the issues and questions specifically raised from the current responses to theSatori network can be categorized broadly into
two areas:(1) program planning and (2) program
implementation. Program planning included
inquiries about program models and curriculum
development. Program implementation included
responses about the exchange of teaching ideas,teacher recruitment and teacher certification in
Japanese.
A thanks goes to the Japan Foundation
Language Center for support of this network.

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The first edition of the Satori newsletter isscheduled for February 1994. Schools andindividuals can be included in the network andreceive a newsletter by contacting:

Tim Hart/Satori, 4601-304 Timbermill Court,
Raleigh, N.C. 27612. There is currently nocharge for membership and the newsletter.

Library Service
he Japan Foundation Language Center
Library offers library services in order toprovide access for teachers of Japanese
to teaching materials and resources.

T

Circulation by Mail
The registered patrons are also allowed toborrow the library materials by mail. Requests
can be made by telephone or by mail.

Library Membership
Teachers who are affiliated with one or more of
the following associations are eligible formembership:•
Association of Teachers of Japanese(ATJ)•
National Council of secondary
Teachers of Japanese (NCSTJ)•
Teachers of Japanese in Southern
California (TJSC)•Regional Japanese language teachers
associations affiliated with the
NCSTJ

The borrowing period through the mail is three
weeks with an additional one-week turnaroundperiod.

Applicants for library membership are required
to provide the following:I.
Individual application form.
2.
A copy of identification, such as adriver's license.
3.
We may ask for proof of membershipintheapplicant's
affiliatedassociation if we are not able toverify such membership from ourlists.
Circulation Loan Period and Limits
Circulation books 3 weeks, 3 items
Audio-visual materials 3 weeks, 1 set
Items may be renewed one time only.

Library Materials List
A list of our library holdings, including audiovisual material, textbooks, teaching material,
magazines and others, is available to allmembers.
Library Hours and Holidays
Monday through Friday 10:00 am-5:OO pm
The library is closed on the following days toobserve these holidays:
•
•
•
•
•
•
•
•
•
•

Memorial Day
Independence Day
Labor Day
Columbus Day (observed)
Veteran's Day
Thanksgiving Day
May 30, 1994 July 4, 1994
September 5, 1994 October 10, 1994
November 11, 1994 November 24,
1994
The library is closed from December23,
1994 through January 4, 1995 forreorganization.

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SCHOOL PARTNERS ABROAD

A

carefully designed exchange programthat links U.S. and Canadian secondary
schools with counter-part schools inJapan. The highlight of the program is an annual
34-week reciprocal exchange of 10-15 students
and an accompanying teacher. Participants livewith local families, attend regular classes andjoin in extracurricular and community activities.
CIEE's SCHOOL PARTNERS ABROAD
program also includes school partnerships inFrance, Germany, Spain, Russia and Costa Rica.
For further information and an application,please contact:
SCHOOL PARTNERS ABROAD
COUNCIL
on
International
Education
Exchange
205 East 42nd Street, 14th Floor
New York, NY 10017
Tel: (212) 661-1414
Exts. 1356 or 180

Additional
Conference and Workshop Schedule
Date: June 3-5
Name of Conference:
1994 Japanese Immersion
Education Networking Conference Sheraton Premier Hotel
Tyson's Corner, VA Contact
Person: Dr. Hiroko Kataoka
Dept. of EAL, Univ. of Oregon
Tel:(503) 346-4014

Breezy Message

We are leased to bring you the sixth
volume of The Breeze. For our firstissue, we printed only 2,000 copies,
but now we have well over 5,000 people on ourmailing list. In this issue, Ms. Toma, Japanese
language consultant to the State of Washington,
sent us information that she had written onteaching certification. We are planning toinclude information on teaching certification in
California in our next issue. Also in this issue,
we have a special survey regarding the statusquo of Japanese language schools (so-called
Nihongo Gakuen) in California.
We would like to thank all of you who sent us
letters and called us concerned about The Center
after the January quake. Our office has reopened,
and in May we plan to have all the cracks, etc.,
repaired so we will be back to normal. We willkeep you up to date.
As to our logo... Representing our wish to do
creative, free and imaginative work, we had theyellow line roughed out freehand. Its pebbled
appearance shows JFLC to be distinctively
different, with the intention to approach ourtasks with a fresh new outlook. As for theyellow color, there are cold yellows, and there
are warm yellows. Our yellow is a warm one. I
believe it is a "human" color. Place a white
sheet of paper over the yellow mark. Doesn'tthat look like vermilion to you? Just like thevermilion the artist Modigliani used in the facesof portraits.

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