Fa l l 19 99 / N u m b er 20

From All Angles
Music consists of rhythm, melody and harmony. Pictures are made of color, shape and composition. Movies are comprised of i m a ge ,sound and story.
In this issue of The BREEZE, we have tried topaint a picture called “Japanese Language
Education in the US” from a variety of possible angles. The story of the “Field Meeting”
discusses Japanese education from national
perspective, drawing comparisons to othertypes of language education. Another angle isfrom an inside look at 1999 Japan Foundation
Los Angeles’ grant programs, both language
and culture, in which readers may have a practical interest.
Then there are the findings from the Foundation’s most recent survey. Below are the state
totals of the number of teaching institutions
that offer Japanese programs. Numbers may
not tell the whole story, but they indicate
where we stand. One of my friends has decided to celebrate her birthday only every otheryear, so that the number increases slowly. In
any method, numbers do count, and they canlead you to objective reflection.

TH E JA 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

Field Meeting

Japanese Language
Survey in US

Language Grants
2000/2001

U. S. I N S T I T U T I O N S O F F E R I N G J A PA N E S E , B Y S TAT E
24
2
9
28
5
29
80
64
7
5
11
10
41
36
15
27
29
14
15
42
10
45
54
15
11
56
25

MissouriNebraska
North Dakota
OhioSouth Dakota
Wisconsin
Arkansas
Louisiana
Mississippi
Oklahoma
Texas
Arizona
Colorado
Idaho
Montana
NevadaNew Mexico
Utah
Wyoming
AlaskaCalifornia
OregonWashington
Hawaii
Guam
Saipan

29
9
1
46
1
56
3
10
7
6
55
15
27
11
4
8
3
17
2
10
207
73
117
95
3
2

(continued on page 2)

Japanese Language“Field Meeting”
Washington, DC, June 8, 1999

I S AO TS U J I M OTO, D i re c t o rConnecticut
Delaware
Maine
Massachusetts
New Hampshire
New Jersey
New York
Pennsylvania
Rhode Island
Vermont
Alabama
D.C.
FloridaGeorgia
Kentucky
MarylandNorth Carolina
South Carolina
Tennessee
Virginia
West Virginia
Illinois
Indiana
Iowa
KansasMichiganMinnesota

Quarterly

As a g i
Arts & Culture Grants

Library

P ro ficiency Test

For three years in a row, strategically oriented
meetings between Japanese language educatorsand supporting organizations have brought forth
a number of positive prospects. This time, thecelebration of the Alliance took place, along withthe encouragement of further roles it could play.
FIFTEEN ORGANIZATIONS MET IN DC
To recognize the establishment of the
Alliance of Associations of Teachers ofJapanese [The Alliance] and the appointmentof its first executive director, Susan Schmidt,
representatives from fifteen organizations
involved with Japanese language education,
foreign language and educational policy in theUS, and cultural and educational exchange
met in Washington, DC. The meeting washeld at the offices of the National Foreign
Language Center, on Tuesday, June 8, 1999,
to discuss the state of the field, the challenges
it faces, and new initiatives for communication and advocacy.
The meeting was cosponsored by Japan-US
Friendship
Commission,
US-JapanFoundation, Freeman Foundation and The
Japan Foundation. Co-chairpersons of themeeting were Isao Tsujimoto, Director of theJapan Foundation and Language Center in
Los Angeles and Eric Gangloff, Executive
Director of the Japan-US Friendship
Commission. It was the third in a series offield-wide meetings since April of 1997 at
which representatives involved in Japanese language education evaluated the state of the(continued on page 4)

J a panese La n g uage Stat i s t ics
in 1998
From a year-long survey, The Japan Foundation was able tocapture a worldwide picture of Japanese language education, and it wishes to share our findings. The results of thesurvey show Japanese language education to be quite healthy
in the U.S. and the rest of the world due largely to its steady
growth at the pre-collegiate level.
By 1998, the total number of learners of Japanese in theworld was estimated at 2.09 million; a 29% growth fromthe Foundation’s previous survey conducted in 1993.
Institutions that offer Japanese courses had equalled 9,839(+45%), while the number of teachers had reached 27,428(+30%) worldwide.
*Note:
1) Figures in this article are still provisional. The final
statistics to be published by the Foundation’s Japanese
Language Institute, Urawa, in Japan in 2000 as a reporton “Overseas Japanese Education Organization Survey”
may differ in some areas.
2) Worldwide figures here do not include the number of
those studying Japanese as a foreign language in Japan .
In an overall country-by-country comparison, the numberof learners (114,933) in the U.S. ranked fifth in the world,
following South Korea, Australia, China and Taiwan. The
number of institutions (1,526) in the U.S. ranked third following Australia and South Korea, while teachers (2,866)
ranked fourth after China, South Korea and Australia.

Readers of The BREEZE may see that the U.S. figures below
grew in almost all categories, except for a slight decline incollegiate enrollment since the 1993 Japan Foundation survey. It may be fair to say, however, figures derived from eachsurvey may vary depending on the response rate and the precision with which the survey was conducted. Due toimproved methodology, the 1998 survey allowed for a moreaccurate picture of the U.S. than the previous one. Given thefact that general interest in Japan in the business sector has
been set back in recent years, hence affecting the situation at
the collegiate level as many have observed, there may havebeen a significant decrease of learners in higher education.
On the whole, Japanese language education in the U.S. canbe said to have maintained a plateau, or stabilized, due tostrong interest exhibited by the younger generation, despite
the decrease at the collegiate level.
In addition to the figures below, there are about twelve
Japanese supplementary schools, or “hoshuko” in the country, with as many as 6,426 students presently enrolled. These
schools are basically designed to provide native Japanese children supplementary education, particularly in language,
which is necessary for them when they return to Japan.
However, a substantial number of them remain in the U.S. aspermanent residents (greater than 50% at some schools),
and there is a good chance for these schools to be counted aspart of heritage schools of teaching Japanese as a foreign
language in the future. It should be noted for the record.

As for Canada, there were 21,736 learners (9th), 229 institutions (10th) and 580 teachers (10th).

Ja p a n e s e
L a n g u a ge
Educationin theU. S., 1998
(1995 Survey fi g u res
in pare n t h e s i s )G R A N D T OTA L S

D i rect Te a ch i n g

I n d i rect (Distance Learn i n g )To t a l

Institutions

1,417(1,043)

109
(500)

1,526
(1,543)

Enrollment

112,363(88,692)

2,570(4,391)

114,933(93,083)

Teachers/Instructors

2,766(2,073)

100
(22)

2,866
(2,095)

B reakdown in
Th ree Cat e g o r i e s
Institutions in the U.S.

