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B re ez e Fa l l 1 9 9 87 Q u a r t e r l y

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ex t .
I S AO T S U J I M OTO, D i re c t o r

101

S H O J I YO S H I DA, D eputy Dire c t o r

102

AK I YA M A S A K I , O ffice Supervisor

103

NAO M I II N O, Assistant to the Dire c t o r

106

AL A N K I TA , P ro g ram A s s o c i at e

104

E R I C C H OW , P ro g ram A s s i s t a n t

105

R I M I YA N G , L i b ra r i a n

107

EI I C H I I TO, L i b ra r i a n

108

KE I KO MA RT I N , L i b ra ry A s s i s t a n t

118

GR AC E K ATAO K A , Re c ep t i o n i s t

100

N AO KO ROWA N, Re c ep t i o n i s t

100

Voice mail is engaged after 5:30 in the afternoon until 9:00 in them o rn i n g. Telephone and fax number is the same for all staff.
Telephone:Toll Free:
Fax:
E-mail:URL:(310) 449-0027
1-888-667-0880(310) 449-1127
jflalc@jflalc.org
http://www.jflalc.org

Sacramento

Broadway
DMV

Colorado

S AY U R I FR E T Z , A s s i s t a n t

122, 162

S H I G E M I YA M A DA, Vo l u n t e e r

162▲

N O R I KO OH A R A , Vo l u n t e e r

162

NOlympic

FA C U LT Y

H I RO KO K ATAO K A , C h i e f Academic Specialist 1 2 0
H I RO KO F U RU YA M A , Academic Specialist

121

Exit
Cloverfield/
26th

10
Pacific

Los Angeles
San Diego

T H E J A PA N F O U N DAT I O N &L A N G UAG E C E N T E R I N L O S A N G E L E S

2425 Olympic Blvd., Suite 650E
Santa Monica, CA 90404
Phone: (310) 449-0027, 1-888-667-0880
Fax:(310) 449-1127
E-mail: jflalc@jflalc.org

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Fa ll 1 9 9 8 /N um be r 1 8

N OTHING BUT HUMA N
Bunka ko o ryuu wa hitoni hajimari, hitoni owaru.
These legendary words were left a few decades
ago by the late founder of the International
House of Japan, Shigeharu Matsumoto, whose
words still ring a chord in the cultural exchange
community. Literally, it means, “Cultural
exchange begins with people, and ends withpeople,”or I interpret it as, “Cultural exchange
is nothing but human.”This fall we are pleased to announce the)appointment of Hiroko Kataoka (as our Chief Academic Specialist to lead theLanguage Center in Los Angeles’ teacher support programs. Dr. Kataoka is one of the mostactive leaders of Japanese language educationin the U.S. We are excited to have her progressive thoughts and open personality as we
expand the Language Center’s activities to bea more accessible and a more vital component
to the field.
Originally from Osaka, Japan, Dr. Kataoka
graduated from Kobe Jogakuin Daigaku andreceived her Ph.D. in Education (1979) fromthe University of Illinois at Urbana-Champaign.
Her various contributions to the field include
organizing and establishing two regional
Japanese teachers’ associations, the South
Eastern Association of Teachers of Japanese(1986) and the Lower Lake Erie Region Conference of Japanese Language Teachers (1989,
now the Central Association of Teachers ofJapanese), establishing the nationwide Japanese
Immersion Teachers’ Network (1994) andchairing the task force to create the National
Standards for Japanese Language Learning(which will be published in November 1998).
Dr. Kataoka comes to the Foundation througha joint agreement with California StateT H E J A PA N
F O U N DAT I O N& L a n g u a ge C e n t e r
in Los Angeles

2
10
11
12

Japanese Language Teaching in
the United States:
A Historical Overview
by Akira Miura

Language Grants
1999/2000

Proficiency Test

Language Grantees
1998/99

Quarterly
grateful to the university for its gen
share such a human resource.
We hope that readers of THE BRE
look forward to new projects to be
by Dr. Kataoka and Hiroko Furu ya m(), who will now assumeof Academic Specialist, that will exp
teacher-training, assessment and deor teaching materials, and in-depthof the field.
Since spring, we were fortunate toqualified candidates for faculty. We
to thank all those who submitted aand to also those who had sent us
recommendation. The third remainin
is pending a decision to continue ofor another full-time specialist or t
“open slot” for visiting professors,researchers on a project-by-projectcomments will be appreciated.
An encouraging news is that, as of
September, we have already received
responses to our current “ JapaneseEducation Organization Survey”fromof Japanese language programs acrocountry. In our 1993 survey, we haresponses and in 1995, we ended u
1000 (without including satellite pschools). We think we can safely cothe economic setbacks in Japan had
tive influence on the continuing gr
Japanese language programs. We plon the results of the survey more ithe next issue of THE BREEZE. C
ulations to the teachers of Japanese
for their tireless energies and devoti
the field.
As we will learn from the history olanguage field from Professor Akirin the following pages, the context

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Japanese Language Teaching in the U.S.A
A Historical Overview
Akira MiuraW H E N T H I S F I E L D I S P RO G R E S S I N G R A P I D LY I N TO T H E F U T U R E , O N E M AY N E E D
TO LO O K AT I T S PA S T TO M OV E O N . TH E F O L LOW I N G A RT I C L E I S T H E C O M P L E T E)
T E X T O F T H E S P E E C H G I V E N B Y P RO F E S S O R A K I R A M I U R A (AT T H E T E N T H A N N UA L C O N F E R E N C E O F T H E C E N T R A L A S S O C I AT I O N O F
T E AC H E R S O F J A PA N E S E ( C ATJ) H E L D AT I N D I A NA U N I V E R S I T Y O N A P R I L 4 ,1998. P RO F. M I U R A ( BA, U N I V E R S I T Y O F T O K YO ; E D . D, C O LU M B I A
U N I V E R S I T Y) H A S B E E N T E AC H I N G J A PA N E S E A N D JA PA N E S E L A N G UAG E P E DA G O G Y AT T H E UN I V E R S I T Y O F W I S C O N S I N- M A D I S O N S I N C E 1970 A N D WA S
I N S T RU M E N TA L I N E S TA B L I S H I N G T H E U N I V E R S I T Y ' S J A PA N E S E L A N G UAG E P RO G R A M TO T R A I N F U T U R E T E AC H E R S O F J A PA N E S E . P RO F. M I U R A I S O N E O F T H E
P I O N E E R S I N T H E F I E L D W H O C A N S H A R E W I T H U S K N OW L E D G E A B O U T T H E
PA S T A N D P R E S E N T O F

J A PA N E S E L A N G UAG E E D U C AT I O N I N T H E U N I T E D

S TAT E S . T H I S T E X T W I L L B E P U B L I S H E D A LO N G W I T H A B I B L I O G R A P H Y I N T H E
C ATJ C O N F E R E N C E M E N T I O N E D A B OV E A N D C A N B E
O B TA I N E D T H RO U G H P RO F E S S O R YA S U KO I TO WAT T O F I N D I A NA U N I V E R S I T Y
P RO C E E D I N G S O F T H E

