The Japan Foundation language Center, Quarterly Newsletter
Number Twelve, September 1995

Survey of Teachers of Japanese on the Status in the United StateF

ollowing our survey of September 1994 -January
1995 (GENERAL SURVEY '94) on Japanese
language learning in the United States (The BreezeNo.]], April 1995), we conducted a survey on thestatus of teachers (TEACHER SURVEY '95). The
database of GENERAL SURVEY '94 was used forthis survey whose purpose is to get to know the needsof the teachers more in detail.

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Japanese-Related Discussion Lists on the Internet
What is a discussion list? Discussion lists are an easy way for many internet users to have “round table” discussions
on various topics. By subscribing to a discussion list, one can post all members of the list and can post all membersof the list and can receive all postings. The following are some internet discussion list for Japanese teachers or
students.
GAKUSEI-L (students list for exchanging information and communicating in Japanese using romaji)
Subscription/Unsubscription address:
LISTPROC@uhunix.uhcc.hawaii.edu
Posting address:
GAKUSEI-L@uhunix.uhcc.hawaii.edu
List Owner:
kimoto@uhunix.uhcc.hawaii.edu (Laura Kimoto)JAPANIMMERS* (by Japanese Immersion Education Network)
Subscription/Unsubscription address:
MAJORDOMO@lists.uoregon.edu
Posting address:
JAPANIMMERS@lists.uoregon.hawaii.edu
List Owner:

immersion@uoregon.uoregon.edu (John Gever)

JLIT (Japanese Literature List)
Subscription/Unsubscription address:
Posting address:
List Owner:

JLIT-L@vm.cc.purdue.edu
JLIT-L@vm.cc.purdue.edu
kazumi@sage.cc.purdue.edu (Kazumi Hatasa)

LSLAR (Japanese as a Second Language Acquisition Researchers)
Subscription/Unsubscription address:
Posting address:
List Owner:

MAILSERV@oregon.uoregon.edu
JSLAR@oregon.uoregon.edu
kanagy@darkwing.uoregon.edu (Ruth Kanagy)

JTIT-L (Japanese Teachers and Instructional Technology)
Subscription/Unsubscription address:
Posting address:
List Owner:

LISTSERV@psuvm.psu.edu
JTIT-L@psuvm.psu.edu
tomita@kenyon.edu (Hideo Tomita)

NIHONGO (for Japanese language educators to post questions, problems, or success stories)
Subscription+
Unsubscription address:
Posting address:
List Owner:

NIHONGO-request@oregon.uoregon.edu
NIHONGO@oregon.uoregon.edu
OSSHE and the Yamada Language Center, University of Oregon+ For inquiries about subscription contact: Carl Falsgraf(falsgraf@oregon.uoregon.edu)

NIHONGOTALK** (for people to communicate in Japanese using kana and kanji)
Subscription/Unsubscription address:
Posting address:
List Owner:

NIHONGOTALK-REQUEST@kenyon.edu
NIHONGOTALK@kenyon.edu
tomita@kenyon.edu (Hideo Tomita)

SLART (Second Language Acquisition Researchers and Teachers)

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Subscription/Unsubscription address:
Posting address:
List Owner:

LISTSERV@cunyvm.cuny.edu
SLART-L@cunyvm.cuny.edu
KGAHC@cunyvm.cuny.edu (Kate Garretson)

How to SUBSCRIBE (Generic Instruction):
161.
Send a message to a SUBSCRIPTION e-mail address above. Note: Do not use the posting address forsubscription.
162.
163.
164.

4.

Leave the subject line blank.
In the body of the message, type the following:
SUBSCRIBE listname yourname
e.g. SUBSCRIBE JTYF-L Taro Yamada*Note: For Japanese Immersion, type:
SUBSCRIBE JAPANIMMERS
END**Note: For NihongoTalk, your name is not required. Just type:
SUB NIHONGOTALK
Send the message.

How to POST a message on a list:
1.
Send a message to a POSTING e-mail address.
2.
Type the subject line (preferred).
3.
In the body of the message, type your message.
4.
Send the message.

How to UNSUBSCRIBE (Generic Instruction):1.
send a message to a SUBSCRIPTION e-mail address above.
Note: Do not use the posting address for unsubscription.
2.
Leave the subject line blank.
3.
In the body of the message, type the following:
UNSUBSCRIBE listname yourname
e.g. UNSUBSCRIBE JII'IT-L Taro Yamada*Note: For Janpanese Immersion, type:
UNSUB SCRIBE JAPANIMMERS END**Note: For NihongoTalk, your name is not required. Just type:
UNSUB NIHONGOTALK
4.
Send the message.