Indirect(Distance Learning)

Direct Teaching

Adult & Other
6%

Total

Elementary

141
(65)

1
(3)

142
(68)

Secondary

612
(558)

103
(489)

715
(1,047)

Collegiate

574
(361)

5
(1)

579
(362)

Others

90
(59)

0
(7)

90
(66)

Total

1,417
(1,043)

109
(500)

1,526
(1,543)

Enrollment in the U.S.
Direct Teaching

Total

Elementary

27,704(7,006)750(27)

28,454(7,033)

Secondary

47,238(43,803)

1,784(4,344)49,022(48,147)

Collegiate

31,093(32,429)36(4)

31,129(32,433)

Others6,328(5,454)

0
(16)

6,328
(5,470)

Total

112,363(88,692)

2,570(4,391)

114,933(93,083)

Teachers in the U.S.
Direct Teaching

Collegiate
38%
Secondary
47%

Adult & Other
6%

Indirect(Distance Learning)

Indirect(Distance Learning)

Total

Elementary

207
(129)

5
(2)

212
(131)

Secondary

793
(693)

93
(20)

886
(713)

Collegiate

1,324
(938)

2
0

1,326
(938)

Others

442
(313)

0
0

442
(313)

Total

2,766
(2,073)

100
(22)

2,866
(2,095)

Elementary
9%Collegiate
27%

Elementary
24%

Secondary
43%

Adult & Other
16%

Collegiate
46%

Elementary
7%

Secondary31%

(continued from page 1)

field and discussed issues facing it in the future. The participants
were:
■

■

■

Representatives from Japanese teachers’ associations:
Laurel Rasplica Rodd (Association of Teachers of Japanese)
Jessica Thurrott (National Council of Japanese Language
Teachers)
Susan Schmidt (Alliance of Associations of Teachers ofJapanese)
Language-related professional organizations:
Richard Brecht (National Foreign Language Center)
J. David Edwards (Joint National Council for Languages & Intl.
Studies)
Edward Scebold (American Council on the Teaching of Foreign
Languages [ACTFL])
Barbara Turlington (American Council on Education)
Funding agencies and other supporting organizations:
Lungching Chiao (Intl Education & Graduate Programs
Service, US Dept of Education)
Frank Frankford (Fund for the Improvement of PostSecondary Education [FIPSE], US Dept of Education)
Pat Schaeffer and Michael White (United States Information
Agency [USIA])
Yukio Itoh (The Japan Forum)
Graeme Freeman (Freeman Foundation)
Nathaniel Bolin (US-Japan Foundation)
Eric Gangloff and Pamela Fields (Japan-US Friendship
Commission)
Isao Tsujimoto (Japan Foundation & Language Center in Los
Angeles)T H E F I E L D ’ S O N G O I N G P RO J E C T S
Representatives of the Japanese language organizations described
their organizations and activities. Laurel Rasplica Rodd, presidentof ATJ, outlined the recent progress of Japanese language education in the US, and discussed the ways in which ATJ and otherorganizations are combining and coordinating their efforts. She
identified several priority areas for teachers of Japanese, anddescribed projects that are planned or ongoing under the auspicesof ATJ, NCJLT, and other organizations and project groups in
the field:■ Communication within and beyond the field: formation of the
Alliance to coordinate projects and advocate for Japanese language education; national leadership seminars; publications andonline exchanges of information; expansion of the job listing
and candidate registry currently managed by ATJ to include K12 and other positions.
■ Teacher preparation and professional development: language
training for non-native teachers; summer curriculum develop ment workshops; projects to integrate teaching about culture
with language teaching.
■ Assessment of language learning progress and program success:development and use of assessment tools like those developed
by DLI and ACTFL; promotion of standards-based assessment

instruments; development of tools for assessing study-abroad
programs, heritage programs, and others; work on the issue ofarticulation at all levels of Japanese language instruction.
■ Stabilization of existing programs, particularly at the precollege level: leadership workshops to train teachers in advocacy.
■ The use of standards and frameworks as guidelines for teaching: development of guidelines for teachers at all levels and fora diverse population of students; development of workshops
and materials to train teachers in the use of standards andframeworks.
■ Web-based delivery of individualized curriculum materials:
inventory and integration of online materials already available,
such as MIT's JPNET, The Laurasian Institution's teacher
development project, and the Japanese Language Teachers
Network (JLTN); development of Japanese modules for the
NFLC's LangNet project for online delivery of individualizedmaterials to students with a variety of language learning needs.

C O N C E R N S AT P R E - C O L L E G I AT E L E V E L
Jessica Thurrott, president of the National Council of Japanese
Language Teachers (NCJLT, formerly NCSTJ), outlined some of
the NCJLT's current and recent activities, including enhancement of the newsletter Oshirase, continued co-sponsorship ofsessions at the annual conference of ACTFL (the major professional meeting for foreign language teachers), sponsorship of anannual Nengajou contest, sponsorship of the Japanese National
Honor Society, and participation in the ATJ/NCJLT National
Working Group for Implementation of the Japanese National
Standards.
She mentioned three areas of special concern to teachers ofJapanese at the pre-collegiate level:■ Loss of programs due to budgetary constraints and lack oftraining programs for teachers.
■ The need to encourage new programs, in particular at the elementary level, with funding, establishment of a teacher bank,and research and advocacy to promote foreign languages ingeneral and Japanese in particular;■ The need to support existing programs and teachers throughconferences and meetings; networking opportunities; summer
training in language, pedagogy, and advocacy; and support for
activities that promote language and culture learning (Japan
Bowl speech contest, pen pal exchanges, trips to Japan, etc.).

ALLIANCE ’S MISSION
Susan Schmidt, Executive Director of the newly formed Allianceof Associations of Teachers of Japanese, described the Allianceas a field-wide clearinghouse for information and professional
connections, a mechanism for collaboration within the field ofJapanese language education, and a tool for advocacy of foreign
language education to the wider professional, academic, and government communities.
Founding Alliance members are ATJ and NCJLT; however, otherprofessional organizations of teachers in the Japanese language

The Alliance’s executive board during its first meeting in Colorado on July 1999.From left, Joan Ericson (Colorado College), Yashy Tohsaku (UC San Diego; in place of Hiroko Kataoka), Laurel R. Rodd (University ofColorado, Boulder), Susan Schmidt (Alliance), Cyrus Rolbin (Philips Academy, MA; in place of Hitomi Tamura), Jessica Thurrott (Maloney Magnet School, CT), and Joy Shiozaki Kawamoto ( Cerritos High School, CA).
The Alliance enacted its mission statement as follows below.