1. Befo re Wo rld War II
In the United States, Japanese has
not been taught as long or as widely
as major European languages such as
Spanish, French, and German. Until
World War II, the so-called “Nihonjingakkoo” (Japanese schools) designed
for children of Japanese immigrants
living in Hawaii and on the Pacificcoast were just about the only schoolsin America where Japanese language
instruction took place. At the college
level, the University of California at
Berkeley established a department
specializing in Asian languages in1896 and hired a Japanese native
speaker as a lecturer in 1900. That
was supposedly the first time thatJapanese had ever been taught at thecollege level in the United States.
Even in 1928, only a few universities

of Hawaii and 50 at Berkeley were
tops. Although Japanese language
instruction gradually moved east, it
spread very slowly. For example, in his
autobiography, My Life Between Ja p a n
and A m e r i c a, Edwin Reischauer writes
that, in 1931, when he was a first-year
graduate student at Harvard, there wasonly one Japanese language course
available there, and that it was tooelementary for him to take. In 1934,
the number of universities that offe re dJapanese increased to eight: Harvard,
Yale, Columbia, Nort h we s t e rn ,Washington, UC-Berkeley, Stanford,
and Hawaii. According to anotherreport, there were two more universities, i.e., Michigan and UCLA, thatoffered Japanese before World War II,
but the fact remains that the programs
at these eight or ten universities wererather limited in size, with only one

Rikai-suru Made (‘Until I B
Understand Japan’) that hestudying Japanese with a n i s egeneration Japanese Americ
the summer of 1941. Aftermer, when he returned to C
College, he was allowed toYear Japanese and go into S
Japanese. About this experiesays, “Just the mere fact thable to go into the secondafter taking lessons for onl
months from a totally inexp
tutor clearly illustrates how
Japanese language instructiolege used to be.” He goes o“In fact, the second-year tea
incompetent that, while welating a sentence into Englis
desperately using his dictio
look up words in the next s
In the same book, Keene fu
plains about the lack of a g
book in those days. When
studying Japanese, his tutor
a textbook for Japanese first
Keene still remembers Less
went “Saita, saita, sakura g
Needless to say, I felt extrem
talgic when I read this passbook because that was theI used as a first grader way
Edwin Reischauer, too, talklack of a good textbook. W
started teaching Japanese athe therefore had to write abook in cooperation with S
Elisseeff. Thus, in 1941, th
published the first textbook

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B re ez e Fa l l 1 9 9 8 Q u a r t e r l ythis textbook. It is a rather old-fashioned book geared to teaching futurescholars only one skill, i.e., how toread scholarly Japanese. The authors
were not interested in any other skill,such as speaking. Even Reischauer
himself had to admit later that thebook, when examined today, looked
hopelessly behind the times.
In addition to the limited number ofuniversities, the Army, the Navy, andthe State Department were interested
in Japanese language education to alimited degree. A small number oftrainees were sent to Japan by thesegovernment agencies to study Japanese
for two or three years each. Since there
were no Japanese language schools
in Japan, however, they had to learn
Japanese in an informal, unstructured
way, e.g., by just living with a Japanese
girlfriend. It was not until 1937 that
Naoe Naganuma, who was becoming
known after publishing a Japanese language textbook, was allowed to opena Japanese language school at the U.S.
Embassy in Tokyo. U.S. gove rn m e n t
trainees were now able to actually
study Japanese at this school. Uponcompleting the course, the few men
who studied here were either employedat the Embassy or sent back to theStates to assume Japan-related government posts. These people brought the
Naganuma book back to America,
which later became the main textbook
at both the Army and the NavyJapanese Language Schools during
World War II, thus contributing to
producing the so-called language
officers including Donald Keene and
Edward Seidensticker.
Japanese language education at thecollege level was thus very limitedin the pre-war U.S. This fact clearly
indicates how insignificant Japan used
to be in the minds of America’s generalmilitaristic government, which was
beginning to invade Manchuria andChina proper, became increasingly
unpopular with Americans. It is nowonder that the language of that
unpopular country did not becomep a rt i c u l a rly popular in the UnitedStates.

2. During Wo rld War II
This whole situation radically ch a n ge das the Pacific War approached. The
reason was because the U.S. Armed
Forces, which regarded the possibilityof war with Japan as likely, if notinevitable, decided to prepare for it,
not just militarily, but also languagewise. First, in December 1940, about
one year before the start of the War,the U.S. Navy conducted a survey
to see if there were enough navy men
who could handle the Japanese language. The answer was 12. Upset at
this low figure, the Navy searched
the whole country the next springfor civilians who had at least someknowledge of Japanese. As a result,
56 non-Japanese-Americans between
the ages of 20 and 35 were located.
In June ’41, they were then placedin the brand new Navy Japanese
Language Schools opened at UCBerkeley and Harvard.
The U.S. Army, too, opened its own
Japanese Language School in San
Francisco one month prior to the War
and started training 58 n i s e i s as wellas two Caucasian Americans who hadsome background in Japanese. Afterthe Pacific War broke out, both theArmy and the Navy became even more
serious about training enough men
who could speak and read their enemy's
language. It is very interesting to notethat this was occurring at the time
when something completely opposite
was going on in Japan. As soon as thelanguage,’ and the instructio
English in schools became
prevalent. Even English-basewords began disappearing.
ple, in music, “record” was“onban,” and, in baseball, “sofficially became “ippon.”on the other hand, the goveritself, through the Army an
was seriously engaging in Jap
guage instruction, although
only for the purpose of exec
itary objectives. These obje
decoding Japanese military
dence, reading Japanese milments, interrogating Japanesof war, dissemination of U
p ro p a ganda, and even postpation of Japan.
After the Pacific War broke
Navy Japanese Language Sc(NJLS, or Kaigun Nihongoga kwhich originally opened atand UC-Berkeley, together
to the University of Colorad
Boulder, while the Army Jap
Language School (AJLS, or
N i h o n g o ga k ko o), which origin
in San Francisco moved to
Savage in Minnesota. The r
had to move was because th
Japanese isseis ‘first generatio
American’ and n i s e i s as inst
who were denied residence
states along the Pacific Coation to these two language
both the Navy and the Armother schools. The Navy, forstarted a school specificallypurposes of training officers
future occupation of Japan
conversation was one of thetaught at the school. The A
already had a school in Wash
DC, to train specialists toJapanese military codes, whe
Reischauer was the leading

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B re ez e Fa l l 1 9 98 Q u a r t e r l yoccupied areas such as Japan. In 1943,
i.e., two years into the war, the Armyalso started a new program called theASTP, which stands for Army Special
Training Program, to train non-officers in Japanese. Today, some people
seem to be under the illusion thatJapanese language instruction conductedby the U.S. Armed Forces during
WWII was all based on what is now
called the Jorden Method, but thatwas not really the case. The so-called
Jorden method, which was originallydeveloped by Yale University's B e rn a rd
Bloch and Eleanor Jorden during thewar, was used mainly at the Army
Special Training Program schools, andnot at NJLS or ATLS. Now I would
like to look in more detail at threeparticular programs: NJLS, AJLS,
and the ASTP. First, NJLS.
At NJLS, there were two kinds oftrainees. First, there were those 56
civilians recruited by the Navy because
they had some knowledge of Japanese.
Then, there were those who had noknowledge of Japanese but were recruited by the Navy for the sole purpose of turning them into language
officers because they were academicallyamong the top 5 percent at first-rate
universities. These recruits were thendivided into small sections of only
four to six men each and were rigorously taught for four hours a day by
the instructors, who were practicallyall i s s e i s or kibei niseis. The classes
required eight hours of yo s h u u ‘preparation’ and f u k u s h u u ‘review’ per day;f u rt h e rm o re, every Saturday there wasa four-hour exam to reinforce thel e a rn i n g. The textbook was Naganuma.
There was little emphasis on theoreticalaspects of Japanese such as grammar
and phonology. English was not usedin class after the first two weeks, andthe trainees were encouraged to learn