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On Articulation Between Pre-Collegiate Levels and Postsecondary Levels (4)Minnesota Articulation Efforts in JapanesePatricia M. Thornton
Susan B. Anthony Community Middle School, Minneapolis, MN
In the absence of national curriculum in the UnitedStates, articulation in any and every subject will
always be a complex issue. The tendency for
American youth to be mobile in their choice of highschool studies, moving across district, city, and evenstate lines, coupled with the physical andphilosophical vastness of the American education
system, makes seamless articulation between educational levels and among educational institutions aseemingly unattainable dream. The solid history ofstates' rights in issues of education and the Americanteachers' orientation toward autonomy in theirclassrooms create a situation that is far removed fromthe carefree orchestrated curriculum, mythologies andmaterials supervised by the Japanese mombusho.
However, this does not mean that articulation is ahopeless cause; indeed, in many states, individual
districts are working together to achieve a system ofgoals, curriculum, practices and assessment that willlead to better communication among teachers. The
Critical Languages Articulation project, currently
being jointly conducted by Minneapolis Public
Schools and the University of Minnesota, is one such
effort.
The project has a three year scope and is founded by
the United States Department of Education. The goalof the Critical Language Articulation project toincrease the effectiveness of language teaching andthe persistence of language learners pursuing
instruction in Japanese and Russian in the state of
Minnesota. Over the course of three years, instructorsof Japanese and instructors of Russian in Minnesota
public schools and researchers from the University of
Minnesota's Center for Advanced Research in
Language Acquisition (CARLA) are collaborating in
the development, implementation, and assessment ofan articulated set of performance standards forstudents, studying Russian from grades kindergarten
through twelve and matriculating into college oruniversity study and for students studying Japanesefrom grades 7 through 12 and matriculating intocollege or university study period.
During the first year of the project, participating
Minneapolis teachers, in close collaboration witheducators from the Minnesota Second Language
Articulation Project (which works mainly with west-

ern languages), second language faculty from the
University of Minnesota and researchers fromCARLA worked to identify student performancestandards in five areas of language study.
Additionally, special emphasis was placed on teaching teachers to develop and use proficiency-based
assessment strategies including oral proficiency
interview instruments. The objective of the project
participants in developing these instruments andstrategies is to collaborate in the assessment of student performance so that students moving fromschool to school, system to ‘system, or level to level
will more easily join an established curriculum without losing time or academic credits.
During the second year of the project the performance standards will be supported through the writing of an enhanced curriculum. The Japanese curriculum will develop in detail the five areas of the performance standards which are communicative, socio-cultural, learning how to learn, language and culturalawareness, and general knowledge. The performancestandards are predicated upon the specification offive years of continuous successful student study andlearning as demonstrated by student progression on
authentic assessment in the classroom. The performance standards are written with the assumption thatthe students involved in that length of study will
spend time after high school or college in Japan andconsequently, the curriculum being developed
focuses on our thematic, functional approach toJapanese language acquisition with sufficient study ofgrammar and reading and writing as preparation forcollege studies. The specifics of the communicativeand socio-cultural performance standards are:
COMMUNICATIVE
Goal
to communicate in JapaneseStandard
student is able to function in sustained
communicative
exchanges to meet life needs in Japan
Definition*student socializes at an appropriate register withpeers
*student seeks and exchanges necessary oral andwritten information to meet needs of daily life inJapan
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*student can get things done (e.g. telephone,transportation, doctors etc. in Japanese society)*student can express and elicit attitudes*student can organize and maintain communication
SOCO-CULTURAL
Goal
to understand daily aspects of Japanese life
Standard
student demonstrates appropriate procedural culturalacts, gestures and body language using JapaneseDefinition*student modifies personal verbal and non-verbal language to eliminate the existential "I" structure ofEnglish*student modifies personal verbal and non-verbal language to demonstrate understanding of age, class, andgender stratification of Japanese society*student modifies personal verbal and non-verbal language to demonstrate understanding of the concept
uchi and soto*student understands and imitates Japanesecommunity
etiquette
The remaining three standards of language andcultural awareness, learning how to learn and general knowledge have similar outlined steps for content instruction. The thrust of the second summer ofthe project will be the writing of specific curricula forthe middle school and high school Japanese programin Minneapolis to allow for a smooth transition forthe students between levels and to work with
University of Minnesota staff to continue theprogression beyond the secondary level.
An integral component of the Critical Language
Articulation project is the development of proficiency