MISSION STATEMENT
of The Alliance of Associations of Teachers of Japanese
The Japanese education field has grown to the extent that it needs coordinated service from its professional organizations. The
decentralized nature of American education combined with the expansion of Japanese language education make it all the more
important that there be strong national leadership serving the needs of teachers across all institutions, levels, and areas of instruction.
For more information, please contact: THE ALLIANCE OF ASSOCIATION OF T E ACHERS OF JAPANESE
C.B. 279, University of Colorado, Boulder, CO 80309-0279, Phone: 303-492-5487 Fax:303-492-5856
susan.schmidt@colorado.eduwww.colorado.edu/ealld/atj

field will be sought and welcomed as members. The Alliance has
established an office at the University of Colorado, hired a halftime Executive Director, named an Executive Board representing
the member organizations (first board meeting was held in July1999), and obtained initial funding for organizational and infrastructure support from Japan-US Friendship Commission and
The Japan Foundation Los Angeles.
The Alliance will work to collect and disseminate information
on Japanese language education; to disseminate information on
best practices and assist in their implementation; to assist andsupport teachers of Japanese at all levels; to encourage the development of new programs of instruction in schools from K to 16
and the expansion of existing ones; to support the developmentof new ideas in instruction, learning, and instructional delivery;
to create and strengthen links among people and programs in thefield; and to raise the profile of Japanese language education (andforeign language education in general) in the US, in addition toproviding administrative support and resources for its member
organizations.

F RO M A L A RG E R P I C T U R E
Richard Brecht, Director of the National Foreign Language
Center, gave the group a sense of the larger picture in the field of

foreign language studies. He described the support and development of "national capacity" in foreign language education as
based on five sectors: academic infrastructure, federal programsupport, private support, support from heritage communities in
the US, and overseas support from the country whose language isstudied in the US as a foreign or second language. He noted thatJapanese, which has good support in all five sectors, has particularly strong support from the overseas sector, in the form of theactivities of the Japan Foundation and other organizations. He
cited Japanese as a model among the "less commonly taught" foreign languages in its strong expertise base, strong professionalorganizations, and ability and willingness to undertake strategicplanning. In its emphasis on developing specialized teacher training programs, promoting study abroad, and supporting standards-based education, he said that the Japanese language field isa leader, and the most urgent need is a field-wide long-term
strategic plan.

C O N T I N U E D G ROW T H F O U N D I N S U RV E Y
To illustrate the continued growth of the Japanese language field,
Isao Tsujimoto of the Japan Foundation shared with the groupsome of the findings of the Foundation's most recent survey ofJapanese language education, which was conducted in 1998
through 1999. Worldwide, he said, there are 2 million learners of

(continued from page 4)

Japanese as a foreign or second language. In the US, there areabout 115,000 at all levels, a 12% increase over 1995 (when thepreceding survey was conducted). The fastest growing sector is
the K-12 level; Japanese language education at the elementarylevel is growing particularly quickly. The figures can be summarized as follows (please see p. 2-3 for more details):
Approximately 28,000 students at the elementary level (compared with 7,000 in 1995);■ 78,000 students at the K-12--pre-collegiate--level (comparedwith 55,000 in 1995);■ 31,000 students at the college level (compared with 32,000 in
1995; however, Tsujimoto noted that another survey of collegiate-level Japanese language programs, conducted by the
MLA in 1995, found 44,000 college students, so there may
be some underreporting in the JF’s 1995 survey);■

The total number of teachers of Japanese in 1998 was approximately 3,000; 1,300 of those teach at the college level, 900 at
the secondary level, 210 at the elementary level, and 500 in heritage programs, etc. Membership at ATJ is 1400, NCJLT 700,
and the California Association of Japanese Language Schools(CAJLS) 500. Half of the 3,000 teachers are assumed native
speakers of Japanese, the other half being native speakers ofEnglish or other languages. 1500 K-12 schools nationwide haveJapanese language programs.

W IDE- RANGING DISCUSSIONS
Following the presentations, the participants engaged in a wideranging discussion of the issues facing foreign-language education in general and the Japanese field in particular. Several participants pointed out that foreign language learning should not
be a "zero-sum game," in which languages are in competition
with one another for a limited number of students and gains in
one language are made at the expense of others.
Edward Scebold (ACTFL) noted the need to work together
toward the goal of a 25% rate of foreign language education at
the elementary level, and said that advocacy by parents and residents of school districts is necessary, along with advocacy by theorganizations in the field. He also stressed the importance of
heritage programs in the future growth of foreign language education.
David Edwards (JNCL) commented on the exceptional growthin K-12 programs reported by the Japan Foundation survey, andnoted that because of the consumer-driven nature of educationin the US today, local advocacy beginning at the elementary level
is of primary importance.
Richard Brecht (NFLC) commented that, at the university level,
the increasing success of the "less commonly taught languages"(of which Japanese is a leading example) may be based at leastin part on the attraction of the exotic and therefore interesting
to top students.

C O M M U N I C AT I O N W I T H I N T H E F I E L D
The participants stressed the importance of communication within the field, the need for good information about teacher training
programs--what is available and what is still lacking, and the need
to identify and disseminate materials that take advantage of newtechnologies for expanding language instruction. Among several
urgent tasks facing the Alliance, the participants stressed the primary importance to the field of information management--collecting, sorting, and evaluating resources available to students andteachers, and making the information accessible to teachers andstudents via electronic and other media. Another area of top priority is the issue of teacher education--training new teachers andsupporting those already working in schools with professional
development opportunities. One form this might take is model
projects that make it possible for language teachers to observe andlearn from outstanding "master teachers," either at workshops or
through on-line observations and exchanges.

