The
Biannually

Fa l l I s s u e 2 0 0 3 / N u m b e r 2 9

T H E J A PA N
F O U N DAT I O N
Los Angeles
Language Center

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Keep the Airplane Flying: Japanese Language Program
Advocacy

6-8Part One: Endangered Japanese Program Eliminated8Part Two: Considerations for Advocacy

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An Introduction to Advocacy

10

Do Japanese Teachers Take Advantage of Technology?

11

Report on Summer Workshop in Urawa, Japan

12-13

Japanese Language-Related Grants Recipients for Fiscal
Year 2003/2004

13

A
D
V
O
C
A
C
Y

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Report on Summer Workshop at the Japan Foundation
Los Angeles Language Center

14

Book Review

15

The Japan Bowl

16-19

Announcements

17

Conference/Workshop Calendar 2003
to 200419

Word Play

20

Office Directory

Japanese language Grant Programs for 2004/2005

Keep the Airplane Flying!
Japanese Language Program Advocacy:
Jessica Lee Haxhi, Japanese Language Teacher, Maloney Magnet School
What is “advocacy”?
or suishinkatsudou (to refer to advocacy of
In Japanese, we use the term suishin (our language programs. If you look this kanji up in Nelson’s dictionary, it is translated as “propulsion,) is a “propeller.” As an airplane buff, this excited me.
drive, or promotion.” Similarly, suishinki (If we imagine that a new Japanese language program is like an airplane that needs power, then advocacy is certainly the propulsion that can get it off the ground and keep it “flying.” Our established programs, too, need propulsion (advocacy) to keep them in the air. An airplane can glide for a little whileonce the propeller stops, but without power it will eventually fall to the ground. Without consistent,
long-term advocacy, most programs will certainly meet challenges and possibly be eliminated.
Like the ever-turning propeller, advocacy is not a one-time pamphlet or a cookie-cutter list of instructions. Every situation is different and advocacy initiatives must be adjusted to fit your specific needs.
This article attempts to give a broad range of suggestions, from which you may pick and choose.
Many ideas are those passed on by great advocates such as Peggy Haggman, Lynn SesslerSchmaling, and Hiroko Kataoka. The Japan Foundation will soon be offering an Advocacy Kit thathighlights and expands upon the ideas presented in this article.
Implementation of even a few advocacy initiatives does require more work for the teacher; it can be
exhausting and time-consuming. It is important to find the energy and motivation you need to do it.
Take a minute to think about why you teach Japanese and why your program should continue. These
are the reasons you advocate. You may take your motivation from the need to preserve your job, yourbelief in the program, your support of language learning in general, or your love for your students or
school. I think of advocacy as another part of my job description - something I will always have to do.

B r e e z e Fa l l 2 0 0 3 B i a n n u a l l y

An Advocacy Timeline
There are two stages to program advocacy. The firststage occurs when a person or a group of people are trying to start a new program. During this stage, it is important to gain wide support for the program from parents,
administrators, students, and even other teachers in theschool. They need to hear why Japanese should betaught and the benefits of language learning in general.
Most school districts are very concerned with how the program will be funded and staffed. A proposal for a new program should include a write-up of the program benefits,
future program goals, and suggestions for funding andteachers. See the “Web Resources” at the end of thisarticle for excellent sites with detailed descriptions ofstart-up ideas.
The second stage of advocacy begins once the Japanese
program is in place. Many of us thought that once our programs were established and the students were happy, we
could focus purely on our teaching (which was plenty ofwork!). But, administrators change, parents and students
are new every year, and budgets fluctuate with the economy. Challenges to language programs can come at any
time; only consistent, long-term advocacy can help themto survive. I have come to realize that this stage neverends; the propeller must keep turning!
Surviving in the Long Run
Information is the key to program advocacy. Keep all
stakeholders well-informed at all times about what you
are doing and why you are doing it. At my school, wesend home the same newsletter every fall to every student explaining why we teach Japanese, why we teach inelementary school, and what the students learn. After
constant questions over the years, we started sending thesame newsletter, every year, to board members, administrators, and our colleagues. If you have time, a bimonthly or twice-yearly newsletter can highlight program
events, student achievements, and the benefits of learning Japanese. Students can contribute articles andinsights. It is also worthwhile to pass along articles about
learning languages in general, website addresses, andadvocacy pamphlets to as many people and as often as
you can. Many of this communication can also be
achieved by having your own program website or a section of the school’s website. See the “Web Resources”
section for examples.
Especially in the early stages of a program, it helps topractice some nemawashi by surveying colleagues,
administrators, parents, and students about the quality ofthe program and ideas for changes. Everyone will thenfeel a small investment in the continuation of the program.
As the years go by, you should continue to survey parents
and students every year about the program. Printable
examples of student and parent surveys will be includedin the Japan Foundation’s Advocacy Kit. This data will beessential in a crisis situation; you will be able to show pos2

itive feedback as well as your response to suggestions for
improvement.
After everyone is well-informed and well-surveyed, there
is still much advocacy to be done to promote your program and yourself as a benefit to the school. The following advocacy initiatives target the various stakeholders
within the educational community.
Advocating to Students
What is the best way to advocate to students? Be a greatteacher. Be informed about current teaching practices,
popular culture (both Japanese and American), andschool events (the prom, football games, etc.). Use thisknowledge in your classroom to create lessons that are
current, relevant to students, and educational. If yourtextbook has a unit on sports, incorporate the names ofschool players, the school sports schedule, or the teammascot. Try to include a variety of activities to appeal toall of the “Multiple Intelligences." Most importantly, besure that students are learning. While all kids enjoy a funclass, they also want to have learned something by theend (even if they don’t show it!). As we all know, future
students will choose or not choose a class based on what
they hear about a teacher.
Aside from generating great rumors about your teaching,
you can try more straightforward student advocacy initiatives. My first year as a high school teacher, I would sit in
the cafeteria at lunch time writing students’ names inshodo or folding origami. Other programs have been successful with Japan clubs or international clubs, animenights, and Japanese pen pals. Certainly the best advocacy and student-motivator is taking students to Japan to
use the knowledge they have learned in your program.
Whatever you choose, remember that students are yourmost accessible audience and some of the most powerfulallies when you need support for your program.
Advocating to Colleagues
Our teaching colleagues are often forgotten in advocacy
plans. Especially in elementary school programs, however, these relationships are essential to the success of the
program. One of the main challenges to my program
came from a group of first grade teachers who wanted
more time to teach reading. Luckily, after an extensive
presentation, the Board of Education intervened on behalfof the Japanese program. We would have lost one-thirdof our instruction time, while the teachers would havegained only 25 minutes per week of reading time. When
we put it in those terms, even the reading teachers could
see our position. This experience reminded me that colleagues need to be kept informed of all that we teach andhow important this learning is to students. Even in thehigh school setting, colleagues are important “players” inthe success of your program and the enjoyment of yourwork-day. You may share a room with someone, work on
a committee with others, or answer to a department head.

B r e e z e Fa l l 2 0 0 3 B i a n n u a l l y

Aside from keeping colleagues informed about your program, you can also practice some direct advocacy byinviting them to events in your room, leaving little treats intheir boxes (“Happy Girls’ Day”), or bringing Japanese
foods to the lunchroom. Academically, you can approachthem about interdisciplinary projects, interview them forlessons in Japanese class, or pass along relevant articles
about Japanese history or culture in English. In elementary school, we can further assist colleagues by using similar class management strategies, ending classes with acalm activity, and cooperating on discipline initiatives forcertain students. While colleagues may not have thepower to preserve your program in a crisis, their support
will enhance your daily life and lend that much more credence to your program when a crisis arises.
Advocating to your Administrators
Many of the same advocacy initiatives work well withadministrators. Keep them informed, invite them toevents, and bring them presents! Beyond the obvious
ways of advocating the program, it is also important toadvocate yourself as a good worker and benefit to theschool. Whenever you can, say “yes” to your principal’s
requests. You may have to change classrooms, work a little late, or meet with a difficult parent, but if the request isreasonable, say “yes” first and worry about the details
later. Don’t bother your principal with small issues, but do
ask for his/her permission in certain situations. Know yourprincipal’s style in terms of communication. I write almost
all my questions to my principal because she is very busy.
Also, it helps me to have written answers if there are everany problems. Your principal may prefer face-to-facemeetings. If you aren’t sure when, why, and how to speakwith your principal, ask a colleague.
Administrators also appreciate teachers who help run theschool. Make yourself an indispensable part of the schoolby serving on committees unrelated to your program.
There are committees for the prom, field day, curriculum,
student assistance, and many others. You can also create your own events. We run an International Education
Conference, a Parent Seminar, and World Language
Week for the whole school. If you are an important part ofa successful committee or school event, the principal willbe less willing to cut your Japanese teaching position.
Advocating to the Board of Education
For many of us, the Board of Education exists as a separate entity from our administration. We rarely see them
except when budget issues threaten to cut our programs.
If you get to know their names and educational concerns
during positive times, it will be easier to advocate to themduring a crisis. Many Board of Education meetings areopen to the public or even on television. Watch to seepolitical leanings and pet projects. If you notice that one
board member is especially supportive of languages, you
may want to speak to him/her personally about the greatthings going on in your program. As with all stakeholders,