these men were able to not only speak
Japanese fairly well but also read things
like Japanese newspapers, magazines,
etc., adequately. Upon graduation,
they were shipped off to places suchas Hawaii and the South Pacific.
As for AJLS, it was operated a little
diffe re n t ly from NJLS. Unlike NJLS,
which did not recruit JapaneseAmericans, AJLS did not exclude
them. In fact, its trainees were mostly
Japanese Americans. After movingfrom San Francisco to Minnesota,
however, it was decided that it would
be wiser to train Caucasian Americans
separately. It was for this reason that
another school was opened at the
University of Michigan. When thename AJLS is used today, it is thisprogram in Ann Arbor that is commonly referred to. To be admitted tothis school, one had to have a minimum IQ of 130. The trainees weredivided into small classes of seven oreight students each, and every day they
were given six hours of class work andwere expected to put in two hours ofself-study. There were big exams either
weekly or biweekly, and the levels kept
being shuffled according to the results.
There were about fifty teachers, alln i k keijin ‘ Japanese Americans’. As forthe curriculum, the first three weeks
were devoted to conversation only.
Hiragana were introduced the fo u rt hweek, and katakana the fifth week. The
methodology used was the so-called
Direct Method, which meant noEnglish was used in the classroom.
When the trainees had questions, they
asked them in Japanese, and the teachers answered in Japanese. The emphasis was not on grammar, but rather onmemorization of example sentences by
repeating them. The teachers re s o rt e d
to t s u m e ko m i - k yo o i k u ‘rote learning’, i.e.,
stuffing the students’ minds with asNaganuma, but they also u
per articles as well as Michig
George Yamagiwa’s Gendai N
Ka i w a . Other materials nec
teach military terms, classica
and s o o ro o b u n ‘old epistolar
also distributed. The traine
encouraged to learn as man
possible, too, by using suchas Rose Innes’ Waei-kanji Ji
Ueda’s Ueda Dai-jiten. It isesting to read in Herbert P
Beirikugun Nihongoga k ko o ‘AJL
U.S.’ that the students werecarrying kanji cards wherev
went. Those of you who haat the Middlebury Japanese
where the students often st
cards while standing in line
cafeteria, can easily imagine
must have been like at AJL
Passin, who I am sure washimself, admiringly writes ithat Leon Harwitz, who st
at the same time as Passin
years became a professor ofreligion at the University oColumbia, not only learned
14,000 kanji but also knew
where each of them could
the dictionary! After studyinat this school, the trainees
the Japanese Americans inand received six months oftraining, after which they w
to the Pacific Region as langu
Next, the ASTP. Under thi
eleven schools were opened
ent universities including H
They were for non-officers
trained them in listening an
only. Reading and writing,were excluded. There were 2of class a week, of which J
language occupied 15, thedevoted to such subjects ashistory, ge o gr a p hy, and pol

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B re ez e Fa l l 1 9 9 8 Q u a r t e r l y

was later published as S p o ken Ja p a n e s e,which some of you may have seen. The
methodology used at these schools wascompletely different from those used
at NJLS or AJLS, where the Direct
Method was the norm. At the ASTP
schools, on the other hand, what wasused was team-teaching. There wasa Caucasian linguist who explained
Japanese pronunciation, vocabulary,grammar, etc., in English, and there
were Japanese American drill masters
who conducted drills in small sections,using only Japanese. The drill masters
were forbidden to use any English, andthe trainees were told to ask questions
only in the lecture class. You can easily
see that this was the beginning of theso-called Jorden Method, which is still
one of the main currents in Japanese
language instruction in the U.S.
Having looked at these three main
war-time Japanese language pro gr a m s ,our next question would be: “Howmany people were trained by thesep ro gr a m s ? ” According to Passin, NJLS
graduated 1,200 officers, and AJLS
trained 6,000 Japanese Americans and
750 non-Japanese Americans. Also,
although I couldn’t verify the figures,apparently thousands of trainees completed the ASTP schools, and 1,000
to 2,000 people were trained in all
the other schools combined. In otherwords, an incredibly large number ofpeople studied Japanese during the
Pacific War. As soon as the war ended,however, the majority of these people
readily forgot what they learned, butthese programs, which dealt with sucha huge number of people, had to havesome impact on post-war America.
First of all, a significant number ofJapan scholars came out of the graduates of both NJLS and AJLS after thewar. Again, to quote Passin, his guessis that these two schools producedof the publication of Passin’s bookBeirikugun Nihongoga k ko o, they had
already written at least 2,000 books
on Japan. What that means is that,without the graduates from these two
language schools, Japanese Studies in
the U.S. would have been just about
non-existent after the war. The second
impact of these language schools was:whereas prewar Japanese language education was mainly geared to a small
number of scholars-to-be and concentrated on reading only, as indicatedby Reischauer’s textbook, these two
war-time language schools emphasized
speaking just as much as reading.
F u rt h e rm o re, the Direct Method
they used to teach small-size classes
intensively left an indelible mark on
Japanese language education in the U.S.

3. After the War (1945 to the lat e
1 9 7 0 ’s )Some of the language officers weresent to Japan after the war and wo r ke dfor the Occupation Forces, using theirknowledge of Japan and the Japanese
language. Not many of them, however,rose to very high military ranks. Their
greatest contribution came after theirreturn to the U.S., where they resumed
college life. Some of them who truly
loved Japan decided to become Japan
specialists by going to graduate school.
They completed their Ph.D. work in
the late 1940’s or the early 50’s andbegan spreading Japanese Studies programs. This new breed of Japan specialists stood out in certain respects.
Thanks to the highly intensive language training they received during thewar, these young scholars possessed ahigh proficiency level in Japanese, i.e.,they were not only able to do research,using Japanese source materials, butthey never hesitated to travel to Japan
to conduct research there or exchange
opinions with Japanese scholars in

where Japanese was offeredforeign language. In other w
Japanese used to be studied
Japanese Americans or by anumber of graduate studen
the war, it slowly began toa larger number of student
undergraduates.
In the late 50’s, the Soviet
up a Sputnik into space, w
the Americans realize all of
how little they knew about
the world, let alone their imadversary, the Soviet Union
the National Defense Educa
was passed by Congress tofinancial aid for students w
go into the study of Russianother here t o fo re neglected
guages such as Japanese and
Big foundations such as Ca
Ford, and Rockefeller, too,making large contributions
ties. From about 1958 to t
1970’s was probably the Gof financial aid for languag
area studies. It was fairly ea
days for able students to recernment or foundation-sponscholarships to study foreign
I started teaching at the Un
Wisconsin in 1970, which
toward the end of the Goldbut even then most of thestudents taking Japanese whearned high GPA’s in colleg
were doing well in graduate
were almost automatically osort of fellowship. It was athis time that some new text
Japanese were written, such
Jorden’s Beginning Ja p a n e s e andand Itasaka’s M o d e rn Ja p a n e s e
Ja p a n e s e, or B J for short, isworth mentioning here bec
probably by far the most in
textbook of Japanese ever w