H OW T O I N C LU D E E V E RYO N E
The challenges facing the Japanese language field are many, but theparticipants closed the meeting in agreement that the formation of
the field-wide Alliance is a most positive sign that the field is readyto take on the challenges, to develop mechanisms for field-widecommunication and cooperation, and to become a leader in advocating for foreign language education at the local, regional, andnational level.
It was suggested that in order to establish the field-wide long term
strategic plan, there is a need to create an advisory board at the
Alliance which consists of all types of leading representatives
from the field. The greatest challenge is how will it include everyone?
At the conclusion of the meeting, participants confirmed thenecessity to continue to hold this kind of meeting to maintain the
momentum and healthy growth of the field. It was suggested thatstarting with the next meeting, a broader range of participants
should be included, such as school administrators, community
leaders, parents and even students.
Diverse representation at this meeting and lively discussion haveassured Japanese representatives from ATJ, NCJLT and theAlliance that this field has strong backing. However, there wereconcerns from the supporters about the stability and sustainability of the new Alliance in terms of how it will secure its operating expenses over the long run. Continuing dialogue and cooperation between field leaders and supporters will be very muchanticipated.
This reported was first submitted by Susan Schmidt, and further edited by other meet ing participants, including Laurel Rodd, Jessica Thurrott, Richard Brecht, Eric
Gangloff, Nathaniel Bolin, Graeme Freeman and Isao Tsujimoto.

JAPANESE LANGUAGE GRANT PROGRAMS FOR 2000/2001(VIA LA - TOKYO)
The Japan Foundation offers the following programs for 2000-2001 to support the development of Japanese language education in the United States. The Foundation’s Los Angeles Language Center will accept all applications submitted within the
United States. All applications are due (postmark) December 1, 1999.
For some of the grant programs, a pre-screening will be conducted by The Advisory Committee in Los Angeles in January
2000. The committee members for the screening are: Dr. Kyoko Hijirida, University of Hawaii; Dr. Mari Noda, Ohio
State University; Mr. Paul Sandrock, State of Wisconsin Department of Instruction; andMr. Kazuo Tsuda, United Nations International School. The final determination for all grant applications will be made at
the Foundation’s Tokyo Headquarters. Applicants will be notified of the results in April 2000.
Application forms are available in September upon written request to the Language Center. For more information pleasecontact:
E R I C C H OW , P RO G R A M A S S I S TA N T.
T H E J A PA N FO U N DAT I O N & L A N G UAG E CE N T E R I N L O S A N G E L E S
2425 Olympic Boulevard, Suite 650E
Santa Monica, California 90404
Tel.: (310) 449-0027 ext. 105; toll free: 1-888-667-0880
Fax: (310) 449-1127
E-mail: ehchow@jflalc.org URL: http://www.jflalc.org

1.) Support Program for JapaneseLanguage Courses Abroad:(Two categories of support)(a.) Salary Assistance Program
Designed to assist in thecreation and/or expansion of afull-time teaching position. The
financial assistance will be provided up to an initial three-year
period to help cover personnel
expenses. Grants are made on a
cost sharing basis between theapplying institution and theFoundation. The Foundation’scontribution will be up to, andnot exceed, two-thirds of theappointee’s total salary andfringe benefits.
NEW IN THE U.S.
(b.) Support for Courses
Designed to partially assist thefunding of the teaching staff ’ssalaries in cases of financial difficulties faced by institutions
conducting Japanese language
education. Grants are mainly
given for the management ofcourses, and are limited to cases
in which there is expectationthat the organization will
become self-supporting in the2.) Japanese Language
Research/Seminar Grant
Program:Designed to assist organizations/institutions conduct
research, seminars or workshops
aiming to enhance Japanese language education at the pre-collegiate level.
3.) Japanese Language Teaching
Materials Donation Program:
Selected teaching materials andword processors from theFoundation’s list will be donatedto educational institutions offering regular courses in theJapanese language. The donations are to become the propertyof the recipient institutions, andare not to be owned by teachers
or students. The type of materials donated includes any teaching materials published and distributed in Japan.
4)

Training Program for Teachersof the Japanese Language at
the Japanese-Language Institute,
Urawa in Japan:
Offering teachers opportunities
to attend an intensive course inmethodology. Applications
should be submitted from thecandidate’s affiliated institution.
Recipients will study and resideat the Language Institute, Urawa
for the duration of the course.
The Foundation offers three
types of training:(a.) Long-Term (September 2000 toJune 2001),(b.) Short-Term (Spring: for primary and secondary education;
Summer: unspecified; Winter:for higher and adult education),(c.) Japanese Abroad (Zaigai Hojin
Kenshu) November 2000December 2000).
5) Assistance Program forJapanese-Language Teaching
Materials:
Offering financial assistance toencourage publishers and educational institutions to produce
printed or audio visual resource
material such as textbooks, dictionaries, tapes, discs, software,and other media related toJapanese language education to
be launched onto the market.
(continued on page 8)(continued from page 5)6) Japanese Language Education
Fellowship Program:
Fellows will be invited to theJapanese-Language Institute,
Urawa in order to participate incooperation with, or under theguidance of, Japanese experts in(1) development of teaching
resources, (2) teaching methodsand (3) research.
7)

8)

9)

Japanese Speech Contest
Support Program:
Intended to assist organizations
to hold Japanese speech contests
by providing partial financial
support and prizes.
Japanese-Language Program for
Researchers at the JapaneseLanguage Institute, Kansai inJapan:
Scholars and researchers in thesocial sciences and humanities
who need to learn the Japanese
language for their academic
research activities are invited toJapan to participate in a longterm intensive training course.
The duration for the course isnine months, from fall to earlysummer. Participants will study
and reside at the Language
Institute, Kansai.
Japanese-Language Program for
Postgraduate Students at theJapanese-Language Institute,Kansai in Japan:
Postgraduate students who are
majoring in the social sciences or
the humanities and wish to
improve their Japanese language
abilities for their studies areinvited to participate in a fourmonth (or two month for thesummer course) training program. Applicants must be fulltime students who have plans towrite their Master’s or Doctor’s
dissertation on a subject related
to Japan and need to learn thelanguage in order to car ry outthat purpose.