keep them informed with newsletters and articles andinvite them to Japanese events (check with your school
secretary about how to properly communicate with theboard). Some teachers have students send origami or
shodo to board members, or even have them visit board
meetings to perform in Japanese. Remember, the Boardof Education is often the final decision-maker about cutting or keeping a program.
Advocating to Parents
What can influence a Board of Education the most? A
large group of organized, supportive parents. How dothey get that way? Information from you and good reports
from their children. In addition to newsletters and articles,
parents like to see their child’s progress. Janis Antonek
first introduced me to “Interactive Homework” years ago
and it works great for our elementary program. With allages, you can send homework now and then that requires
interaction with a parent. Students can perform something from class for a parent signature, interview a parent
and translate it, or even bring in a photo from home to discuss in Japanese. One of our second-grade homeworks
requires students to make a phone call to the teacher inJapanese. Anything that will result in a parent seeing theirchild’s ability in and excitement about Japanese class.
Parents also enjoy the opportunity to see their childspeaking Japanese in or outside of class. We hold a yearly “class visitation week” in which we send home schedules and parents can visit any of their child’s Japaneseclasses. This way, parents can see the entirety of what
students actually experience in our classes. We also holda yearly Natsumatsuri for first graders with yukata andmakizushi made by high school life management classes.
Our school has also been successful holding four yearly“Lunch with the Senseis” events. We send a notice home
to ask for reservations and then meet families at a local
Japanese restaurant on a Saturday. We go over the menu
with parents and enjoy talking with everyone in a morecasual atmosphere. If the wait staff speaks Japanese, you
could also give little prizes to students who use the language to order. It is like a field trip, but you don’t have toorganize buses or money. Everyone pays for and drives
themselves. We have had over 300 participants in 3
years, some coming more than once!
Advocating to the Community
Although you might be at only one or two schools, it isbeneficial to have the support of the entire local community. You never know when an international businessperson or a powerful politician might decide that your program should receive special funds, a new computer, or avisit from a dignitary. The only way the community canhear about your program is through the media. With thepermission of your principal, contact the local media at
least once a year for a special event or to discuss a new
article or research. A sample “Press Release” will be
3B r e e z e Fa l l 2 0 0 3 B i a n n u a l l y

included in the Japan Foundation’s Advocacy Kit. Our
school has been in the newspaper for festivals, the hinaningyo display, our summer school program, and almost
yearly for language teaching in general. When our program was challenged, it helped us to be able to display all
the articles about our program at the Board of Education
meeting. It showed the positive press coverage that theJapanese program brings to the school. Other community activities could include Senior Citizen cooperative projects, teaching Adult Education classes, or holding a community Japan Fair (such as in Norwalk, CT).
I’m Tired Already!
As mentioned earlier, this is just a list of possible suggestions. It is important to choose the activities and events
that are most interesting to you and the most efficientuses of your time. If you are uncomfortable talking withparents, then communicate through newsletters andmemos. If you don’t like anime, then expose students toorigami, martial arts, music, or dance through videos andthe internet. Eliminate events that take too much timeand effort for the benefits that they produce. We used tohold a huge Sakura Matsuri in my school in which eachclass performed a song on stage. I spent a month teaching students how to walk up and down the stage steps!
Our “parent visitation week” has taken its place. During it,
we don’t lose precious teaching time and the only preparation is a week of good lesson plans.
Coping with Crisis
Sometimes even great programs with solid advocacy
plans are challenged by local politics, budgets, andchanging public opinion. When your program is challenged, you will see the benefits of your advocacy as you
call upon major stakeholders for support. See the box“Program in Crisis: Advocacy Plan” for steps you cantake. The Japan Foundation’s Advocacy Kit will contain amore detailed plan Perhaps the most important advice ina crisis is to get the facts, stay professional, state the benefits of keeping your program, and let survey data, students, and parents speak for themselves.
What the Field Can Do For You
Especially in a crisis situation, you can lend status to yourself and your program by invoking the names of nationalorganizations and documents. I always bring the national Standards for Japanese Language Learning (1999)
and our state world languages document with me when I
talk with the Board of Education about our program.
Administrators are also impressed when you attend conferences, make presentations, or serve on the executive
board of an organization. These are some of the reasons
why the presence of professional organizations is soessential, such as NCJLT, ATJ, ACTFL, and regional andstate language organizations. Take the time to join one ormore of these organizations and become involved, or atleast informed, about the field.

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It also behooves us to be informed about The JapanFoundation and Language Center and The Japan Forum.
The Japan Foundation and Language Center offers avariety of seminars, workshops, materials, and grants that
can improve your teaching practices, enhance yourresume, or assist your program. The Japan Forum offers
excellent teaching resources such as DEAI. This picture
panel system can excite students and intrigue colleagues
to do interdisciplinary units. With the internet, these andother resources are widely available to you, often free ofcharge. Use them to improve your program and informyour advocacy.
We are Special!
English and math teachers rarely have to worry aboutprogram advocacy. American society has determinedthat it is essential to begin those subjects in kindergarten
and continue in them until graduation. In a larger sense,
it is our job as a field to convince the public of the importance of making foreign languages a K-12 subject. At our
schools, we must do the grassroots advocacy work that
may eventually lead to a time when all children learn languages, beginning in kindergarten. Until then, we mustbe satisfied with knowing that we are able to enhance students’ learning and lives each year that we teachJapanese. We help them “fly” with a program propelled
by our constant advocacy.

TOP 10 REASONS TO LEARN JAPANESE
1.

It is fun to learn another language!

2.

Japanese is spoken by 125,000,000 people
worldwide!

3.

Japan is an important political and economically.

4.

Japanese was designated a “Critical Language” forby the U.S. Secretary of Education.

5.

I want to impress friends with my knowledge ofJapan, especially sushi and Kanji characters!

6.

We practice other subjects, like geography, art,
math, and music in Japanese class.

7.

I want to understand what they are saying in anime,
Iron Chef, and sumo wrestling matches.

8.

Learning Japanese helps me think about my native
language and culture.

9.

If you know Japanese, you can travel to Tokyo,
Osaka, Kyoto, Hiroshima, and even to the top of Mt.
Fuji!

10.

As a Japanese speaker, I could work for the United
Nations, the National Security Agency, a Japanesecompany, an American company, or as a teacher. I
could work in Japan or the U.S.!

B r e e z e Fa l l 2 0 0 3 B i a n n u a l l y

WEB RESOURCES
Foreign Language Program Start-up and Advocacy
Nanduti: Early Foreign Language Learning (Starting a
K-8 Language Program)
http://www.cal.org/earlylang/faqk8.htm
ERIC Clearinghouse on Languages and Linguistics
http://www.cal.org/ericcll/“Building a Japanese Language Program from the
Bottom Up” by Linda Worman, September 1998,
National Clearninghouse for U.S.-Japan Studies,
Indiana University
http://www.indiana.edu/~japan/digest13.html

Example Japanese Language Program Websites
http://teacherweb.com/CT/MaloneyMagnetSchool/Ja
panese/Other Useful Websites
National Council of Japanese Language Teachers
http://www.colorado.edu/ealld/atj/ncjlt/
The Association of Teachers of Japanese
http://www.colorado.edu/ealld/atj/
The Japan Foundation and Language Center
http://www.jflalc.org/indexe.html
The Japan Forum
http://www.tjf.or.jp/

PROGRAM IN CRISIS - ADVOCACY PLAN
1. Get the facts.
Don’t rely on rumor or newspaper articles. Talk to your principal about exactly what is happening and what is at stake.

2. Research your options.
Ask about what you are allowed to do. Some suggestions will not be allowed at some schools.
Board of Education: Can you present a board meeting? Send something written to the board?
Administrators: Can you set a time to meet with your principal to state your case? Can you prepare something written
for him/her?
Parents: Can you send a letter to parents telling them of the crisis? Can you talk informally to parents?
Students: Are you allowed to mention the issue to them?
Community: If the newspaper contacts you, can you talk with them?

3.

Gather your data.
Put together results of all of your parent and student surveys. Research positive reasons for learning foreign languages
in general, Japanese specifically. Brainstorm all of the positive effects the program has had on the school and students(special events, participation in National Honor Society, etc.)

4. Gather your supporters.
If you are allowed, tell parents and students what is happening in a professional way. If you are not allowed to send
something in writing, it may be okay to casually mention to a few parents that your program is in trouble. Or, perhaps
a colleague can do it for you. It also helps to contact local or state supporters such as your foreign language supervisor, state consultant, or local NCJLT president. Their attendance at a board meeting could help your case.

3. State your case.
Make a presentation to whomever will listen - the board, the superintendent, your principal, etc.
The presentation should include a summary of the positive data about the program, ways in the program has been successful, samples of student work or comments, and even future plans for the program. Try to avoid personal references
about your need for this position, etc. Stick to the facts. The handout should be a one-page outline that is easy to readquickly. You may also gather articles, etc. Most Boards of Education will receive reading materials a week before themeeting. Check with your school secretary.

4. Take the “high road.”
During the crisis situation, try to stay professional while you are at school. You may need to take time to cry, punch pillows, or complain to family at home, but while you are at school, it is always best to take the “high road.” Try not to be
involved in gossip or conjecturing about what is happening. It will only give you more stress.
A more detailed Action Plan will be included in the upcoming “Advocacy Kit” from the Japan Foundation.