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Page 8B re ez e Fa l l 1 9 98 Q u a r t e r l ychapter started out with realistic,
useful dialogues, and moved on togrammatical notes, a huge numberof sentence pattern drills, especiallysubstitution drills, and finally some
application exercises. The class was
supposed to be conducted in teamteaching fashion: by an American linguist who was able to lecture in English
and a native assistant whose duty wasto drill. The emphasis was on listening
and speaking by means of mim-mem,i.e., mimicking and memorization.
Students were drilled repeatedly until
they were able to reproduce correctsentences automatically. B J was a very
popular textbook. I used it over fourteen years myself. In fact, it was so
popular that some other textbooks
based on the same principle began toappear, such as Niwa-Matsuda’s B a s i c
Japanese for College Students and YoungNakajima’s L e a rn Ja p a n e s e.
In the meantime, the number of students taking Japanese began to risesteadily during the ’60s. The enrollment throughout the U.S. was 1,746
in ’60, 2,813 in ’63, 3,443 in ’65, and4,328 in ’68. The number of colleges
and universities that offered Japanesealso increased to 75 by the latter partof the ’60s. Even this increased figure
in enrollment, however, was still quite
small compared with Russian, which
was studied by over 28,000 students
about that time.
Another memorable event in the ’60s
was the establishing of the ATJ in
1962. The objectives of the organization were: to raise the level ofJapanese language teaching, to increase
communication among the specialists,
and to give the members opportunities
to present papers. Incidentally, theATJ, which started with 97 members,
now enjoys a total membership ofover 1,400. Also memorable was theencourage its graduate students inJapanese Studies to go to Japan toconcentrate on Japanese language study
for one year. The following year, about
ten other universities joined in toform the Inter-University Center forJapanese Studies, which is currently
located in Yokohama, and is supported
by even more universities.
In the ’70s, especially after theVietnam War, inflation became rampant in the U.S., and there was pessimism about the American economy.
Although the financial aid from thefederal government as well as fromthe foundations still continued, most
universities began to suffer frombudget cuts, hampering the spreadof Japanese Studies programs. Eventhen, the number of students taking
Japanese kept rising. It was 6,620 in
1970, 8,273 in ’72, 9,604 in ’74, andfinally it surpassed 10,000 in ’77.
Colleges/universities offering Japanese
a l re a dy numbered 155 in ’74. It is
wo rt h while to note that the famed
Middlebury Japanese School was established in ’70. It was unique in thesense that the students were required
to speak only in Japanese during theintensive summer session. Some students, as you may know, make tremendous progress at Middlebury. In fact,some make progress faster there thanthey would in Japan because they areshut off from English at Middlebury
whereas in Japan they would be exposed to a lot of English by taking
courses given in English, talking totheir American friends in English,
or teaching English to earn money.

4. In the ’80s
In the ’80s, Japanese language education at the college level started growing dramatically. The number ofJapanese language students, which was’86 while none of the othe
foreign languages showed ssignificant increase. Then, w
sudden, tremendous jump iment, which was commonly
to as the “Nihongo Boom.”that was often cited as a bi
was Clavel’s novel S h o g u n , w
published in the latter half
’70s and quickly became a
It was then made into a pominiseries, starring Richard C
Since this event just precedecalled Nihongo Boom, thelanguage boom was often a
the Shogun Boom. At the U
of Wisconsin, I asked my sthat time whether any of thestarted studying Japanese b
either the novel or the TVthem hooked on Japan. Th
was always a resounding “Nreal reason was the rise ofa major power both econom
and technologically. Not on
Americans surrounded by mmore Japanese cameras, TVs
but Japanese companies thealso started expanding to A
In proportion to the increas
between Japan and the U.S
businesses naturally began
the need to understand Japa
Japanese, and Japanese busin
Students also felt it might
their own marketability if thJapanese. I believe that wascause of the Nihongo Boomthe ’70s, most Americans sJapanese were not business-obut this changed completel’80s. The Inter-University
ducted a long-term survey
its American students wereJapanese. The result was vertive of this change among A
college/university students
1961 and ’79, 49% of theBREEZE.fall 1998 3.3 R2 copy

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Page 9B re ez e Fa l l 1 9 9 8 Q u a r t e r l ytrend completely reversed itself: only
14% hoped to be professors, while
50% now planned to go into business.

people simply because there we re n’t
enough training programs for Japanese
language teachers.

In the ’80s, the sudden increase in
the number of students who wanted
to study Japanese brought about someproblems. First of all, there was neverenough money for expansion. WhenI started teaching at the University of
Wisconsin in 1970, the number ofstudents taking first-year Japanese wasonly 20 to 30, that is, if there were
two TA-taught drill sections, that wasenough. In the ’80s, however, thenumber of students enrolled at thefirst-year level increased steadily sothat we needed more and more TAs.
Up until then, the dean had allowed
us to hire one TA per fifteen students,
but in the late ’80s, each drill section
had to have as many as 20 students ormore. The professor-taught so-called
lecture class became so large that individually-oriented drills and exe rc i s e swere just about impossible to conduct
there. Second, a new problem arose as
to how to deal with the varied interests of the new breed of students.
Until then, we had had mostly humanities-oriented students. In the late’80s, we had students who were majoring in economics, business, and engineering. The University of Wisconsin
was fortunate enough to be able tostart a program in Technical Japanese,but not in Business Japanese. Acrossthe nation, I believe only a very limited
number of technology- or businessoriented Japanese language pro gr a m s
were started then. Third, the shortageof qualified Japanese language teachers
became increasingly apparent. In ’87’88, for example, about 50 colleges
and universities advertised vacancies
for assistant professorships in Japanese
Linguistics and Literature. All of themrequired Ph.D.s, but it was estimated

5. At Pre s e n t .
Since the bubble economy burst in theearly ’90s, things have changed somewhat. In the beginning, there was no
immediate effect. One thing that gradually became apparent, however, wasthat, at the college/university level,
the enrollment in Japanese language
classes has ceased rising. According
to the latest figures available from theModern Language Association, theJapanese enrollment surpassed 45,000
in 1990, but went below 45,000 in’95. Most major foreign languages
with the exception of Spanish andChinese suffered a loss of students
during those five years, most of themmore severely than Japanese. As aresult, Japanese became the number
four foreign language in the U.S. trailing only Spanish, French, and German.
Even then, the fact remains that theJapanese enrollment in colleges anduniversities is no longer increasing.
Although Japanese language enrollment at the college/university levelhas stopped growing, enrollment at
the high school level, which started
increasing in the ’80s, seems to becontinuing to rise even in the ’90s.
In ’88, there were over 200 highschool programs; in ’91, there wereabout 770; in ’93, there were almost
1,500 middle school and high schoolp ro grams combined. In public highschools alone, there were 42,290
students taking Japanese in 1994,
which ranks Japanese fifth behind
Spanish, French, German, and Italian.
I would like to discuss the case of
Wisconsin to show you how my state
has evolved. Back in ’86, the Japanese
government invited five superinten-

tendents were asked to prom
related education upon theto their respective home sta
then Superintendent of Edu
Wisconsin quickly formed
tee to accomplish this. As agood things came out of it
establishment of pre-colleg
language programs was enc
the state. Although only on
programs existed at that tim
are probably between 20 anprograms currently active. S
the state urged the Universit
Wisconsin to start a trainin
for future pre-college teache
Japanese. Consequently, a n
c e rt i fication program was b
ten years ago. In the beginnia really tough time attractin
but these past few years, webe doing quite well. Last yea
graduated from this pro gr a mboth teaching Japanese now
spring, four more will be gWhat makes me very happy
they are mostly non-native
who have completed four yJapanese language study. The
each spent at least one year
and can speak Japanese fair
These are the kinds of p re - cteachers we need if we are
the quality of pre-college J
instruction in the U. S. .
The rapid growth in both pand enrollments at the pre-clevel has caused some serio
lems, the biggest one beingor the lack thereof. This af
example, the hiring of teac
is a high school in Madison
Japanese instruction is offer
mer student of mine is teac
now, but she has to combin
and 4 into one class and tea
together because the admini