AWARDEES OF 1999/2000 GRANTS FORJAPANESE LANGUAGE
APRIL 1999 - MARCH 2000
T R A I N I N G P RO G R A M F O R TE AC H E R S
O F T H E J A PA N E S E L A N G UAG E

JA 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 ST U D E N T S

NYJeffrey Katz
New York City Middle School 118

MA

Karen Thornber
Harvard University

VA

Kirsten Cais
Cape Henry Collegiate School

TX

Juanita Handy Bosma
University of Texas at Austin

WI

Loren Hegge
Menasha High SchoolWA

Pantipa Tachawachira
University of Washington

CO

James Sayler
Mitchell High School

CA

Rebecca Forgash
University of California, Santa Barbara

UT

Suzanne Kauer
Pine View High School

CA

Hijoo Son
University of California, Los Angeles

HI

Naomi Okada
Punahou High School

JA 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

Z AIGAI H OJIN K ENSHU ( FORJ A PA N E S E NAT I V E S A B ROA D )FLMitsuko Oyama
Watkins Elementary

S U P P O RT P RO G R A M F O R JA PA N E S E L A N G UAG E C O U R S E S A B ROA D(Salary Assistance Grant Program)
F IRST YEAR
RI

Middletown Public Schools

CA

Mary Tsukamoto California Language
AcademyHI

Aina Haina Elementary School

NC

Duke University

IA

Iowa University

AZ

Arizona Association of Teachers ofJapaneseCA

California State University, Los
Angeles

JA PA N E S E L A N G UAG E TE AC H I N G
M AT E R I A L S D O NAT I O N P RO G R A M
P R E C O L L E G I AT E

SECOND YEAR

ME
MA
RI
CT
CT

MA

Boston Public Schools

NY

OH

Ohio State University

OR

Portland Public Schools

T H I R D YE A R
NYUniversity of Rochester

MN

Minneapolis Public Schools

MN

Hill-Murray SchoolCO

Denver Public Schools

AZ

Mesa Community College

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
INDevelopment of Beginning andIntermediate Reading Materials
Akiko Kakutani
Earlham College

NY
NY
NJ
NC
NC
NC
FL
FL
FL
FL
KY
MS
LA
MI
MI
IN
IN

Hall - Dale High School
Boston Latin Academy
Middletown High School
Choate Rosemary Hall
East Hartford / Glastonbury
Elementary Magnet School
New York City Public Middle School
118
Syosset High School
Washington Irving High School
Southern Regional High School
McMichael High School
Morehead High School
William G. Enloe High School
Hallandale High School
Miami Killian Senior High School
Pine Crest School
Watkins Elementary
Atherton High School
Oakland Junior High School
Episcopal School of Baton Rouge
Clarkston High School
Kearsley High School
Bloomington High School South
Franklin Community High School

IN
WI
WI
WI
WI
IL
IL
IL
MN
MO
MO
MO
MO
MO
MO
MO
KS
TX
TX
NV
WA
WA
WA
WA
WA
WA
WA
WA
WA
WA
WA
WA
OR
OR
OR
OR
OR
OR
OR
OR
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA

Harrison High School
Beaver Dam Middle School
Menasha High School
Menomonee Falls High School
School District of the Menomonee
Area
Andrew Jackson Language Academy
Intercultura Montessori School
Langston Hughes Elementary School
Southwest High School
Chaminade College Preparatory
SchoolHickman High School
Jefferson Junior High School
Kickapoo High School
Parkway South High School
Rock Bridge Senior High School
West Junior High School
Lawrence High School
Newman Smith High School
Richardson High School
Ed W. Clark High School
Annie Wright School
Decatur High School
Educational Service District 101
Federal Way High School
Garfield High School
Interlake High School
Klahowya Secondary School
Lindbergh High School
Olympic High School
Roosevelt High School Seattle Public
Schools
Saghalie Jr. High School
Thomas Jefferson High School
Glencoe High School
Inza Wood Middle School
Mt. View High School
North Eugene High School
The Catlin Gable School
Valley Catholic High School
West Linn High School
Wilsonville High School
ABC Preschool / Pine Afterschool
Abraham Lincoln High School
Aragon High School
Campbell Hall
Castilleja School
El Marino Language School
Elk Grove High School
Gavilan View Middle School
Herbert Hoover Middle School
Jordan Middle School
Joseph Kerr Middle School
Katella High School
La Costa Canyon High School
Laguna Creek High School
Lick - Wilmerding High School
Loara High School
Menlo High School
Menlo Middle School

CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
HI
HI
HI
GU
GU
GU
GU
GU

Modesto High School
Monta Vista High School
Mt. Eden High School
Notre Dame High School
Palo Alto High School
Samuel F. B. Morse High School
Saratoga High School
Sheldon High School
The College Preparatory School
The Nueva School
Thurgood Marshall Academic HighSchoolTorrey Pines High School
Valley High School
Waldorf School of Orange County
Washington High School
James Campbell High School
Le Jardin Academy
St. Francis School
John F. Kennedy High School
Notre Dame High School
St. John’s School
St. Paul Christian School
Trinity Christian School

C O L L E G I AT E
VT
MA
MA
MA
MA
CT
NY
NY
NY
NY
NY
NJ
NJ
PA
MD
VA
VA
VA
VA
WV
NC
GA
KY
TN
AL
AR
OH
OH
MI
MI
IN
IN
IN
IL

The University of Vermont
Amherst College
Mount Holyoke College
Northeastern University
University of Massachusetts - Amherst
Yale University
Bard College
Iona College
Marist College
St. Lawrence University
The New School University
Fairleigh Dickinson University
Montclair State University
Franklin & Marshall College
Washington College
Mary Baldwin Colle ge
Old Dominion University
University of Virginia
Virginia Military Institute
Salem - Teikyo University
North Carolina State University
Georgia Institute of Technology
Murray State University
University of Memphis
Gadsden State Community College
University of Arkansas
The University of Akron
University of Cincinnati
Eastern Michigan University
Wayne State University
Earlham College
Indiana University - Purdue
University
University of Evansville
Augustana College

IL
IL
IL
IL
IL
NE
NE
KS
KS
TX
AZ
AZ
MT
CO
CO
UT
NV
WA
WA
OR
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
CA
HI
GU
MP
GU

College of Dupage
Illinois Wesleyan University
North Central Colle ge
Northwestern University
Oakton Community College
Creighton University
University of Nebraska at Omaha
Butler County Community College
Wichita State University
University of Texas - Austin
Arizona State University
Mesa Community College
Rocky Mountain College
Adams State College
United States Air Force Academy
Utah State University
University of Nevada - Reno
Gonzaga University
Whatcom Community College
Concordia University
California Institute of Technology
California State University - Fullerton
California State University Monterey Bay
California State University - San
MarcosCalifornia State University Stanislaus
City College of San Francisco
Foothill College
Monterey Institute of International
StudiesOrange Coast College
Santa Monica College
University of California - Davis
University of California - San Diego
University of San Francisco
University of the PacificVentura College
Whittier College
Kauai Community College
Guam Community College
Northern Marianas Colle ge
University of GuamOT H E R S
GA
TX
CA
CA
CA
CA
CA
CA
CA