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B r e e z e Fa l l 2 0 0 3 B i a n n u a l l yPart One: Endangered Japanese Program Eliminated
By Dr. Youko Akao Brooks, Japanese teacher; Gilbert Middle School, Gilbert High School and Pelion High School
For one evening Japanese culture filled
Pelion Middle School in Lexington School
District One in central South Carolina. In
January 2003, the Japanese program of
Lexington School District One held a very
successful Fuyu Matsuri involving theseven schools in which Japanese wastaught.
The high school Japanese students wrote
kanji on washi paper and proudly gavethem to younger elementary school students. Many parents, students and teachers purchased and wore t-shirts, decorated
with a map of Japan, the Japanese flag,and “Nihongo” in kanji calligraphy.
Students and their parents sampled tasty
Japanese cuisine. There was a food corner where a professional sushi chef prepared sushi; other vendors cooked gyoza,
teriyaki chicken, and other various foods.
Participants sampled Japanese culture inother ways as well. The TV corner wasalive with Japanese Animation cartoons.
There was also a toy corner and a kimono
corner where children were allowed todecorate their hair with chopsticks and tohave their faces painted by high school
students in kimonos and high zoori slippers with Japanese characters. Many pictures were taken where students wereallowed to place their faces in place of asumo wrestler’s. The walls were elaborately decorated by student artwork –snowflakes to represent the winter season.
Japanese pop songs played, karate
demonstrators entertained, the parents
smiled and enjoyed as much as the students, and the Japanese culture filled theschool.
At the end of this exciting evening,
Japanese teachers were blissful in theirsuccess and promised to have all sevenschools together in 2004 to celebrate once
again. Unfortunately, this promise cannot
be fulfilled.
In 1990, Lexington School District One
undertook a unique experiment – bringing
an Asian language into the school curriculum in two rural areas of the District. In
1990, Youko Brooks was selected to
become the first Japanese instructor of
approximately 300 students at Gilbert andPelion Elementary Schools. The principalsof these schools chose Japanese over the
Spanish and French languages in order to“give children a competitive edge for living
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in a global society”. At the time, theJapanese economy was tops in the world.
The district received a Foreign Language
Assistance Program (FLAP) grant to assistin paying for a single teacher’s salary. The
Japan Foundation donated teaching materials and The Vision also donated books toprovide teaching materials in the beginning. This assistance was invaluable,
since both schools were characterized ashaving students from families with a low
socioeconomic status (about 60% of thestudents were on the free and reduced
lunch program). Both schools were located in a rural, predominantly white community.
Each year, the Japanese program grew,
taking on another 300 new students. The
program began in 1990 with just first
graders, and each year another grade wasadded. This careful expansion and curriculum development continued for twelve
consecutive years. By 2003, a K-12
sequenced and articulated Japanese program was built. Four thousand five hundred children received the benefits ofJapanese language instruction in
Lexington District One in South Carolina in
2002-2003.
The Lexington One program grew into arefined, articulated and sequenced program with a standards-based curriculum.
Work was underway to further refine thecurriculum so that it would be outcome
based with thematic units forming the coreof the curriculum design. Each school
operated independently; however, theinstructors from all schools met once amonth to discuss various instructional
issues and programmatic logistics.
The Japanese program was popular, anddrew national attention to Lexington
District One. The teachers were very
aware of its significance and acceptance inthe community. Six years after the implementation of Japanese, in 1996, the district
conducted district wide surveys of parentsof sixth graders taking Japanese at Gilbert
and Pelion Elementary Schools. There
was a general outstandingly positive
response to the Japanese language program. The Pelion program received only 5
negative surveys out of 150 completed
forms. Gilbert yielded similar results.
In the meantime, as new administrators
replaced former administrators who had

helped to establish the Japanese programand more Latino families settled in thecommunity, the new administrators began
to discuss switching the Japanese language program to Spanish. Community
members proposed changing Japanese to
Spanish because they thought that the students would benefit more from Spanish.
The principal of the new middle school
owned a restaurant and one of the schoolboard members owned a gas station andgrocery store. They noticed that there
were an increasing number of Spanishspeaking immigrants moving into Pelion,
and they knew that someone who could
speak Spanish would be able to communicate better to the customers.
During the spring of 2000, Kay Hoag, thepresident of SCJTA (South Carolina
Japanese Teachers’ Association) recommended that Japanese teachers not think
negatively, but to be proactive. So, theteachers began collecting letters of support for the program from all over theUnited States. At this same time, theParent Teacher Organization (PTO) president of Pelion Elementary and theJapanese teachers decided to sponsor atenth anniversary celebration of the program. The celebration took place during a
PTO meeting. Japanese food was served,
children sang and presented their
Japanese skills. The letters of support
were presented at this meeting. Several
hundred parents attended.
The Japanese program achieved twelve
years of success through the support ofmany people. There were key persons,however, who pioneered the path to allow
this program to achieve the status that it
did. Ms. Roberta Ferrell, former director ofelementary schools in Lexington District
One, acted essentially as the mother of theJapanese language program. She supported three different school principals by
reinforcing the benefits of Japanese language instruction
andverifiedparental supportby showing morethan adequate
evidence
for
both.
She
ensured that the
program grew
one grade level
every year. She
oversaw the hiring of many qual-B r e e z e Fa l l 2 0 0 3 B i a n n u a l l yified instructors and helped to ensuresalaries and benefits that were in line withother positions. Teachers were sent toconferences to be kept up to date with
innovative teaching, and nationally known
language consultants were brought to thestate to conduct language workshops
including: Dr. Helena Curtain, Dr. CarolAnn Pesola Dalburg, Dr. Myriam Met, Mr.
Greg Duncan, Dr. Teresa Kennedy, Dr.
June Phillips and many more. Lexington
School District One also had some language experts of its own: Dr. Luana
Coleman, Anne Reed, Marsha Johnson,
and more. For more than eight years Ruta
Couet offered consistent leadership,
encouragement and support as theForeign Language Consultant for theSouth Carolina Department of Education.
Because of everyone’s efforts, theJapanese program survived for a few more
years after its tenth anniversary. Kay
Hoag, an elementary French teacher in the
district and a nationally recognized foreign
language educator, succeeded in attracting many language experts to visit
Lexington One. Her power and energy
elevated the program as she took on therole of President of the South Carolina
Foreign Language Teachers Association(SCFLTA) and later of the South Carolina
Japanese Teachers Association (SCJTA).
At the spring 2000 SCFLTA conference,Mrs. Hoag brought Drs. Cliff and Ellen
Walker in to conduct workshops forJapanese teachers. Margaret Dyer fromSan Francisco came in 2001 and 2002 toobserve our classes and make recommendations for a sequential K-12 Japanese
program. Dr.Yoshiki Chikuma, VicePresident of SCJTA and professor ofJapanese at Charleston University, worked
for better communication between postsecondary and K-12 teachers. He planned
to hold a summer workshop for South
Carolina's K-12 Japanese teachers in2003 by obtaining funding from The JapanFoundation and inviting a special guest
speaker. However, the workshop was cancelled after the school board decided toeliminate Lexington District One’s
Japanese program at their April 2003
meeting.
A small group of dedicated parents consistently supported the Japanese programand volunteered in many ways throughout
the school. Whether it was their attendance at activities or help with the construction of a Japanese garden in theschool’s courtyard in 1998, the program
was kept alive by supportive parents, too.
The talented and diverse teaching groupthat led the Japanese program also
strengthened it. Each instructor con-tributed something different to the program. Several instructors brought creativeand innovative strategies for teaching different topics. Another teacher was very
good at communicating with administratorsand others were good at getting things
done. All the Japanese teachers worked
together to organize and implement theseideas, putting them to use in the curriculum. Each Japanese teacher had a strong
work ethic and all of the teachers worked
hard as a group.

In the last (twelfth) year, there were eightteachers: two at Pelion Elementary, one at
Pelion Middle, one as a facilitator for distance learning with Pelion High School,
one at Gilbert Primary, one at Gilbert
Elementary, one at Gilbert Middle andanother one at Gilbert High. Every teacher
has earned at least a bachelor’s degree.
Everyone is fluent in Japanese. Six are
native speakers. Two are Americans who
lived in Japan for long periods of time.
Four have Masters degrees. One has a
PhD. in educational research. With a staff
of both energetic and knowledgeable persons, the Japanese language program
endured twelve years despite many obstacles. There were always forewarnings thatit might be eliminated because of its nonstandard nature. Few schools in the
United States had ever attempted to construct such a program.
These components significantly impacted
the unique quality and longevity of
Lexington One’s Japanese program:•Japanese word and picture books weremade for 1st-6th grades for reference purposes and for new students to consult.
Mariko Tajima, the wife of one of the
instructors illustrated these books.
• Popular and effective classroom activities
were shared among Japanese teachers at
the meetings held once per month.
• Japanese teachers were active in professional language organizations. They
attended ACTFL and regional/state conferences (SCOLT, FLANC, SCFLTA). Someteachers presented at ACTFL (Hiro Tajima
and Hiroko Spees). All teachers presented
last year at the regional Japaneseteacher's conference in Charleston, SC.
Dr. Youko Brooks presented at the semi-

annual meeting of the South Carolina
Foreign Language in the Elementary
School Network (SCFLES.NET). Local,
national, and international organizations
and businesses - large and small- were
contacted, and made many cultural donations to the program.
• Pelion and Gilbert Elementary Schools
built Japanese gardens with the financial
support of Education Improvement Act(teacher incentive) grants.
•A parental support group was organized.
• A free Japanese language course wasoffered to parents.
• Newsletters were issued in the schools(some quarterly, some monthly).
• Students participated in college competitions (9th graders got gold and silver
medals for recitation at Clemson University
in the Fall of 2002).
• Every year, each elementary school held
one big festival: Hina Matsuri or Children’sDay. This past school year, Pelion
Elementary produced a Japanese Art
Museum with the help of the art teacher
and art classes. Field day activities similar
to ones Japanese children enjoy wereorganized with the help of the P.E. teachers.
• State textbook committees recommended Japanese textbooks for adoption inSouth Carolina.
• Japanese teachers in Lexington One provided leadership in the organization of
SCJTA (South Carolina Japanese
Teachers Association).
• The State Department of Education
began to grant teacher certification forJapanese teachers for the first time.
So what went wrong? In trying to understand what could have been done differently to possibly extend the life of theJapanese program, Dr. Brooks considered
the following concepts:
1) Many students dropped Japanese language classes upon entering middle
school because Japanese was anelective class at the middle schoollevel. In Pelion, for example, only 80
out of 150 students decided to stay withJapanese after the 7th grade. This
number dropped to 40 upon their entering the 8th grade. Only 10-20 students
were taking Japanese by the 9th grade.
“ I heard from many students that there
were many conflicts with guidance andscheduling, so students sometimes
decided to drop Japanese.”
2) “Also, I think that students became lessinterested in Japanese when they realized the difficulty of the course of study
when writing and reading were added
to the lessons. They said that theclasses were not as much fun as elementary school anymore.” At the ele7

B r e e z e Fa l l 2 0 0 3 B i a n n u a l l ymentary level, with class only twice a
week, teachers could not incorporatemuch reading and writing into the curriculum. Scheduling influenced time forteaching and the curriculum andscheduling was in the hands of administrators and beyond control of theteachers.
3) “ I heard from many students who
switched to Spanish and wanted toreturn to Japanese but could not. If
there were a way to push Japanese
language so that it didn’t always
appear to be a second-rate subject, I
think that we would have had a muchbetter retention rate at the high schoollevel.” Affecting this attitude was thedecline in the Japanese economy andits effect on Japanese corporations in
SC. If students thought that taking theJapanese language could help them
get a better job, they would continue.
The only major Japanese corporationin Columbia, South Carolina is TCM,
which is not widely known in the