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Page 10

B re ez e Fa l l 1 9 9 8 Q u a r t e r l ya number of pre-college teachers who
have switched from another fo re i g nlanguage to Japanese on rather short
notice. They take an intensive Japanese
program somewhere two summers ina row and then start teaching Japanese.
In other words, they don’t go throughthe regular teacher certification program at the University of Wisconsin.
I personally disapprove of this overly
simplified way of teacher training
because it just creates teachers withlow language proficiency who cannot
teach adequately. How can students
learn to communicate in Japanese if
their teachers themselves cannot do
so? The proof of this is evident inEnglish education in Japan. ManyJapanese study eight years of English
in that system, and yet cannot communicate in English because they havenever learned how from their teachers.
I am therefore very grateful to organizations such as the Japan Foundation,
the US.-Japan Foundation, the JapanU.S. Friendship Commission, and theJapan Forum, all of which have beenfunding programs geared to improving
the proficiency of pre-college teachers
who are not native speakers of Japanese.
This does not mean, however, thatnative speakers of Japanese automatically make good teachers of Japanese.
I once had an American student who
graduated from a Minnesota highschool. Since his speaking ability wasvery poor, I was surprised when hetold me he had studied Japanese forfour years in high school. I was evenmore surprised when he said his highschool teacher was a native speakerof Japanese but had always taught inEnglish. “Why didn’t you ask her tospeak more Japanese in class?” I asked.
His reply was: “I did, but she said,‘That’ll make it too difficult for you.’”
Also, I have once visited a middleschool Japanese class taught by aka?” The students answered in unison,“Hai, genki desu. Anata wa?” What
she was teaching was not authentic
Japanese, but a mere translation of“How are you?”–“We are fine, andyou?” This native speaker, who could
have been teaching genuine Japanese,
was choosing not to do so. I am citingthese examples to point out that beinga native speaker does not guarantee
good teaching.
Another problem is classroom management. Pre-college teachers who arenative speakers of Japanese often havedifficulty managing the classroom.
I send out my students who are in
the teacher certification program toschools all over the state to observe
Japanese classes. Since they write anobservation report after each visitation, I know that teachers who are
originally from Japan normally havea more difficult time with classroom
management than do American teachers. I have heard people say that themost ideal way would be to have teamteaching with both an American and aJapanese, but that would be unrealistic,
considering the cost involved. There
are programs such as JALEX that send
young Japanese over to America strictly for this purpose, but the numberof such people is quite limited, andwe cannot forever depend on them.
Another problem, as you might alreadyknow, is the shortage of textbooks
suitable for pre-college teaching. It isnatural that pre-college textbooks are
not of high quality yet in comparison
with college textbooks because precollege Japanese does not have as longa history as college Japanese. Somestates including Wisconsin have provided classroom teachers with curriculum guidelines for Japanese. I havelooked at the Wisconsin guidelines
and found them very well written;

how many teachers are reallgood use of the guidelines
is not easy to prepare interuseful materials based on t
must be a truly competentwith a high level of proficien
Japanese in order to be able
In order to understand thisyou only need to imagine w
would be like if all Japanese
school and high school teac
English had to prepare teacrials for themselves every dgood pre-college level textbo
badly. Hopefully we will haas pre-college Japanese inst
becomes more established.
Next, pre-college Japaneseis faced with the problem otion, especially the lack ofcation between pre-college
and college teachers. Many
teachers don’t know what cteachers are doing, and colle
probably know even less ab
pre-college teachers are doiclassroom. Pre-college teac
especially frustrated to learstudents who get into colle
start out all over again frombeginning. At the University
Wisconsin, that used to be
too, i.e., students who took
three, or sometimes even fouof high school Japanese wer
placed in First-Semester Jap
a result of the placement teJapanese was sometimes rat
enough for them to skip on
but since Second-Semester
not offered in the fall, theyeither to wait until Januarycase they would likely forget
what they had already learnetake First-Semester Japanese
them chose the latter. Fo rt u
the University of Wisconsin

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Page 11

B re ez e Fa l l 1 9 9 8 Q u a r t e r l y

not ready to skip one year of college
Japanese. This new course is a nonintensive one that meets only threehours a week whereas our regularFirst-Year Japanese is an intensive
course that meets eight hours a week.
Students who start out from scratch
in the intensive class and students
who go into the non-intensive classin September because of some priorexperience in Japanese both end up
with the same lesson in the same textbook by the end of December, andthey together go into the intensive
Second-Semester Japanese class inJanuary. High school graduates thus
treated seem to show less frustration
now, and we are happy about it.
Articulation between pre-college andcollege Japanese is extremely difficult
to achieve. One of the main reasons,and probably the biggest reason, isbecause pre-college students who takeJapanese are not necessarily collegebound, and also because even those
who do go to college may not continue
taking Japanese. Although I have nostatistics on this, I have a feeling theratio of students who have taken highschool Japanese and continue to study
Japanese in college is probably notvery high. High school teachers musttake that into consideration when theyteach Japanese. They cannot direct
their attention merely to those who
might go on studying Japanese in college. They must also maintain a minimum level of enrollment if they wantto keep their job. Fo rt u n a t e ly, some
visible efforts are being made to
improve articulation between highschool and college. As far as I know,
there have been state-wide conferences
to discuss the issue of articulationin such states as Massachusetts,
M i ch i gan, and Indiana. That is, ofcourse, a very welcome trend although

In my opinion, high school Japaneseand college Japanese probably shouldhave different objectives. In college,
the main objective should be highproficiency in Japanese, whereas inhigh school, except at exclusive private
schools where all graduates expect to
go on to college, the objective should
be to nurture in the students a strong
interest in Japan coupled with a basic
understanding of Japanese culture.
Language should be taught only as
part of culture; only a limited amountsufficient to whet the student’s appetite
would probably suffice. College teachers will be more than happy if highschool graduates come into college
programs ready to tackle the big challenge of studying Japanese seriouslywith strong curiosity and interest inJapanese culture. I know this kind ofstatement is probably not politicallycorrect, but I just wanted to express
my inner feelings, which I know somecollege-level teachers share.
Next, I would like to touch on thesubject of methodology. Before WorldWar II, the main methodology was theGrammar-Translation Method. During
the war, it was replaced by the Direct
Method, which was used by both AJLS
and NJLS. In the ’60s and the ’70s,
the Audio-lingual Method, based on
pattern practice, became the mode.
Next came the Communicative
Approach with strong emphasis oncommunication and too little attention to basic training. But I really
don’t think the Communicative
Approach ever took a strong footholdin the field of Japanese educationin America. Instead, the Pro fi c i e n cy Oriented Approach, promoted by
ACTFL for all foreign language education, has become a noticeable movement in Japanese, too. The strengthof the Proficiency-Oriented Ap p ro a ch

only through basic drills an
A new textbook called N a k aauthored by Makino and H
is to come out shortly is su
be based on this approach,look forward to its publicati
Finally, a few random thouconclude my talk. During mcareer at the University ofI have met some exceptional
who performed so extraordi
on the placement test that
told they could go right inYear Japanese. There was ev
qualified for Fo u rt h - Year J
those gifted students had sin Japan as exchange high s
dents. Unfo rt u n a t e ly, howeat my university, these fantas
talented high school graduat
to have all but disappeared
Japanese program, and I fear
reason for that is because J
longer considered a big chal
young Americans. The othe
was talking to a Japanese pof business, and I am happhe was rather optimistic ab
future of the Japanese econ
an example, he mentioned
ship building industry, whic
surpassed by Korea, is now
again. If Japan’s economy r
young Americans will again
big challenge to study Japan
all hope that day will arrive
long. Thank you very much.