The Japan America Society Georgia
Richardson Instructional Television
Federation of San Francisco Bay &Coast Area Japanese Schools
Hollywood Japanese Language School
Japanese School in VacavilleMonterey Park United Methodist
Language School
Pacific English Language Institute
San Diego Japanese School
Southeast Japanese School

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 G R A N T S(LA LO C A L )These grants are emergency-type fundsof a relatively modest amount normally up to $2,000. They are screened
and administered by The JapanFoundation & Language Center in Los
Angeles. The primary objective is tosupport teachers of Japanese languagein the United States at the pre-collegiate level. Applicants should be organizations or institutions, and they areencouraged to seek additional resources
elsewhere to complete the desired project. There are no deadlines for these
programs, however, for projects involving workshops/conferences we ask thatapplicants submit proposals at least
three months before the date of theevent.

projects that can be utilized by thewidest range of teachers in the intended region or level/type of education.
An abstract of the projected content
and a list of collaborators withdetailed background information mustbe submitted. Projects to be used ascollegiate curriculum or at a higher
level are not eligible.
O rga n i z ation Development:This program will assist the development of associations of Japanese language teachers by providing start up
funds. Organizational by-laws and alist of expected members must be submitted. Project income should include
membership dues.

1.) P RO G R A M A N D G U I D E L I N E S :2.) A P P L I C AT I O N S:

Wo rk s h o p s / C o n fe rences:
This grant is designed to assist workshops, symposia and conferences conducted by organizations such as regional teachers’ associations. Priority will
be given to those applications that promote or strengthen teacher networking,particularly at the pre-collegiate level.
In your proposal please specify theintended audience. Project income
should include registration fees fromparticipants. Please include a detailed
list of participants, particularly indicating those parties from the pre-collegiate level, with their affiliations inyour proposal.

No application forms or deadlines arenecessary to apply. Proposal should besubmitted containing the following
information:

P re - C o l l e g i ate Curriculum Dev e l o p m e n t :This grant will support the development of curriculum for the pre-collegiate level. Priority will be given to

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 the Foundation.
5. The name of the party to whom
the Foundation should make acheck payable.
6. Past history of awards from theFoundation including the titles of
the workshops, dates, andamounts of the grants.

The following program offers in-kind
support via the dispatch of theFoundation’s academic specialists. In
principle, travel and other expenses forthe specialists will be borne by theFoundation. The organizer shouldbear the cost to be incurred to holdworkshops or seminars by themselves,or, if eligible, they may also apply for
our Workshops/Conferences Grant
program for such expenses.
Wo rkshops and Seminars On-Site:
When a language/educational organization is going to hold a workshop or
seminar in the US and Canada, andwishes academic specialists of theJapan Foundation Language Center in
Los Angeles to conduct some of theteaching modules, a proposal should besubmitted to us with the following
information:a. Name of the workshop orconferenceAwa rdees of Japan Foundation
L a n g u a ge Center Grants
April 1998-June 1999
b. Date and location of the work shop/conferencec. Objectives and background of theworkshop/conferenced. Subject(s) to be discussed
e. Applicant:i. Name of the host institution
ii. Name of representativeiii. Name of project director including her/his curriculum vitaeof past award history with theJapan Foundation, including thetitle of the workshops, dates, andamount of the grant.
3.) S C R E E N I N G P RO C E D U R E S :After receiving applications, theFoundation will either send the applicant an acknowledgment of receipt,
or contact you to obtain additional
information to ensure a fair screening.
Applicants will be contacted within
two months after acknowledgment ofreceipt, unless otherwise notified.
For more info rm ation please contact:
E R I C C H OW , Program Assistant
TH E J A PA N FO 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 650 E
Santa Monica, California 90404
Tel.: (310) 449-0027 ext. 105
toll free: 1-888-667-0880
Fax: (310) 449-1127
E-mail: ehchow@jflalc.org
URL: http://www.jflalc.org

WO R K S H O P S A N D C O N F E R E N C E S
GR A N T P RO G R A M
C e n t ral A s s o c i ation of Te a ch e rs of
Ja p a n e s eTenth A n n iv e rs a ry Meeting,
April 4-5, 1998
$2,000San Francisco State Univ e rs i t y
I n t e rn ational Confe rence on Practical
Linquistics of Ja p a n e s e
May 2-3, 1998
$1,000Princeton Japanese Pedagogy Wo rk s h o p
Sixth Pedagogy Wo rk s h o p,
May 9, 1998
$1,000Virginia Pedagogy Workshop
Eighth Annual Pedagogy Workshop,
May 9-10, 1998
$1,000N o rtheast A s s o c i ation of S e c o n d a ry
Te a ch e rs of Ja p a n e s e
Th i rd New England Annual Confe re n c e,
May 24, 1998
$1,000
New England Pedagogy Wo rk s h o p
Twelfth New England Pe d a g o g y
Wo rk s h o p,June 13, 1998
$1,500South We s t e rn Secondary Te a ch e rs ofJapanese Annual Meeting,
August 14-15, 1998
$1,000A s s o c i ation of Florida Te a ch e rs of
Ja p a n e s e
Fall Meeting and Wo rk s h o p s,
October 15-17, 1998
$1,000C o l o rado Japanese Language Educat i o n
A s s o c i at i o nCaleb Gat t e g n o ’s Silent Way Wo rk s h o p,
N ovember 9, 1998
$1,000A s s o c i ation of Te a ch e rs of Ja p a n e s e
ATJ Intern ational Seminar,
March 11, 1999
$2,000Southeast A s s o c i ation of Te a ch e rs of
Ja p a n e s e
Fo u rteenth Annual Meeting,March 26-28, 1999
$900
C e n t ral A s s o c i ation of Te a ch e rs of
Ja p a n e s e
E l eventh Annual Confe re n c e,
April 16-17, 1999
$1,500South We s t e rn Secondary Te a ch e rs of
Ja p a n e s e
C a l i fo rnia Language Te a ch e rs
A s s o c i ation Meeting,
April 22-25, 1999
$2,000C a l i fo rnia A s s o c i ation of Ja p a n e s e
L a n g u a ge Sch o o l s
N ational Heritage Japanese Language
E d u c ation Confe re n c e,
May 27-28, 1999
$2,000Vi rginia Pedagogy Wo rk s h o p
The Ninth Wo rk s h o p,June 4-6, 1999
$1,447.71
Japanese Language Te a ch e rs A s s o c i at i o n ,New Engl a n d
Th i rteenth Annual Meeting,June 12, 1999
$938
O N - S I T E C O N F E R E N C E P RO G R A M
Japanese Language Te a ch e rs A s s o c i at i o n ,New Engl a n d
Th i rteenth Annual Meeting,June 12, 1999: Hiroko Furuyama
Wisconsin A s s o c i ation of Te a ch e rs of
Ja p a n e s e
N ational Standards Wo rk s h o p,
March 20, 1999:
Hiroko Kataoka and Hiroko
Furuyama