Lexington School District One area. As
the Japanese economy declined inrecent years, it became even harder topush the learning of the Japanese language.
4) To make matters worse, South
Carolina schools underwent the greatest educational budget cut this yearthat anyone can remember. That
made it harder to maintain small
Japanese classes at the high schoollevel.
5) Also, in the final years, Japaneseteachers were much more concernedwith putting on a successful WinterFestival celebration when collecting
support for the program might havebeen wiser.
Japanese teachers and supporters did not
let the Japanese program go away easilyor quietly, however. At one of the final
board meetings concerning whether or not
to keep the program, parents and students
alike were invited to come to voice theiropinions and many people came. It was avery emotional evening for the people who
built and contributed to this program for solong. Eighty people attended and spoke atthe board meeting and only one negative
comment was made. The night was definitely one of celebration of what Japanese
has meant in this community. For twelve
years thousands of students in the sevenschools of Pelion and Gilbert saw a wider
world and had richer educational experiences because of the Japanese program.
So, one day in the future, when South
Carolina has more money and there is a
way to arouse more interest in Japanese
once again, the Japanese program mayrise again in South Carolina. That is thehope of all the supporters of this uniqueprogram.

Part Two: Considerations for Advocacy
By Kay Hoag, President of the South Carolina Japanese Teachers' Association (SCJTA), and National Advocacy Co-Chair for the
National Network for Early Language Learning (NNELL)
I echo all of Dr. Brooks' comments. We value and advantages of learning a sec- Language Teacher of the Year by thehave shared a great sorrow together while ond language, especially one that is less South Carolina Foreign Language
watching our school board make "quick" commonly taught.
Teachers' Association (SCFLTA). Also,
decisions to eliminate our district's K-12
Mika Ishino, Japanese teacher at Gilbert
Japanese program. Two newly elected • I fear that problems in our Japanese pro- Primary School (GPS), was voted "2002school board members had only one gram may have started when the majority 03 Teacher of the Year" by her peers atmonth of service before having to make of our teachers believed that they were GPS. Mika was further distinguished bydecisions about programs that they were here "to teach." Slowly but surely our being named finalist for Lexington School
not emotionally tied to or vested in. In the teachers realized that they needed "a District One Teacher of the Year in the
final analysis they were only looking at dol- voice." This voice was proclaimed, albeit midst of the school board's announcement
lar signs and not thinking at all about the six years after the program's inception, by that they were considering elimination ofadvantage that our students in Pelion and American teachers of Japanese and other the Japanese program.
Gilbert schools had by learning a less com- avid supporters of language learning. The
monly taught language. Once the former "voices" kept the program in tact for an • The presence of Japanese language
supportive school board members of additional six years, but in my opinion, the learning advocates must continue to be felt
twelve years ago were no longer serving key to our elimination was that our deci- at district school board meetings. Our
as district decision-makers, somehow we sion-makers do not speak other languages "voices" must continue to proclaim thefailed to impress their replacements.
- and do not understand the process by value of learning a less commonly taught
which one learns a less commonly taught language. We must continue to communiThoughtful consideration of the reality of language.
cate with and update all foreign language
our situation in Lexington One leads me toteachers in our district through our "home"share some of my convictions:• The last six years of advocacy efforts e-mail network. We must stay in touchdirected toward the Lexington School with our former students who will report• Our American culture does not allow for a District One K-12 Japanese program their future successes, and maybe some
"submissive attitude" by our language should never be discounted. The actions day "they" will be the ones who serve onteachers. If language learning is valued in that were outlined by Dr. Brooks in Part our school board. We must believe that
other cultures of the world, I can say that One of this article serve as a "model" for all the twelve years of labor on our part will
this is most likely not the case in Pelion and second language programs in this country. reap rewards for our former students. Let
Gilbert, SC. A teacher of language in my Many good things are associated with the us not give up hope that the thousands of
district, and perhaps the United States, eight Japanese teachers and the program students who profited from Japanese lanmust devote a minimum of 25% of their that they nourished in Lexington One. The guage instruction in our district will recogtime to public relations and communication month before the school board made their nize their advantage and report it back towith students, parents, administrators and final decision to eliminate the Japanese our administration and community leaders!
community members. The message must program, they learned of Dr. Brooks' honor
be unrelenting and it must be about the of being named South Carolina Foreign8B r e e z e Fa l l 2 0 0 3 B i a n n u a l l y

An Introduction to Advocacy
Keiko Yamakawa, Japanese Language Teacher, The Westminster Schools
Introduction/Overview:
This approach would work for any teaching materials that you mightneed. The first step is to come up with a list of the materials that you
need, and a description of how you will use these materials in yourclassroom. It is important that you specify what you have, what you
need, how much it will cost, and how you will use it.
School/District Sources:
Then you must decide who is the target of your request?
Superintendents, principals, librarians, department chairs, technology department staff, communication department staff, and public
relations department staff are all good sources. Always realize thatsome or all of these people have money that may be available tospend, and it is not necessary to receive 100% of your funding fromany one source.
Government Sources:
Once you have exhausted opportunities within your school, it is time
to consider outside sources such as government officials. One obvious target would be elected officials (mayors, congresspersons, etc.)
however, you should not overlook civil servants in local, regional, andstate government. Sources to consider would include local boardsof education, departments of education, departments of educational
development, etc.
NGO Sources:
The next source to utilize are organizations for the promotion ofteaching foreign language. (In Georgia, I have used the “FLAGForeign Language Association of Georgia” for soliciting funds.)
Additionally, other NGOs who you can approach for funding include
Japan America Societies, regional Japanese Chambers ofCommerce, and/or Japanese Companies Associations. Do not
overlook resources that may be unique to your area—in Georgia wehave the Carter Center, due to the influence of former President
Carter in the region.
Business Sources:
Approaching businesses requires a multi-faceted approach. For
one, you should always approach local/regional businesses.
However, you should not restrict yourself to businesses that are inyour city or state (though it is unlikely that you will find international
corporations that are willing to support your program.) Make logicaldecisions for who you will approach—when I needed a DVD player,
the first company that I contacted was Panasonic. Realize that there
is a “pecking order” to business donations. In Georgia, many companies look to Coca-Cola and Delta Airlines for leadership in business. Securing the support of a major corporation in your area
makes it more likely that other local businesses will follow suit. Somelarge corporations have their own wholly endowed charitable foundations—Sony, Seiko, Microsoft, etc. Also, JETRO (Japan External
Trade Relations Organization) offices will always have lists of companies that are seeking business opportunities with Japan and/or
local Japanese communities. These businesses are excellent
resources to approach for support. Another way to take advantage
of businesses in your area is to have them provide space for contests, festivals, or other community events. (see below)
One way to help gather resources is to have parents donate books
to your school library in the name of their child. The key to engaging
this support is in making it easy for the parents. Having lists of books,
where they can be purchased, how much they cost, etc.

Parents/Local Community Sources:
You can extend this approach to make parents feel that you are offering them a service by pooling donations to receive school discounts
from major book retailers such as Borders, Barnes and Noble, etc.
Instead of telling all of your parents that they have to buy a book/dictionary for their students, you can collect the donations and have theschool purchase the books at a discount. Going further with thisapproach, you can enlist local businesses such as restaurants,
Japanese groceries, Japanese bookstores, etc. to provide nominal
discounts to local Japanese students. As Toksaku-sensei explained
to us, this not only strengthens ties in the local community, it deepens parents’ awareness of and appreciation for what their children
are learning in our classrooms.
When is “No” not “No”?
As I mentioned in our workshop, it is usually not a good approach to
go to a business leader and say, “can I have some money, please?”
Rather, you should express your educational goals and needs, andsimply ask for advice. If indeed that business has a charitable budget and they are interested in spending it on you, they will tell you. If
not, they will probably say, “We’re very sorry, but we don’t have any
funds available at this time…” This is NOT the time to give up!!!! You
MUST do several important things at this time. First, ask if they knowof any other local businesses, organizations, or individuals that may
be able to provide support. This will help you build a local network ofsupport. Then, ask what their charitable plans and funding cycle are.
It is entirely possible that they may be able to help you next year, if
you only approach them at the right time, or if your proposal is in aformat that is more in line with their charitable goals.
Even when a business has “rejected” you, it is very important thatyou keep the lines of communication open. Be sure to keep theminformed of upcoming school events, and, of course, you should
write them a thank you letter for taking the time to meet with you.
What do you do when they say, “Yes”?
Now is the time to re-visit your goals/needs assessment that you prepared at the beginning of this process. You must be able to clearly
explain to them how their funds will be used to support your program.
It is probably a good move politically to let your principal or superintendent be the official recipient of the donation. It is good publicity forthem, and don’t worry, everyone will know who really got the money.
As soon as you have the money (or as soon as it is official that you
will be getting it) you need to start spreading the word. You know
those goofy meetings where one guy in a suit hands another guy ina suit a check that is about ten feet across? Why don’t you plan one?
Invite local media. Alert the PTA. Make it a big deal. Send the clippings to your supporters, as well as your PTA newsletter, etc. Finally,
you should find someway to say thank you to your contributor byshowing their donations in action. Ideally, this could take place in theform of a classroom visit where they get to see actual students using
the materials that they have provided. You could also do this by making a video tape, compiling student testimonials, digital video on theschool website, etc.
For further information:
http://www.languagepolicy.org/giadv.html
http://NYSAFLT.org
Or, send e-mail to: keikoyamakawa@westminster.net