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Page 12

JA PA N E S E L A N G UAG E G R A N T Los A n ge l e s
P RO G R A M S F O R 1 9 9 9 / 2 0 0 0 L a n g u a ge C e nwith December 1, 1998 Deadline
1 ) S U P P O RT PRO G R A M F O R JA PA N E S E LA N G UAG E C O U R S E S A B ROA D( S A L A RY A S S I S TA N C E P RO G R A M F O R
F U L L - TI M E JA PA N E S E - L A N G UAG E
T E AC H E R S ) :visual material related to Japanese
language education.
6 ) J A PA N E S E - L A N G UAG E E D U C AT I O N
F E L LOW S H I P P RO G R A M :Designed to assist in the creation
and/or expansion of full-time teaching position. The financial assistancewill be provided up to an initial threeyear period to help cover personnel
expenses.

Fellows will be invited to the JapaneseLanguage Institute, Urawa in order toparticipate in cooperation with, orunder the guidance of, Japanese ex p e rt sin (1) development of teaching
resources, (2) teaching methods and(3) research.

2 ) JA PA N E S E - L A N G UAG E R E S E A RC H /C O N F E R E N C E / S E M I NA R G R A N T
P RO G R A M :7 ) J A PA N E S E SP E E C H C O N T E S T
S U P P O RT P RO G R A M :Designed to assist organizations/institutions to conduct research, seminars or workshops on pre - c o l l eg i a t elevel.
3 ) JA PA N E S E - L A N G UAG E T E AC H I N G
M AT E R I A L S D O NAT I O N PRO G R A M :Selected teaching materials will be
donated to educational institutions.
4 ) T R A I N I N G P RO G R A M S F O R TE AC H E R
O F T H E J A PA N E S E - L A N G UAG E AT T H E
J A PA N E S E - L A N G UAG E I N S T I T U T E,
U R AWA I N J A PA N :Offering teachers opportunities toattend an intensive course in Japanese
language and teaching methodology.
Three types of training: (1) LongTerm, (2) Short-Term, and (3)Japanese Abroad (Zaigai Hojin
Kenshu).
5 ) A S S I S TA N C E P RO G R A M F O R T H E
D E V E LO P M E N T O F J A PA N E S E L A N G UAG E TE AC H I N G RE S O U RC E S :Intended to assist organizations tohold Japanese speech contests byproviding partial financial support
and prizes.
8 ) JA PA N E S E - L A N G UAG E P RO G R A M
F O R R E S E A RC H E R S AT T H E J A PA N E S E LA N G UAG E I N S T I T U T E , K A N S A I
I N J A PA N:

Long-term intensive training courses
in Japanese for scholars or researchers
who need to learn Japanese for theiracademic research activities.
9 ) J A PA N E S E - L A N G UAG E P RO G R A M
F O R P O S TG R A D UAT E S T U D E N T S
AT T H E J A PA N E S E - L A N G UAG E
I N S T I T U T E , K A N S A I I N JA PA N :Intensive training courses for postgraduate students who major in thesocial sciences or the humanities
and wish to improve their Japanese
language abilities for their studies.
Application forms are available in
September upon written request to

G ra n t s( J F LC Grants)
These are emergency-type fundrelatively modest grant amounscreened and administered by T
Foundation & Language CentAngeles with the primary obje
supporting teachers of Japanesein the United States. Applicants
encouraged to seek additional r
elsewhere to complete the desir
1. Program & Guid
WO R K S H O P S / C O N F E R E N C E SThis grant is designed to a
shops, symposiums and con
conducted by the teachers’
tions. Workshops for teache
purposes are not applicable.
will be given to those appli
strengthen teacher networkinspecify target audience. Proj
should include registration
participants. The grant amo
not exceed $2,000 per proje
P R E - C O L L E G I AT E CU R R I C U LU
D E V E LO P M E N T:

This grant will support thement of a curriculum for tcollegiate level. Priority wi
to plans from a group of tea
an institution. Abstract of thecontent and a list of collabo
with detailed background imust be submitted. Projectgiate curriculum or higher
applicable.The grant will bmoney, and its amount will

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Page 13

B re ez e Fa l l 1 9 9 8 Q u a r t e r l yof Japanese teachers. Priority will begiven to establish new Japanese language teachers’ associations. By-laws
and a list of expected members mustbe submitted. Project income should
include membership dues. The grantamount does not normally exceed$3,000.
2 . Application s :No application forms or deadlines
are necessary to apply. Proposal
can be submitted with the following
i n fo rm a t i o n :1) Project title (include projectschedule and location).
2) Applicant or project director’sname with updated curriculum
vitaes.
3) Project summary that clearly
describes: objectives, background,
abstract, expected effects, preliminary arrangements, list of collaborators or participants.
4) Accurate financial statement withexpenditures (i.e., travel expenses,
correspondence, printing andcopying, meals and refreshments,
rentals, etc.) and income (i.e.,
membership dues, registration
fee, subsidies, own money, etc.)
Please specify which expenses you
desire to be covered by theLanguage Center Grant.
5) The name of the party to whom
the Foundation should make acheck payable.
6) You may not be awarded a grant
more than twice in the same category during one fiscal year
(April-March).

seminar in the US and Canada, andwishes faculty members of the JapanFoundation Language Center in Los
Angeles to conduct some of the teachingmodules, a proposal could be directed
to us with the following information:1) Name of the workshop orconference
2) Date and location of the workshop/conference3) Objectives/ background of theworkshop/conference4) Subject(s) you are interested in
5) Applicant:a. Name of the host institution
b. Name of representativec. Name of project director including her/his curriculum vitae
6) Past award history by the JapanFoundation with the title of theworkshops, dates, and amount of
the grant.
In principle, the organization applies
for travel and other expenses for theJapan Foundation’s faculty member(s).
The organizer should bear the cost to
be incurred to hold such workshops bythemselves, or if eligible, they may also
apply for our Workshops/ Conferences
Grant program for those expenses.
4. Screening procedures:

After receiving applications, theFoundation will either send you an
acknowledgment of receipt, or contact
you to supply additional info rm a t i o n
to ensure a fair screening.
Applicants will be contacted within
two months after acknowledgmentof receipt, unless otherwise notified.