AS A G I
N EWS FROM THE JAPAN FOUNDAT ION LOS ANGELES OF F IC E

T H E J A PA N F O U N DAT I O N G R A N T S( V I A LA — T O K YO )The following programs are screenedby The Japan Foundation Headquarters via the Foundation’s Los Angeles
Office. The Los Angeles Office will
accept applications from the following
13 western US states: Alaska, Arizona,
California, Colorado, Hawaii, Idaho,Montana, New Mexico, Nevada,
Oregon, Utah, Washington andWyoming. Applicants for those programs from the other 37 states should
contact the Foundation’s New York
Office (please refer to the AAC guideline on page 14 for the contact information). Applications are due by
December 1, 1999 (postmark).
For full guidelines and applications,please contact:
NAO KO WATA NA B E ,P RO G R A M A S S O C I AT E
T H E JA PA N F O U N DAT I O N &L A N G UAG E CE N T E R
I N LO S A N G E L E S
2425 Olympic Blvd., Suite 650E
Santa Monica, CA 90404-4034
Tel:(888) 667-0880 or(310) 449-0027, ext. 104
Fax:(310) 449-1127
E-mail: naokow@jflalc.org
URL: http://www.jflalc.org

1 . The Japan Found at 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

Provides opportunities for artists andspecialists in the arts with the opportunity to pursue creative projects in Japanand to meet and consult with their
Japanese counterparts.
2 . Ex h i b i t ions Abr oad
S u p p ort Pro g ram

Provides partial financial support toexhibitions that introduce Japanese art
and culture abroad.
3 . F i lm Prod u ct ion Support
P ro g ram

Provides partial financial support forthe production of films, TV programs,
and other audio-visual materials thatserve a better understanding of Japanand Japanese culture abroad.
4 . P u b l ic at ion As s i s tance
P ro g ra m

Provides partial financial assistance forthe production of books on or relating
to Japan in the humanities, the social
sciences, and the arts.
5 . T ra n s l at ion As s i s tance
P ro g ra m

Provides partial financial assistance forthe translation 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.

AWARDEESOF THE JA PAN FOUNDAT I O N
GRANTS

April 1, 1999 - March 31, 2000
A RT I S T S F E L LOW S H I P
Velina Hasu Houston
Untitled New Play: Women’s Project
Santa Monica, CA
Dawne Steele Pullman
Fusion: Eastern and Western Artists’Materials and Techniques
San Francisco, CA
E X H I B I T I O N A B ROA DS U P P O RT P RO G R A M
San Francisco Museum ofModern Art
Daido Moriyama
San Francisco, CA (¥1,000,000)
F I L M P RO D U C T I O NS U P P O RT P RO G R A M
Sharon Lockhart
No-no Ikebana
Los Angeles, CA (¥1,700,000)
Moongift Films
The Fourth Dimension,
Berkeley, CA (¥2,700,000)
Ellis Productions, Inc.
Small World
Burbank, CA (¥1,800,000)
Postponed from 1998-1999

L O S A N G E L E S A RT S & C U LT U R E G R A N T S( LA L O C A L )The Japan Foundation & Language
Center in Los Angeles will support
projects that are related to the presentation of the arts and culture of Japan
within the 13 western states of theUnited States. 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. Applications are
accepted throughout the year.

Upon receiving an application, the Los
Angeles Office will send an acknowledgment of receipt or contact theapplicant directly to obtain additional
information for the purpose of fair
screening. Within two months after
the issuance of application receipt,
applicants will be notified of theresult, unless otherwise notified.

AWARDEES

Please submit a proposal to theFoundation’s Los Angeles Office,attention Naoko Watanabe (please see
page 12 for contact information).

OF LOS ANGELES ART S& CULTURE GRANTS

Proposal should include the following
items, if relevant:April 1, 1999 - March 31, 2000

1. Project name, location, date
and time
2. Applicant
a. Name of institution
Attachment: one-page background information and/or
the most recent annual reportb. Name of authorized official
c. Name of project director
Attachment: C.V.
3. Project outline
a. Name of artist(s)Attachment: biography of eachartistb. Descriptionc. Arrangements and preparations
d. Schedule
4. Budgeta. Expenditures:a) Facilityb) Artist feec) Rental equipmentd) Publicitye) Travel expensesf) Other (please specify)b. Income:a) Admissionb) Other (please specify)

TAO S TA L K I N G P I C T U R E S
TAO S , NM ($500)
My Secret Cache at the Taos Talking
Pictures Festival
April 16-19, 1998
V I S UA L C O M M U N I C AT I O N S
LO S A N G E L E S, CA ($2,000)
For the Los Angeles Asian Pacific Film
And Video Festival
May 14 - 21, 1998
S A N TA BA R BA R A M U S E U M O F A RT
S A N TA BA R BA R A , CA ($2,000)
For the exhibition of Carved Paper: The
Art of the Japanese Stencil
May 30 - August 9, 1998
1 8 T H S T R E E T A RT S C O M P L E X
S A N TA M O N I C A , CA ($2,000)
For the exhibition for Miwa Yanagi
August 8 - 26, 1998

JA PA N A M E R I C A S O C I E T Y O FS OUTHERN CALIFORNIALO S A N G E L E S, CA ($2,000)
For the Mirai X-Change,
Contemporary Japanese Film Series
July - August, 1998
L I T T L E TO K YO B U S I N E S S
A S S O C I AT I O N
LO S A N G E L E S, CA ($1,000)
For the presentation of Yabusame
Exhibition: Ritual Archery from Horseback
August 15, 1998 (during the 1998
Nisei Week Japanese Festival)
C A L I F O R N I A S TAT E U N I V E R S I T Y
N O RT H R I D G E, CA ($1,000)
For the exhibitions, Akiko Arita: Notoand Japanese Kimono: Traditional Motifs
August 24 - September 26, 1998
T H E C O LO R A D O C O L L E G E
C O LO R A D O S P R I N G S, CO ($1,500)
For the performances of Fujisan Kaen
Taiko No Kai (Mt. Fuji Flame Drum
Ensemble)
October 7, 1998
T H E M U LT I C U LT U R A L C E N T E R ,UNIVERSITY OF C ALIFORNIAS A N TA B A R BA R A , CA ($1,000)
For the presentation of The World ofHanayagi Takujiro, An Anthology of Nihon
Buyo
October 16, 1998
U N I V E R S I T Y O F H AWA I I M A N OA
H O N O LU LU, HI ($1,000)
For the choreographic residency of
Kei Takei
January - February, 1999