9

B r e e z e Fa l l 2 0 0 3 B i a n n u a l l y

Do Japanese Teachers Take Advantage of Technology?
A survey on the use of technology in Japanese classes in Northern California
Yasuhiro Omoto, The University of California, Berkeley (yomoto@nihongoweb.com)
Keiko Schneider, Saboten Web Design/Albuquerque TVI (kschnei@sabotenweb.com)
Miyuki Fukai, Indiana University (mfukai@indiana.edu)
Technology has become part of our lives.
Most of us check e-mail regularly on our computers, buy things on the Internet and read online newspapers. We are enjoying the digitalage where one can videoconference on thecomputer and find out almost anything on theInternet, but what about Japanese teachers?
Do Japanese educators really utilize theadvancement of technology for language
teaching? If so, how?
We have conducted a survey study inNorthern California in order to understand thecurrent situation of technology use by
Japanese teachers. It was assumed that theresult of this survey would reflect the situationof Japanese educators in general.
A one-page questionnaire regarding technology use was developed and sent out to 178
teachers via US mail in December 2001 andwere asked to return it by January 2002. The
use of the US mail system instead of theInternet was intentional, so that those who
were less comfortable with the Internet would
also respond to the survey.
Out of 178 educators, 42 responded (23.6%
response rate). However, we dropped two letters that were not filled out in accordance with
our instruction. Since two teachers wereteaching at both a middle school and postsecondary institution, we counted them twice.
We focused on the following three areas: 1)
Teacher’s environment for computing andJapanese capability, including technical support, 2) availability of computers at school forclass use, and 3) technology-related projects
completed in class.
Five out of six (71.4%) elementary school
teachers, 19 out of 22 (86.4%) middle/highschool teachers, and 14 out of 15 (93.3%)
post-secondary teachers stated that they
have their own computers.
As for Japanese capability in applications, theresults revealed that more than half of theteachers are able do word processing, Web
browsing, and e-mail in Japanese. The
majority of the participants report that they canuse Japanese in at least one of these applications. In all groups, word processing is themost Japanese capable, followed by Web
browsing and e-mail. A possible reason forthis result is that in their teaching practice,Japanese instructors may not use e-mail asheavily as word processing and Web browsing applications. In terms of teaching, it
seems that the central issue is now shiftingfrom technical details such as making com10

puters Japanese capable to the educational
value of using computers. Yet, teachers stillneed to know about Japanese capability
issues so that their students’ home computer(or lab computers) can be made Japanesecapable.
We also found that teachers rely on personal
sources, rather than specialists, for technicalsupport. More than half in the elementary
school, middle/high school, and post secondary school groups (82.3%, 52.4% and53.3% respectively) stated that they rely onfamily and/or friends when technical problems
arise.
Lack of support from technical specialists at
school points to the necessity of building acommunity where language educators andsupport personnel with multilingual computing
expertise guide and support each other.
Without this kind of community, Japaneseteachers may not want to use technology
even if it is there for them to utilize. Although
the numbers of such support communities are
increasing through electronic mailing lists andWeb sites, it is likely that many Japaneseteachers are not aware of the existence ofsuch resources. Therefore, to facilitate theuse of computers in Japanese language education, it is essential to inform Japaneseteachers of such online communities and toencourage them to participate in them.
In all groups, the availability of computer facilities at school turned out to be relatively high.
Five out of 6 (83.3%) elementary school
instructors, 16 out of 21 (76.2%) middle/highschool instructors, and 12 out of 15 (80.0%)
post-secondary school instructors answeredthat they have computer facilities at school
where they can take their students.
Finally, the survey revealed that the participants have engaged students in a variety ofcomputer-enhanced projects in class thus far.
At the elementary school level, slide presentation and e-mail exchange were the mostpopular (33.3% for each), followed by classnewspaper and research projects with Web
information (16.7% for each). Middle/High
school teachers reported more varieties ofproject types, with Web-based research projects being the most frequently mentioned(61.9%). Other popular projects at the middle/high school level were similar to those at
the elementary school level: slide presentation was mentioned by 9 teachers (42.9%),and both e-mail exchange and Web page presentation by 7 teachers each (33.3%).

With regard to the post-secondary schoollevel, e-mail exchange was the most popular
activity (73.3%), followed by slide presentation(46.7%) and Web-based presentation andresearch projects (40.0% for each).
Moreover, unlike teachers at other institutional levels, post-secondary school instructors
reported use of online exercises and tests,
courseware such as WebCT, and sharing students' papers online.
When we closely examined differences in projects across institutions, it was found that middle/high schools enjoy a variety of projects.
On the other hand, post-seondary schools
seem to transfer traditional assignments toelectronic form. There also seems to be pressure to offer some or all materials online
and/or conduct hybrid or online class delivery
in the college level. In this regard, middle/highschool teachers may have more room to becreative in using computers for Japanese language instruction. A possible reason why
middle/high schools enjoy so many computerenhanced projects may be that there is more
freedom in curriculum than at the university
level.
We found that Japanese teachers participating in this study do utilize the Internet andcomputers in their instruction. However, someteachers cannot take advantage of theInternet because they cannot receive
Japanese-related technology support. We
also found some Japanese-related projects
are done solely in English even though the
projects would be more effective using both
English and Japanese as one can see different perspectives and cultural differences.
Thus, it is still necessary to provide Japaneseteachers with information on more effective
ways to use the Internet for Japanese language learning. Many foreign language educators have recognized that the Internet may
play an important role in addressing
Standards for Foreign Language Learning(National Standards in Foreign Language
Education Project 1996) since the Internet
enables learners to explore other languages
and cultures and compare them with his/her
own language and culture.
Furthermore, learners can participate in acommunity where life-long learning can berealized. Considering the current nation-wide
movement toward aligning the curriculum to
the Standards, Japanese teachers should be
encouraged to explore possibilities of theInternet in light of the Standards.

B r e e z e Fa l l 2 0 0 3 B i a n n u a l l y

Report on Summer Workshop in
Urawa, Japan
Scott Pakiser, Japanese Language Teacher, Loara High School
The language programs for Japanese language teachers
held in Urawa must be one of the best-kept secrets inJapanese language teaching. To stay in Japan in a comfortable room studying Japanese and interacting withJapanese teachers from across the world, however
should not be kept a secret. If you have never been to
training in Urawa, this article will give you an idea as towhat the training is like and how to apply.
After a few years of teaching basic Japanese to highschool students, I found myself unsure about my own ability to speak the language. I had lived in Japan for 3 years
at a younger age and developed my love for learning
Japanese. But in the classroom, I know I was losing touchwith authentic Japanese. I was feeling frustrated and losing confidence daily. The opportunity to receive intensive
language training in Japan during the summer was justwhat I needed. I was accepted and went in July of 2002.
Now I am re-energized for teaching with plenty of stories,
pictures, and other teaching materials to make each classa little bit better.

many different countries represented, the only common
language between us was Japanese. It was a very interesting sight to see Japanese used as an international language. I met teachers from Kenya, Russia, Bulgaria,
Indonesia and many other countries.
The chance to gather authentic materials was probably
the best part of the program. The center gave us many
materials and provided us the opportunity to spend a daywith some local students who volunteered to help us. I
collected so many materials that I had to send an extra
box home from the center. The center in Urawa is about
20 minutes from Tokyo by train, so we were able to easily
go to a variety of places to get the materials we were looking for. The day with the students was a great opportunity to find out more about the lifestyle of Japanese highschool students. My partner and I planned out questions
that we wanted to ask the students and record this conversation on videotape. The students we were paired with
were very talkative and gave us great videotape material.
We also went with them to the places teens often go tovideotape lifestyle images as well. I now use the videotape as a ‘loving textbook.’ The students talked freely
about their family, daily schedule and other topics I coverin my classes. In addition to the textbook, I can include avariety of supplementary activities using the videotape. I
also collected menus, posters, ads, and magazines to use
in the classroom as well.
The center arranged a number of cultural activities for us.
It included ikebana, chado, shodo, and a trip to Ginza to
see kabuki. Experts were brought in who demonstrated
and instructed us entirely in Japanese. The staff at Urawa
also arranged for our group to take a weekend trip to
Nikko. Spending the weekend with everybody created atighter bond between all the participants.

I spent 3 weeks in Japan with 17 other Japanese teachers from the UK, Canada, and US. We were all a part ofan intensive language training program put on by theJapan Foundation’s center in Urawa, Japan. The program consisted of language training, collection of authentic resources, and cultural experiences.

Now that I am back in the classroom, the hard part is toorganize all the materials I gathered and develop theminto my lesson plans. It will take a lot of time to make useof all the materials I collected. But the best part of the trip
is that the results will continue for the next few years.
Then it will be time to apply to go again.

There were many benefits from the program. First, theopportunity to meet and work with teachers form otherareas of the world was uplifting. The center has over 140
rooms and multiple programs running at the same time.
During our stay, there were more than 120 Japaneseteachers from 22 different countries at the center. With so

The 3-week trip I participated in is for non-native
Japanese teachers from the US, UK, or Canada. Thereis also a 2-month program as well as a 6 month program.
For the native Japanese teachers, there is a 1-month program. All the information on these programs can be foundon the Japan Foundation’s website.
11B r e e z e Fa l l 2 0 0 3 B i a n n u a l l yJAPANESE LANGUAGE-RELATED GRANTS RECIPIENTS FOR FISCAL YEAR 2003/2004
1. Support Program for Japanese
Language Courses Abroad-Salary
Assistance

6. Japanese Language Education
Fellowship Program
No awards madeFlorida International University (FL)
University of Wisconsin-Eau Claire (WI)
2. Support Program for Japanese
Language Courses Abroad-Support
for Courses
Central Catholic High School (OR)Southwest High School (MN)
The Preuss School, University ofCalifornia, San Diego (CA)
3. Support Program for Developing
Networks of Japanese Language
Teachers and Institutions(1) Long-Term Training Program
Jannie Koo-DeVera, George
Washington High School (GU)(2) Short-Term Training Program(Winter Course)
No awards madeAlliance of Associations of Teachers ofJapanese-AATJ (CO)Las Vegas Academy of International
Studies, Performing & Visual Arts (NV)(3) Short-Term Training Program(Summer Course)
Adria Katka, University Preparatory
Academy (WA)Tim Mathos, Bell High School (CA)Grace Shinohara, Theodore Roosevelt
High School (HI)