1998 The Japanese L
P ro ficiency Test
Last year, more than 100,00
Japanese speakers throughout
took the 14th Japanese Lafi c i e n cy Test (JLPT, also
“Nihongo Noryoku Shiken”)
lished by the Japan Foundation
evaluate a person’s ability to licomprehend Japanese languag
This year’s JLPT will be held
6, 1998, both in Japan and in
33 overseas countries and area
the Association of I n t e rn a t i otion, Japan will administer thnine areas of Fukuoka, Hirosh
Osaka, Kyoto, Nagoya, Kanaand Hokkaido.
An examinee at each level who
test will be sent a Certificate oEach examinee will be notified
score by the end of Feb ru a r
results of an examinee who ta
1 exam and who is applying f
to a Japanese university willto that university as well.
DATE:
December 6, 1998 (Sunday)
TEST SITES in the U.S.:The Japan Foundation (Los A
The University of Chicago (CColumbia University (New Yor
CONTACT:
Japanese Language Proficiency
The Japan Foundation and La
Center in Los Angeles
APPLICATION FEE:
Level 1 & Level 2 - US$50.00
Level 3 & Level 4 - US$30.00
In Canada, the JLPT will be h
Douglas College (Vancouver)York University (Toronto)

For more info rm ation about grant programs, please contact the following address:
Eric Chow, Program Assistant

3. WORKSHOPS & SEMINARS
ON-SITE:T H E J A PA N F O U N DAT I O N & L A N G UAG E C E N T E R I N LO S A N G E L E S

2425 Olympic Boulevard, Suite 650E

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Page 14

B re ez e Fa l l 1 9 9 8 Q u a r t e r l yJapanese Language Pro g ra m s

List of Aw a rd e e s
1998/1999

S U P P O RT P RO G R A M F O R JA PA N E S E LA N G UAG E C O U R S E S A B ROA D ( S A L A RY
A S S I S TA N C E P RO G R A M F O R F U L L - TI M E
J A PA N E S E L A N G UAG E T E AC H E R S )
MA
OH
OR

The Boston Public Schools
The Ohio State University
Portland Public Schools

J A PA N E S E - L A N G UAG E R E S E A RC H /C O N F E R E N C E / S E M I NA R G R A N T
P RO G R A M
CAUniversity of California - San
Diego “Developing Guidelines forJapanese Language Teaching in
C a l i fo rn i a ” $5,171

J A PA N E S E S P E E C H C O N T E S T S U P P O RT
P RO G R A M
CT
NJ
NC
GA
LA
MI
MN
IA
TX
CO
UT
WA
CA
CA

Connecticut College
Seton Hall University
Duke University
Japan-America Society Georgia
Japan-America Society of New
Orleans
Japan Business Society of
DetroitConcordia Language Villages
The University of Iowa
The Japan - America Society in
Texas
University of Colorado Boulder
Brigham Young University
Hyogo Cultural Center
Beikoku Nichigo Kyokai (Seijin
Benron Taikai)
California State University Los Angeles

T H E JA PA N E S E L A N G UAG E

T R A I N I N G P RO G R A M F O R TE AC H E R S O FJ A PA N E S E - L A N G UAG E T E AC H
M AT E R I A L S D O NAT I O N P RO G

P R E C O L L E G I ATE T E A C H E R S

P R E C O L L E G I AT E S C H O O L S

NY

ME
MA
CT
NY
NY
NY
NY
PA

VA
FL

WI
UT
HI
CA

Elizabeth Ro b e rt s
N o rt h p o rt High School
Joanne Shaver
L.C. Bird High School
Marcia Muench
John F. Kennedy Middle Magnet
SchoolTodd Williams
Menomonie High / Middle School
Sherilynn Shinsato
Pleasant Grove High School
Jan Hiroko Asato
Punahou Academy High School
Jessica Summers
Arcadia High School

C O L L E G I ATE T E A C H E R S

HICAPatrick Woo
University of Hawaii
Yoshiko Tachibana
California Polytechnic State
University

A S S I S TA N C E P RO G R A M F O R T H E
D E V E LO P M E N T O F JA PA N E S E L A N G UAG E TE AC H I N G R E S O U RC E SILDePaul University “Java Kanji
Flashcard 500” $3,931

MD
MD
NC
SC
SC
GA
FL
FL
FL
FL
FL
FL
MI
MI
MI
IN
IN
WI
WI
WI
WI
WI
IL

Hall-dale Middle Schoo
Boston Latin Academy
Choate Rosemary Hall
Mineola High School
Owego Free Academy
Roslyn High School
Townsend Harris High
Shaler Area School Dis
Intermediate School
John F. Kennedy High
Paint Branch High Scho
Harding University Hi
SchoolBeck Academy of Langu
J.L. Mann Academy
Fulton County Schools
Arvida Middle School
Clearwater High School
John F. Kennedy Midd
Magnet School
Pine Crest School
Tampa Bay Technical H
S ch o o l
Watkins Elementary
Clarkston High School
Groves Senior High Sc
Novi High School
Carmel Clay Schools
North Side High SchooFranklin High School
Maplewood Middle Sc
Memorial High School
Menasha High School
Menomonee Falls HighInter Cultura Foreign L

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B re ez e Fa l l 1 9 9 8 Q u a r t e r l y

TX
TX
TX
TX
TX
TX
TX
TX
ID
UT
UT
WA
WA
WA
WA
WA
WA
WA
WA
WA
WA
WA
OR
OR
OR
OR
OR
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA

Bellaire Senior High School
Berkner High School
J. J. Pearce High School
Lake Highlands High School
R. L. Turner High School
Richardson High School
Thomas Jefferson High School
Westwood High School
Centennial High School
Lone Peak High School
Pleasant Grove High School
Annie Wright School
Bethel School District
Central Kitsap School District
Eckstein Middle School
Franklin Pierce School District
Interlake High School
Mt Spokane High School
Nathan Hale High School
Roosevelt High School
Sedro - Woolley High School
Whitman Middle School
Sheridan Japanese Pro gr a m
South Eugene High School
The Catlin Gable School
West Linn High School
West Linn - Wilsonville School
DistrictAbraham Lincoln High School
Anaheim Union High School
District
Aragon High School
E ve rett Alvarez High School
Gavilan View Middle School
George Washington HighSchoolHenry Gunn High School
John H Francis Polytechnic
High School
La Jolla Country Day School
Laguna Creek High School
Lincoln High School
Los Alamitos High School
Menlo Middle School
Mills High School
Orange County Japanese School
Presidio Middle School,
SFUSD
Sacred Heart Cathedral
Preparatory

CA

Sheldon High School & Valley
High School
CA St Margaret’s Episcopal School
CA Thurgood Marshall Academic
High SchoolHI
Damien Memorial High School
HI
Kailua High School
HI
Moanalua High School
GUAM Palau High Sch o o l
GUAM Trinity Christian Sch o o l
C O L L E G I AT E S C H O O L S

VT
MA
MA
RI
NY
NY
NY

The University of Ve rm o n t
Boston College
Mount Holyoke College
Brown University
Bard College
Marist College
State University of New Yorkat Buffalo
NY Syracuse University
NJ
Seton Hall University
PA
Lincoln University
VA Virginia Military Institute
WV Salem - Teikyo University
NC North Carolina State University
SC
Furman University
TN East Tennessee State University
TN Rhodes College
TN Vanderbilt University
LA Louisiana State University Shreveport
LA
University of New Orleans
OH Kenyon College
OH The University of A k ro n
OH University of Cincinnati
IN
University of Evansville
IN
University of Notre Dame
IL
College of Lake County
IL
Knox College
IL
North Central CollegeIL
N o rt h e rn Illinois University
MO Truman State University
NE Creighton University
NE University of Nebraska at
Omaha
LA
Dillard University
TX Collin County Community
College
TX University of Texas - Austin