JAPANESE STUDIES SUPPORT PROGRAMS SCREENED BY
T H E AM E R I C A N ADV I S O RY CO M M I T T E E ( A AC)

P E R F O R M I N G A RT S JA PAN (PAJ) P RO G R A M( V I A NY — T O K YO )(VIA NY — TOKYO)
The following programs are preliminarily screened by The
Japan Foundation American Advisory Committee convening in New York City. Thus, requests for applications
must be made to our Japan Foundation of fice in New
York, and those applications are due by November 1,
1999 (postmark).
T H E J A PA N F O U N DAT I O N N E W YO R K O F F I C E

152 West 57th Street, 39th Floor
New York, New York 10019
Tel:(212) 489-0299
Fax:(212) 489-0409
E-mail: info@jfny.org
URL: http://www.jfny.org
1. The Japan Foundation Fellowship Program for
Scholars/Researchers, and Doctoral Candidates
2. Institutional Support Programs for Japanese Studies
a. Visiting Professorship Program
b. Staff Expansion Grant Programc. Research/Professional Conference Program
3. Library Support Program

The Performing Arts JAPAN (PAJ) program is an assistance program for tour presentations of Japanese performing arts (traditional, modern, and contemporary) representing the cultural scope of “Japan Today,” and the U.S.-Japan
performing arts collaborations for their development stage.
Only non-profit organizations in the United States are eligible for PAJ. Applications are due by October 25, 1999.
For more information and applications, please contact theFoundation’s New York Office.
T H E J A PA N F O U N DAT I O N ’ S C E N T E R F O R G LO BA L
PA RT N E R S H I P (CGP) \ ( V I A NY — TO K YO )The Japan Foundation’s Center for Global Partnership has
grant programs which focus on promoting intellectual
exchange to encourage global partnership between Japan,
the U.S. and other nations, and also in promoting mutual
understanding at the regional and grass-roots levels. For
more information on the CGP’s programs, please contact:
THE JAPAN FOUNDATION CENTER FOR GLO BA L PARTNERSHIP

152 West 57th Street, 39th Floor
New York, New York 10019
Tel:(212) 489-1255
Fax:(212) 489-1344
E-mail: info@cgp.org
URL: http://www.cgp.org/cgplink

The Nihongo Library
Nihongo Library is currently in process of revising thelibrary policy and its User’s Guide to expand our service
and to reach out more people who are interested in Japanand the Japanese language. Two major points of revisionare:(1) The membership will be open for people who are
actively involved in Japanese language education such asteacher candidates, researchers (including graduate students,)
and administrators at a teaching institution, in addition to
current Japanese language teachers.
(2) In order to raise the users’ awareness of copyrightissues, especially for the use of audio-vidual material, a section of conditions for loan will be revised.
We also have been extended our library hours by opening
on the third Saturday of the month from 10:00 a.m. to
3:00 p.m. to make the Nihongo Library more accessible forpeople who may not be able to visit the library during
weekdays.
Revised User’s Guide will be publised in October and sent
to current members. Those who are not members yet but
wish to obtain a copy, please contact us.
Library hours are:Monday - Friday 10 a.m. - 5 p.m.
Third Saturday of The Month
10 a.m. - 3 p.m. *Visit our web site at www.jflalc.org for further information,or call 1-888-667-0880.
TH E N I H O N G O L I B R A RY
TH E J A PA N F O U N DAT I O N A N D L A N G UAG E C E N T E R
IN LOS A NGELES

2425 Olympic Bvld., Ste 650E,
Santa Monica, CA 90404
Tel: (310) 449-0027
Fax: (310) 449-1127
E-mail: nihongolib@jflalc.org URL: www.jflalc.org

The Time Has Come... To Prove Your Japanese Pro fi c i e n c y ! !

1999JLPT

J a panese
La n g uage
P rof ic i e n cy
Test
•Date:

Sunday, December 5, 1999

•Test Sites:

ChicagoLos Angeles
New York•Application period:

September 6 ~ October 15(Please note: Request for application forms must be made prior to October 8)•Fees:

Level 1, 2 : $50.00
Level 3, 4 : $30.00

For more information, please contact:
THE JAPAN FOUNDATION & L ANGUAGE CENTER IN LA
JLPT OFFICE
Tel: 1-888-667-0880 or 310-449-0027(10 am - 5 pm pacific standard time)
Fax 310-449-1127
e-mail: noryoku@jflalc.org
URL: http://www.jflalc.org

I S AO T S U J I M OTO, D I R E C TO R

ex t .
101

S H O J I YO S H I DA , DE P U T Y D I R E C TO R

102

AK I YA M A S A K I , O F F I C E S U P E RV I S O R

103

NAO KO WATA NA B E , PRO G R A M A SSOCIATE 1 0 4
E R I C CH OW , PRO G R A M AS S I S TA N T

105

R I M I YA N G , L I B R A R I A N

107

EI I C H I I TO, L I B R A R I A N

108

K E I KO M A RT I N, L I B R A RY A S S I S TA N T

118

G R AC E K ATAO K A , RE C E P T I O N I S T

100

NAO KO ROWA N, R E C E P T I O N I S T

106

S H I G E M I YA M A DA, VO LU N T E E R

162

N O R I KO OH A R A , VO LU N T E E R

162

Telephone:Toll Free:
Fax:
General E-mail address:
Home page address:(310)449-0027
1-888-667-0880(310)449-1127
jflalc@jflalc.org
http://www.jflalc.org▲< FAC U LT Y >H I RO KO K ATAO K A,
C H I E F AC A D E M I C S P E C I A L I S T

120

H I RO KO F U RU YA M A ,AC A D E M I C S P E C I A L I S T

121

S AY U R I F R E T Z , A S S I S TA N T

123

Voice mail is enga ged after 5:30 in the afternoon until
9:00 in the morn i n g. Te l ephone and fax number is thesame for all staff.
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
Tel:(310) 449-0027, 1-888-667-0880

Fax:(310) 449-1127

E-mail:jflalc@jflalc.org

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