4. Japanese Speech Contest
Support Program(4) Zaigai (Japanese Abroad)
Ryota Deguchi, Ohio University (OH)

Association of Florida Teachers ofJapanese (FL)
Arizona Association of Teachers ofJapanese (AZ)
California Association of Japanese
Language Teachers (CA)
Education Guardianship Group, Inc. (NJ)
Guam Teachers’ Association (GU)Hawaii Japanese American
Association (HI)Hyogo Business & Cultural
Center (WA)Japan America Society of Detroit (MI)Japan America Society of Georgia (GA)Japan America Societies of Texas (TX)
Louisiana Association of Teachers ofJapanese (LA)
Sycamore High School (OH)The Japanese American Association of
Northern California (CA)University of Alaska, Fairbanks (AK)University of Colorado, Boulder (CO)University of Iowa (IA)(5) Three-Week Summer Intensive
Training Course for Teachers from the
U.S., Canada and U.K.
Joli Gordon, Clarendon Alternative
Elementary School (CA)Michelle Martin, Pleasant Valley HighSchool (CA)Keiko Miya, Roosevelt High School(CA)
Naomi Omizo, Punahou School (HI)Eric Schreiber, Saratoga High School(CA)
Linnea Visness, Apple Valley HighSchool (MN)

5. Assistance Program for Japanese
Language Teaching Materials
No awards made12

7. Training Programs for Japanese
Language Teachers at the JapaneseLanguage Institute, Urawa, Japan

8. Japanese Language Program for
Postgraduate Students/Researchersat the Japanese-Language Institute,Kansai, Japan
Ethan C. Lindsay, Indiana University (IN)
9. Japanese Language Teaching
Materials Donation Program
Pre-Collegiate & Public Organizations
Carmel Junior High School (IN)
Castle High School (IN)Central Kitsap High School (WA)
Chapel Hill High School (NC)Cupertino High School (CA)East Chapel Hill High School (NC)
Eastlake High School (CA)Fairview Junior High School (WA)Federation of San Francisco Bay &Coast Area Japanese Schools (CA)Felix Varela Senior High School (FL)Franklin High School (CA)Fremont High School (CA)Georgia Public Broadcasting (GA)Grand River Elementary Magnet
School (MI)Hayfield Secondary School (VA)
International Preparatory School (OH)
Issaquah High School (WA)Japanese Bilingual Bicultural Program (CA)
Jordan Middle School (CA)
Kelly Middle Schools (OR)Klahowya Secondary School (WA)Lake Braddock Secondary School (VA)
Lakeview High School (IL)La Quinta High School (CA)Mainland High School (FL)
Mitchell High School (CO)Mojave High School (NV)
Monterey Bay Charter School (CA)Mountain View High School (CA)North Salinas High School (CA)Northside College Preparatory HighSchool (IL)
Palo Alto Buddhist Temple Japanese
Language School (CA)Pelion Elementary School (SC)
Pleasant Valley High School (CA)Pompano Beach High School (FL)
Ridgefield Public Schools (CT)
Ridgetop Junior High School (WA)Riverdale High School (OR)Robert E. Lee High School (VA)
Saint Francis School (TX)
Saint Paul Public Schools (MN)
Salinas High School (CA)San Clemente High School (CA)Seattle Waldorf School (WA)
Sheridan Magnet School ofInternational Language (WA)
Tampa Bay Japanese School (FL)The Preuss School, University ofCalifornia, San Diego (CA)Thomas Dooley Elementary School (IL)Three Rivers Charter School (OR)Todd Beamer High School (WA)Valley High School (NV)Vista Japanese School (CA)

B r e e z e Fa l l 2 0 0 3 B i a n n u a l l yWest High School (CA)
Whitman Middle School (WA)
Whitney Young Magnet High School (IL)
Woodside Priory Schoo00l (CA)Collegiate
Austin College (TX)
Elizabethtown College (PA)
Gonzaga University (WA)
Harper College (IL)
Lawrence University (WI)
Lyon College (AR)Ohio University (OH)
Rose-Hulman Institute of Technology (IN)
University of Cincinnati (OH)
University of Missouri-Columbia (MO)University of Montana-Missoula (MT)University of Oregon (OR)Japanese Language Grant Programs for 2004-2005
The Japan Foundation will administer the following grant
programs for 2004-2005 to support the development ofJapanese language education in the United States. The
Foundation’s Los Angeles Language Center will accept all
applications submitted within the United States. All applications must be postmarked by December 1, 2003.
Some of these grants will be subject to prescreening conducted by a select Advisory Panel convened in Los Angeles
in January 2004. The final selection for all grant applications
will be made at the Foundation’s Tokyo Headquarters.
Applicants will be notified of the results in April 2004.
Applications are now available in our office. In addition,
applications are available in a downloadable form
(http://www.jflalc.org/grants/index.html). Prospective applicants are urged to contact Mamiko Nakai, Program
Assistant at the contact information below before proceeding with the application process.
E-mail: mamiko_nakai@jflalc.org
Tel: (213) 621-2267 Ext.110
Fax: (213) 621-2590
By mail:The Japan Foundation Los Angeles Language
CenterMamiko Nakai, Program Assistant
333 S. Grand Ave., #2250, Los Angeles, CA 90071(1) Support Program for Japanese-Language Courses
Abroad:Two categories of support: (1) Salary Assistance:
designed to assist in the creation or expansion of a fulltime teaching position up to an initial three-year period
to help cover personnel expenses; (2) Support for
Courses(2) Japanese Speech Contest Support Program:
Intended to assist organizations that hold Japanese
speech contests by providing partial financial support
and prizes.
(3) Support Program for Developing Networks ofJapanese-Language Teachers and Institutions:
Designed to assist organizations/institutions to conduct
research, seminars or workshops at the pre-collegiate
level.
(4) Training Programs for Teachers of the Japanese
Language:
Designed to provide teachers of the Japanese language abroad with an opportunity to improve their
Japanese language skills and teaching methodology

and to deepen their knowledge of Japan at the JapanFoundation Japanese-Language Institute, Urawa.
Four types of training: (1) Long-Term; (2) Short-Term;(3) Japanese Abroad (Zaigai Hojin Kenshu); and (4)Three-week Summer Intensive Course for Teachers
from the U.S./Canada/UK (non-Japanese).
(5) Training Program for Leading Teachers of the Japanese
Language (Advanced Training Program)
For those who have completed training at the JapanFoundation Japanese-Language Institute, Urawa, a further two-month period of training provides moreadvanced expertise and skills as teachers of Japanese,and addresses specific challenges they want to realize
or issues they want to resolve in the teaching of theJapanese language.
(6) Japanese-Language Programs for Specialists(Researchers and Postgraduate Students) at theJapanese Language Institute, Kansai in Japan:
Intensive training courses in Japanese for scholars or
researchers and postgraduate students majoring in thefields of the social sciences or the humanities who wish
to be engaged in jobs related to Japanese studies in the
future and who need to learn Japanese for their academic research activities.
(7) Japanese-Language Education Fellowship Program:
Fellowship grants are extended to overseas educational institutions and publishers who wish to send
Japanese-language specialists to conduct a survey orresearch in Japan for the development of Japaneselanguage teaching materials, teaching methods, or curriculums based upon concrete themes and teachingmaterials.
(8) Assistance Program for Japanese-Language Teaching
Materials:
Designed to encourage the production of resource
materials for Japanese-language education in various
media such as textbooks, dictionaries, tapes, discs, andso forth through financially assisting publishers andeducational institutions that are interested in launchingsuch materials onto the market.
(9) Japanese-Language Teaching Materials Donation
Program:
Selected teaching materials from the JF’s list will be
donated to educational institutions.
(10)The Japan Foundation Los Angeles Language Center
Mini Grant:This grant is to assist Japanese teachers' associations
in holding workshops or conferences in the UnitedStates.
13

B r e e z e Fa l l 2 0 0 3 B i a n n u a l l y

Workshop ReportT h e Te n t h S u m m e r W o r k s h o p f o r J a p a n e s e L a n g u a g e Te a c h e r s
M a k i Wa t a n a b e , A c a d e m i c S p e c i a l i s t , L o s A n g e l e s L a n g u a g e C e n t e r
Makoto Netsu, Academic Specialist, Japanese Language Institute in Urawa
The tenth annual workshop was held at the JapanFoundation Language Center in the summer of 2003. There
was a 10-day session for K-12 school teachers of Japanese(July 8-18) that was preceded by an online pre-workshop
session (June 1 – 30). A total of 11 teachers successfullycompleted the course. 5 quarter credits (3.33 semester
credits) from UCLA Extension were available for those participants who wanted credits.
The objectives of the workshop were set as follows: (1)becoming familiarized with the Standards for Japanese language learning, (2) adopting computer technology to one’s
own teaching practices, (3) creating one’s own activities tosupplement commercially available materials, (4) becoming
familiarized with various kinds of standards for professional
teaching and (5) sharing ideas and experiences with otherparticipants.
During the workshop, practical implementation of the
National Standards and technology to a Japanese class
was focused. During the discussion, the participants also
exchanged their experiences and problems encountered in
the past especially on strategies for advocacy and classroom management. The NBPTS was also introduced during the workshop and Professor Y.-H. Tohsaku of the

University of California, San Diego and Professor Suzan
Schmidt of the University of Colorado at Boulder were invited as special guest speakers to lecture on benefits and current issues on NBPTS.
The participants had chances to visit the National JapaneseAmerican Museum and the Japan National Tourist
Organization which were good occasions for teaching material hunting.
The participants each made a presentation on the last dayof the workshop. The presentation was approximately 20
minutes long, on their learning scenarios and sample activities that they constructed during the workshop.