CO
CO
CO
UT
UT
UT
NV
WA
CA
CA
CA
CA

CA
CA
CA
CA
CA
CA
CA
CA
HI
HI

Colorado State Universi
United States Air Force
AcademyUniversity of Colorado
Boulder
Salt Lake Community
Utah State University
Weber State University
University of Nevada Vegas
Whatcom Community
California Polytechnic
University
California State Univers
Long Beach
California State Univers
San Marcos
City College of San Fra

Cuesta College
Mt. San Antonio Co
Orange Coast Colleg
San Francisco State U
Santa Monica Colleg
Stanford University
University of San Fra
University of the Paci
Kauai Community C
Leeward Community
Waianae

OTHERS

MA Boston Institute of In
Communication, Inc
NJ Princeton Communi
SchoolUT Ucon (Utah Asian S
Consortium)
WA Japanese Program fo
P ro fessionals (JPP)CA California Associatio
Japanese Language S
CA Japanese School in V
CA Long Beach Japanese
SchoolCA Osula Education Cen
CA Southeast Japanese S
JA PA N E S E - L A N G UAG E P RO G R A
S P E C I A L I S T S ( P O S T- G R A D UAT

IA

University of Iowa

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Page 16

AS A G I

NEWS ON ARTS & CULTURAL PROGRAMS AT THE JAPAN FOUNDATION IN LOS AN

THE JAPAN FOUNDAT ION GRANT
P RO G RAMS OTHER THAN LA N G UA G E
P RO G RAM FOR 1999/2000
with December 1, 1998 Deadline
The following programs are screenedby The Foundation headquarters andonly applications from the 13 westernstates of the United States are accepted in the Los Angeles Office. For fullguidelines and applications regarding
programs in this category pleasecontact:
Alan Kita, Program Associate
T HE JAPAN FOUNDATION& L ANGUAGE CENTER IN LOSA NGELES
2425 Olympic Boulevard
Suite 650E
Santa Monica, California
90404-4034, USA
TOLL-FREE:
1-888-667-0880, ext. 104
Telephone:(310) 449-0027 ext. 104
Fax: (310) 449-1127
E-mail: jfla@jflalc.org
URL: http://www. j fl a l c . o rg
THE JAPAN FOUNDAT ION
F E L LOWSHIP PR O G RAM FOR
A RT I S TS AND CULT U RAL
P ROPE RTIES SPE C I A L I S TS

O p p o rtunities for specialists

Ex h i b i t ions Abroad
S U P P ORT PRO G RAM

Provides financial support to exhibitions that introduce Japanese art andculture abroad.
F i lm - P r od u ct ion Support
P ro g ram

Provides financial support for the
production of films, TV pro gr a m s ,and other audio-visual materials thatserve to further an understanding ofJapan and Japanese culture abroad.
P U B L IC AT ION AS S I S TA N C E
P RO G RAM

Assistance will be considered forbooks on, or relating to, Japan in thehumanities, the social sciences, and thearts.
T RA N S LAT ION AS S I S TA N C E
P RO G RAM

Provides financial assistance for thetranslation of works of high valuethat are only published in Japanese, onor related to Japan in the humanities,
the social sciences, and the arts, particularly classics, introductory works on
Japan, and reference works for Japanesestudies.

The following pro g rams are s
by The Japan Fo u n d ation A m e
A dv i s o ry Committee conv e n i n g
Yo rk City. Th u s, requests fortions must be made to our Ja p
Fo u n d ation office in New Yo r
those applications are due in
by November 1, 1998.
The New York Office
T H E JA PA N FO U N DAT I O N
152 West 57th Street, 39th F
New York, New York 10019
Telephone: (212) 489-0299
Fax: (212) 489-0409
E-mail: info@jfny.org
URL: http://www.jfny.org
1. The Japan Foundation F
Program for Scholars, Res
and Doctoral Candidates
2. Institutional Support Prog
for Japanese Studies
a. Visiting Professorship
Financial Support Prog
b. Staff Expansion Grant
c. Research/Professional
Conference Grant Prog
3. Library Support Program
The Japan Foundation’s Cent
Global Partnership also has ogrant programs that cover ot
than the ones described abo
contact them for information
T H E J A PA N FO U N DAT I O N
F O R G LO BA L PA RT N E R S H I
152 West 57th Street, 39th F
New York, New York 10019
Telephone: (212) 489-1255
Fax: (212) 489-1344
URL: http://www.cgp.org

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Page 17A s a g i Fa l l 1 9 9 8 Q u a r t e r l y

LO S A N G E L E S A RT S &C U LT U R E G R A N T S
The Japan Foundation & Language
Center in Los Angeles will support
projects that are related to the presentation of the arts and culture ofJapan within the western UnitedStates covered. Martial arts are
excluded. Applicants should not havereceived another fund from The
Foundation for the same project.
Successful candidates would be granted up to $2,000. Please direct a letterof proposal that includes the following information, if relevant:
1. Name of project, date, time andlocation.
2. Applicant.
a. Name of institution (include
background).
b. Name of authorized official.
c. Name of project director.
3. Project outline.
a. Artist(s), participants and/or
cooperators.
b. Description.
c. Arrangements andpreparations.
d. Schedule.
4. Budget breakdown.
a. Expenditures:a) Facility.
b) Artist fee.
c) Rental equipment.
d) Printing and photo copies.
e) Travel expenses.
f) Other (please specify)b. Income:a) Admission fee.
b) Other source of support.
5. Curriculum vitae of the project
director.
6. Biography of artist(s).
After receiving applications, The Los
Angeles Office will either send you an
acknowledgment of receipt, or contact you to supply additional information to ensure a fair screening.

Japan Foundation Grantees inWestern United States 1998/19
Other Than Japanese Language Programs:
A RTIST FELLOW S H I P

Liza Dalby, “Shin Murasaki Monogatari,” Berkeley CA.
Exhibition Abroad Support Program
18th Street Arts Complex, “Contemporary Photography of Miwa Yanagi
Exhibition and Explorations in Digital Technology,” Santa Monica CA(1,000,000 yen).
The Museum of Contemporary Art, “At the End of the Century: One
Hundred Years of Architecture,” Los Angeles CA (3,000,000 yen).
Film Production Support Program
Ellis Productions, Inc., “Small World,” Burbank CA (1,800,000 yen).
Judith Schaefer, “‘Youth’- Samuel Ullman’s Life and Legacy,” San Francis(2,000,000 yen).
Yo Komaya, “Pictures,” Belvedere, CA (3,000,000 yen).
Publications Assistance Program
University of Hawai’i Press, “Matabei: From Shadow to Substance,” by S
Kita, Honolulu HI ($7,936.00)
Study-In-Japan
Southern California Institute of Architecture, “Japanese Arts & Crafts
Workshop,” Los Angeles CA ($14,400) --- postponed from 1997

P E R F O R M I N G A RT S JA PAN
D U E TO T H E N E W YO R K O F F I C EThis is an assistance program for which only non-profit organizations
United States are eligible. PAJ intends to cover geographical areas that hbeen well exposed to Japanese performing arts, and to promote mucheducational activities that will acquaint the general public with the histor
cultural context of Japanese performing art forms. U.S.-Japan perform
collaborations are also encouraged during their early stages of production
contact the program secretariat below for further details:

Application deadline: October 15, 1998