From The Nihongo Library
B o o kR e v i e w

Breaking into Japanese Literature: Seven Modern Classics in Parallel Text. Translated by Giles Murray. Tokyo:
Kodansha International, 2003. 239 pp. $19.95 (paper).
For a Japanese language learner, reading Japanese literature in the original text can be intimidating and frustrating. It
can also be a very much exciting and rewarding experience. Breaking into Japanese Literature is an excellent choice
and tool for someone who wants such an exciting experience: to read some of the Japanese modern short stories by
Natsume Soseki and Akutagawa Ryunosuke without assistance from a teacher.
The book consists of seven masterpieces by Soseki and Akutagawa divided into three levels of difficulty. Those are four stories from Ten Nights of Dreams by Soseki and three by
Akutagawa (In a Glove, The Nose, and Rashomon.) The original texts are arranged withvocabulary lists on the same page to avoid even turning pages to check a word. With thestory in original Japanese text on the left pages, the English translation appears on the rightpages. It also has mini-biographies of the authors, and seven prefaces to each story to link
it to other literature works and to films. The best feature of this book project is MP3 soundfiles of the stories available to download for free on the Internet at www.speaking-japanese.com. A reader can immerse himself or herself into the total experience of enjoying masterpieces through reading and listening to the text without the interruption of flipping pagesof a Japanese-English dictionary. Breaking into Japanese Literature invites Japanese language learners to the world of Japanese modern literature to enjoy without the feelings ofbewilderment and irritation.
14

B r e e z e Fa l l 2 0 0 3 B i a n n u a l l y

THE JAPAN
BOWL™*
Yukiko Hino,
Japan-America Society of Washington, DC
On April 19, 2003, over 150 student-finalists
and their teachers from across the country
gathered in Washington, DC, to participate ina Japanese language competition, theNational Japan Bowl™. Established in 1993
by the Japan-America Society of Washington,
DC (JASW), the Japan Bowl is a day-longacademic competition modeled on a quizshow format that aims to make the study ofJapanese stimulating and enjoyable for highschool students.
This year, 45 teams comprised of two or three
students, from the same school andJapanese level, answered questions thatchallenged their knowledge of oral and written
Japanese, traditional and contemporary culture, as well as current events. Before arriving
in Washington, DC, these National Japan
Bowl teams had demonstrated their skill at
one of the Regional Japan Bowls that attracted a combined total of 1,200 student-participants. This year recorded the highest number
of Regional competitions from the following 18
regions:
Colorado, Florida, Georgia, Hawaii, Idaho,
Indiana, Michigan, Minnesota,
New England, New York, North Carolina,
Northern California (San Francisco area),
Philadelphia, Pittsburgh, Southern California(San Diego & Tijuana), Texas, Metropolitan
Washington DC, and Wisconsin.
On the morning of the National Japan Bowl, aPreliminary Round determined which teams
qualified for the Final Round. When not competing, students had the opportunity to experience hands-on activities at a culture workshop. Activities included writing Japanese calligraphy, folding origami, playing Go, learning
how to play the Koto, wearing a traditional
kimono, and attempting the archery techniques of Kyudo. Meanwhile, the Japanese
language teachers attended a special workshop which introduced new trends and methods in teaching Japanese as a second lan-

guage. This year’s guest speaker was Ms.
Hiromi Peterson, the author of the widely used
textbook Adventures in Japanese.
After the Preliminary Round, only the three top
scoring teams at each level proceeded to the
Final Round. Open to the public, the Final
Round attracted an audience of 400 people,
including Ambassador and Mrs. Ryozo Kato.
In an energetic competition, Stuyvesant HighSchool (New York, NY) set a new precedence
by not only becoming a winning team for the
first time, but also by winning in all three levels: Level II, III, and IV.
After the competition, an awards ceremony
recognized the achievement of the Final
Round’s competing teams. The names ofeach level’s winning team were the first to beengraved on the newly inaugurated
Ambassador’s Award. Ambassador Kato
established this award in commemoration of
the 150th anniversary of Commodore
Matthew C. Perry’s arrival in Japan and subsequent development of US-Japan relations.
Additionally, Level IV’s winning team also
received a two-week trip to Japan and an academic scholarship. The day closed with a celebratory reception at the Embassy of Japan
where the teachers and students gathered torelax and socialize.
Every year, both the National and Regional
Japan Bowls enjoy the generous support fromthe private and public sectors, including organizations, corporations, and individuals. This
year’s National Japan Bowl contributors were:2003 NATIONAL JAPAN BOWL SPONSORS❏ The United States-Japan Foundation❏ The Embassy of Japan❏ Japan Societies, Japan-America Societies,
and Japanese Teachers Associations❏ FedEx Corporation
2003 NATIONAL JAPAN BOWL SUPPORTERS❏ All Nippon Airways❏ The America-Japan Society, Inc. in Tokyo❏ The Japan Foundation Los Angeles Office& Language Center❏ Japan Information and Culture Center❏ The Marshall & Lispenard Green
Education Fund
❏ H. William Tanaka Foundation
The combination of these contributions isessential to the expansion of the Japan Bowl,
both regionally and nationally. One of JASW’s
goals is to increase the amount of funding
assistance distributed to Regional Japan Bowl
hosts by acquiring additional support. The fulfillment of this goal would enable JASW toestablish more Regional Japan Bowls and,ultimately, allow all high school students
studying Japanese and their schools to participate in a Regional Japan Bowl. For the 2004
competition, JASW is pleased to welcome

Guam and Ohio, which will be holding theirfirst Regional Japan Bowl competitions in thespring. If there is not a Regional Japan Bowl
in your area, we invite you to consider hosting
one in 2004.
Recently, the curriculum for Japanese language classes has grown to emphasize thebroader elements of communicative
Japanese and culture while deemphasizing
direct translation and rigid textbook grammar.
JASW continues to adjust the content of theJapan Bowl to incorporate these curricularchanges, thereby meeting the needs of boththe students and teachers. In particular,
JASW is in the process of modifying the format of the Japan Bowl to reflect current trends
by utilizing second language acquisition andlinguistic experts and suggestions fromJapanese language teachers and the public.
Do you have an interesting question, either
cultural or grammatical, that is perfect for thecompetition? You can help us improve theJapan Bowl by submitting your suggestions to
JASW. All suggestions are welcomed; pleasebe as specific as possible with your examples.
JASW intends to further strengthen future
Japan Bowls. Through diligent evaluation andgoal achievement, the Japan Bowl will not
only satisfy the needs of current participants,
but also attract new audiences and subsequently achieve its broader mission: to create
an exciting, challenging and supportive
atmosphere for young people interested inJapanese language and culture.
For more information about the Japan Bowl,
please contact Yukiko Hino at:
Japan-America Society of Washington, DC
1020 19th Street, NW, Lower Level #40
Washington, D.C., 20036
Tel: (202) 833-2210
Fax: (202) 833-2456
E-mail: yhino@us-japan.org* The Japan Bowl™ is a trademark of the JapanAmerica Society of Washington, Inc. The Society isa 501(c)(3) non-profit, nonpolitical association ofindividuals and institutions with an interest in Japanand U.S.-Japan relations. Founded in 1957, it
serves as the primary forum in the Mid-Atlantic
region for promoting understanding between
Americans and Japanese through its cultural, publicaffairs, and educational programs.

15

B r e e z e Fa l l 2 0 0 3 B i a n n u a l l y

ANNOUNCEMENTSF R O MOUR OFFICE

Back by Popular Demand:

The ACTFL 2003 Japan Foundation Annual Luncheon
Friends and educators of the Japanese language education field, don’t forget to make plans to join us at the JapanFoundation’s Annual Luncheon during ACTFL 2003 in Philadelphia, PA. Registration for both the conference and luncheon
is currently ongoing until date. After that time, interested parties must register and purchase luncheon tickets on-site. For
more information, please visit the ACTFL website at http://www.actfl.org.
This year’s luncheon will be held on Saturday, November 22nd from 11:15 am to 1:15 pm in the Marriott & Pennsylvania
Convention Center. What can luncheon participants look forward to? Most definitely an appetizing meal and usual warm
atmosphere, and hopefully, with the generosity of our invaluable supporters another prize packed giveaway.
See you shortly!

Introducing you our new Academic Assistant, Mr. Mike Jaffe!
The Japan Foundation Los Angeles Office and Language Center is pleased to announce theaddition of a new member to its staff, Mr. Mike Jaffe as an Academic Assistant. After graduatingfrom Trinity College in Connecticut, Mike worked two years for the Seranishi Board of Educationin Hiroshima prefecture on the JET program to create an English curriculum and organize a variety of cultural events. Before joining the Japan Foundation, he worked in a travel agency, which
specializes in unique group and custom tours to Asia. Please join us in welcoming him and feel
free to ask him for any assistance.

Staff Reshuffling:
Our Program Associate Mr. Justin Miyai left the Japan Foundation in July to pursue his career inthe field of law. Ms. Mamiko Nakai, who was Academic Assistant, has been assigned to Justin’s
position as Program Assistant. Ms. Naoko Watanabe, Program Associate for cultural programs,
also chose to concentrate on raising her baby born in May. Ms. Rimi Yang, who was a librarian,has taken over Naoko’s job. The rest of us will remain at our same positions.

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Wahoo Issue No. 3 Request Form

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❑ Yes

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Need additional 20 copies

❑ Yes

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Thank you for your overwhelmingly
positive
responses to our new
magazine Wahoo! BothNo. 1 and 2 are out of
prints, and No. 3 is
expected to be out innext January. If you
would like to have 20
copies of Wahoo No. 3
for your class use, please sign up online at
http://www.jflalc.org/subscription or call at(213)621-2267 ex. 109 or sent the subscription
form at:
The Japan Foundation language Center
Wahoo Subscription Division
333 South Grand Ave., Ste 2250
Los Angeles, CA 90071

B r e e z e Fa l l 2 0 0 3 B i a n n u a l l y

A N N O U N C E M E N T S F R O M V A R I O U S O R G A N I Z AT I O N S
The Toyota International Teacher Program:

Fully funded Professional Development in Japan for Teachers!
The Toyota International Teacher Program, sponsored by Toyota Motor Sales, U.S.A., Inc., provides a professional development opportunity for 50 high school teachers (grades 9-12) from Alabama, California, Indiana, Kentucky, Michigan,
Missouri and West Virginia to build global skills and perspectives during a two-week study visit in Japan each year.
During the program, participants learn about the history, education system, environment and technology of Japan and how
these effect industry and society, through site visits schools, factories, areas of environmental concern as well as interaction and dialogue with distinguished scholars, artisans, educators, and government officials, and in-depth program discussion and readings.
Following the program participants are encouraged to use their newly expanded global skills and perspectives to facilitate
the flow of knowledge and ideas to address international issues in the classroom, among colleagues and in their communities.
Interested teachers can apply online at www.iie.org/programs/toyota or request a hard copy application and brochure bysending an email with their full name and mailing address to toyotateach@iie.org.
Application deadline for the 2004 Toyota International Teacher Program is January 12, 2004.

C O N F E R E N C E / W O R K S H O P C A L E N D A R 2 0 0 3 FA L L T O 2 0 0 4

2003

skills, best practices for teaching heritage language learners, etc.
For more info: FLANC web site at www.fla-nc.org

OCTOBER
23-25
FLANC (Foreign Language Association of North Carolina)
Conference 2003
Please visit http://www.flanc.org for more information.
25
The Fall CJLEA (Colorado Japanese Language Education
Association) Workshop at the Rocky Mountain/Southwest
Regional Japan SeminarFor more info: Joan Ericson [Phone:(719) 389-6567 / E-mail: jericson@ColoradoCollege.edu] orYumiko Guajardo [United States Air Force Academy - Phone:(719) 333-2398 / E-mail: yumiko.guajardo@usafa.af.mil]

NOVEMBER
7-8
The WAFLT (Wisconsin Association of Foreign Language
Teachers) Conference at Appleton, Wisconsin The deadline is
September 30. Please contact hiroko@nagaisensei.com for more
information.

7-8
ICTFL (Illinois Council on the Teaching of Foreign Languages)
Fall Professional Development Conference at Wyndham Hotel in
Itasca8
FLANC (Foreign Language Association of Northern California)
Fall Conference at USF (Lone Mountain campus).
Topics: lesson design, interdisciplinary lessons, meaningful
assessment strategies, enhancing literacy and overall academic

20-23
ACTFL(American Council on the Teaching of Foreign Languages)
National Conference in Philadelphia

2004
JANUARY
8-11
Hawaii International Conference on Arts and Humanities
http://www.hichumanities.org/
MARCH
4
ATJ (The Association of Teachers of Japanese) 2004 Seminar at
The San Diego Town & Country Resort, in San Diego
Submission of abstracts by October 31, 2003 by online atwww.japaneseteaching.org/ATJseminar/2004/Å@or mail to:
Seminar Committee Chair, Prof. Yuki Johnson
Department of East Asian Studies, University of Toronto,
130 St. George St. #14-087 Toronto, ON M5S-3H1.

25-27
SWCOLT (Southwest Conference On Language Teaching) in
AlbuquerqueInfo and application form is available fromhttp://www.swcolt.org/

17

B r e e z e Fa l l 2 0 0 3 B i a n n u a l l y

The Association of Teachers of Japanese (ATJ) 2004 Seminar
The Association of Teachers of Japanese (ATJ) 2004 Seminar will take place at The San Diego Town &Country Resort, in San Diego, in conjunction with the annual meeting of the Association for Asian Studies,on Thursday, March 4, 2004. The Seminar will feature a full day of concurrent sessions with presentations
by ATJ members on linguistics, literature, second-language acquisition and pedagogy.

Call for Proposals/Panels for ATJ Seminar 2004
The Association of Teachers of Japanese calls for papers/panels in the areas of Japanese Linguistics,
Japanese Literature, Second Language Acquisition in Japanese, and Japanese Language Pedagogy. ATJ
also welcomes session proposals from the Association's Special Interest Groups (SIGs). Individual papers
are 20 minutes long with an additional 5 minutes for discussion. Organized panels are 100 minutes long in
total and should be limited to four active participants (four paper presenters, or three presenters and one
discussant). An abstract for an individual paper should be no more than 300 words in English (or 700 characters in Japanese). For organized panels, a maximum 300-word (or 700 characters in Japanese) abstract
is required from each participant, in addition to a maximum 300-word (or 700 characters in Japanese)
abstract for the panel itself.
Sessions will be held concurrently beginning at 10:00 a.m. Admission is free for members of ATJ and oursister organization, the National Council of Japanese Language Teachers (NCJLT). There will be a registration fee of $35 for non-members.
Submission of abstracts is accepted either on-line at (www.japaneseteaching.org/ATJseminar/2004/) or by
mail. If submitting by mail, please send five copies of abstracts (including title and language of presentation, but not showing the name of authors) and a single 3"x5" card indicating: (1) subject area; (2) the titleof the paper (along with the English title, if in Japanese); (3) author’s name; (4) author’s address; (5)author’s affiliation; (6) phone and fax number; (7) email address; and (8) any equipment needs to:
Seminar Committee Chair, Prof. Yuki Johnson
Department of East Asian Studies, University of Toronto,
130 St. George St. #14-087 Toronto, ON M5S-3H1.
Deadline: October 31, 2003.
In addition, please pay attention to the following in submitting your abstract:1)
All presenters must be ATJ members. The membership form can be downloaded from the ATJ web
site. Please submit it to the ATJ office accordingly by the end of February.
2)
We reserve the right to limit each submitter to one paper in any authorship status.
3)
Any information that may reveal your identity should not be included in the abstract.
4)
Due to the high cost of renting AV equipment, there will be a charge for presenters who wish to give
computer-based presentations using an LCD projector.
Selection of papers/panels will be made by the planning committee. Evaluation criteria will include (1) innovative ideas/theories, (2) strength of arguments, and (3) in the case of a panel, unity of the papers vis-àvis the topic of the panel.
Information on hotel accommodations can be found at the web site of the Association for Asian Studies(AAS), http://www.aasianst.org, whose conference is held at the same venue beginning March 4, 2004.
The full schedule for the 2004 ATJ Seminar, including times and room assignments, will be announced in
January.
18

B r e e z e Fa l l 2 0 0 3 B i a n n u a l l y

Annual High School Essay Contest for 2003-4
Kobe College Corporation, based in Chicago, IL, announces its annual high school essay
contest for 2003-4. Two high school seniors will be awarded a prize package which includes
a four-week language study and homestay in Kobe, Japan in the summer of 2004. To qualify, entrants must have completed at least one year of Japanese in an accredited program, andbe 18 years of age by June 1, 2004. Essays on the topic "How the study of Japanese has
impacted me and my plans for the future" must be received before January 13, 2004. Winners
will be announced by April 1.
For more information, go to Kobe College Corporation’s website: www.crossculturalinstitute.org Application packets are available from the KCC office; you can contact KCC at 1-800659-4919 or by email: kobecollegecorp@prodigy.net
KCC supports exchange opportunities for both American and Japanese students and facultyat the high school, college and graduate levels. It was established as a non-profit organization in 1920 and is the oldest U.S./Japan friendship organization in the Midwest.

Word Play was originally published by The Japan Times, and it is republished here with their permission.

Schools wanted to pilot online listening, speaking, reading
proficiency assessment
The Center for Applied Second Language Studies (CASLS) is developing an integrated online
assessment called STAMP 2, and now looking for teachers willing to pilot this online assessment this fall/winter. STAMP 2 measures Interpretive (reading and listening) and well as
Presentational (speaking and writing) proficiency. The first pilot will focus on the Interpretive
Mode. The interpretive section is computer adaptive and its results become available immediately after test. To take the test, students just need a recent browser and Quicktime, bothof which can be downloaded for free.
The pilot starting date is November 3rd, 2003. Teachers can pick any day between Nov. 3
and Jan. 31.
If you are interested, please email
jppilot@darkwing.uoregon.edu.
Center for Applied Second Language Studies (CASLS)
The Northwest National Foreign Language Resource Center
5290 University of Oregon, Eugene, OR 97403-5290
Phone: 541-346-5699
Fax: 541-346-0322
http://CASLS.uoregon.edu

Activating Language Exchange Project

Hahahaha / Fufufufu: the sound of laughing(fufufufu is more feminine). Pecha kucha: thesound of chatter and small talk. Torururururu:
the sound of a cell phone ringing. Perori /Peron: someone sticking out their tongue tolick something. Hiso hiso: the sound of whispering. Pera: the sound of a page being
turned. Kuu kuu: a light snoring sound.
Patan: the sound of a book being closed orsomething falling over. Pikun: describes
someone reacting instinctively, in this casewith surprise.
19

The

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H AYATO O GO, D IRECTOR

101

TAKASHI I MAI , D EPUTY D IRECTOR

102

E IICHI I TO, L IBRARIAN

107

M IKE J AFFE , ACADEMIC A SSISTANT108

M ASAKO M IWA , O FFICE S UPERVISOR

103

M AMIKO NAKAI , P ROGRAM A SSISTANT110

M AKI WATANABE , ACADEMIC S PECIALIST106

R IMI YANG , P ROGRAM A SSOCIATE

109

Office Hours:
Library Hours:
Address:

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10:00 a.m. - 5:00 p.m.

Driving Directions to The Japan Foundation:
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Downtown Los Angeles. The parking entrance is located on Hope Street.
The closest freeway exits are as follows:
110 Freeway: 4th St. exit (from both North and South)
101 Freeway: Temple St. exit (from West), Grand Avenue exit (from East)

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333 South Grand Avenue, Suite 2250

101 Freew

ay

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Grand

3rd Str

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WELL
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GO
4th Street

T H E J A PA N F O U N DAT I O N
L O S A N G E L E S L A N G UAG E C E N T E R
333 South Grand Avenue, Suite 2250, Los Angeles, CA 90071

MOCA

Avenu
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Hope(213) 621-2590
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http://www.jflalc.org

eewa(213) 621-2267

Fax:
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