based languages tests for middle school andsecondary students that also have meaning at thecollege and university levels. The curriculum developed by the Minneapolis teachers will support thestandards areas and the goal of preparation of students for living experiences in Japan, and similarly,that assessment instruments will support and enhance
the curriculum. To achieve this, the development ofthese tests is being overseen by an assessment
specialist from the University of Minnesota. The
reliability and accuracy of the assessment instruments
will be continually checked and modified to reflect
the focus of the curriculum.
At the end of this three year project, Japanese (andRussian) teachers in Minneapolis Public Schools
working in conjunction with second language faculty
and CARLA staff from the University of Minnesota
will have established common performance standards
for their students, defined and written an articulated
curriculum between levels of instruction through thefirst year of university or college-level Japanese,
implemented a wider set of
pedagogic strategies in delivering language instruction, and integrated a new system of assessment
which are consistent with agreed upon performancestandards. The establishment of these standards arematerials which will help teachers at all levels more
effectively to prepare students of Japanese for college-level study and simultaneously assist college
level instructors in the design of their courses. The
secondary curriculum, designed within a functionaluse context, is expected to lead to much greater persistence on the part of students in learning the criticallanguage of Japanese so that more students will go on
to pursue more advanced Japanese study and achieve
greater fluency.

Indiana Articulation Efforts in Japanese
Kurt Bringerud, Arsenal Technical High School/Coleman Middle School Indianapolis, IN
Much has been happening in the state of Indiana
regarding the articulation between colleges and secondary schools since the first official forum to discuss this issue was convened on the Indiana
University campus in March of 1994. Four events inparticular which represent the progress being madeon this issue within the state of Indiana will berecounted here.

1.) The Ball State University workshop to increaseawareness and appreciation of Japanese culture: This
workshop was made possible by a grant received
from the Indiana Department of Education, involved
twenty people from four different school districts(both teachers and administrators) and covered a six
week period over two consecutive summers (1994, 5).
The first half of the workshop (held the summer of
1994) was devoted to the formal study of the
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Japanese language and culture at the Ball State
University campus at Muncie. The second half of theworkshop was spent traveling around in Japan from
Sapporo to Hiroshima with a particular emphasis on
providing the American educators with theopportunity to interact with their Japanesecounterparts (particularly in the Sapporo area). As far
as the articulation issue is concerned, the American
educators came away from the experience not onlywith a greater awareness and appreciation of theJapanese language and culture as reflected by anincreased sense of the importance of making
Japanese language
instruction available to students at the pre-collegiate
level, but also with an increased awareness of thenumber and types of courses involving the Japanese
language and culture being offered at the collegiate
level and a better sense of how to both encourage andequip their students to make a long-term commitment
to the study of Japanese.
2.) The Indiana University USDE Enhancement
Workshop: This workshop, like the one offered byBall State University, has also been divided into twoparts over two consecutive summers (beginning thesummer of 1995). Unlike the Ball State University
program, however, this program is ten weeks long,
begins with a study trip to Japan and is aimed
specifically at equipping pre-collegiate Japaneseteachers to be more effective educators in theclassroom. Towards this end, the workshop has two
distinct emphases: First, to provide the participants
with the opportunity to develop their language skills
and, second, to provide Japanese teachers with anopportunity to interact with each other, not only toshare ideas as to how to improve the quality of
instruction, but also to cooperate with each other in ajoint project to create an actual instructional unit
which can be field tested in the classroom, polishedand disseminated to other interested parties. This
workshop has been made possible by a grant from the
U.S. Department of Education. Both the application
for the grant and the planning of the workshop
required the cooperation of two universities (Indiana
University and Earlham College) and three school
corporations in Indiana. While the morning sessions

have been devoted to the furthering of language skills,
the afternoon sessions have been devoted to thediscussion of Japanese pedagogy and, as such, haveprovided the participants (pre-collegiate teachers)with the additional opportunity to discuss with theirinstructors (collegiate teachers) the various
differences in instruction that exist between the two
education levels.
3.) The Columbus Japanese immersion camp for highschool students: This year marks the third
anniversary of the camp which has been lengthened
from one to three days and has been made possible by
a Foreign Language Assistance Program grantthrough the Indiana Department of Education. At thecamp, high school teachers of Japanese and college
students (both native and non-native speakers ofJapanese) work side by side to teach both Japanese
language and culture to the students. Also this year,
for the first time, representatives of Indiana
University, Earhlam College, Ball State University,and Franklin College made appearances at the campin order to display the textbooks they use and toanswer students' questions regarding their respective
Japanese programs.
4.) Arsenal Technical High School's Japaneseimmersion mini-camp. For the second consecutive
year Arsenal Technical High School (aka ATHS) of
the Indianapolis Public School Corporation and thelocus of that corporation's Foreign Language Magnet
Options Program has offered weekly summer-longcourses in the critical languages so that students ofthese languages may continue their studies over thesummer months and thus avoid the deterioration of
language skills that inevitably occurs during a longmoratorium from foreign language study. This year
the camp instructors are graduate students from
Indiana University who will ultimately take theparticipating students to Indiana University (during
the first week in August) for an entire week ofimmersion in the target language. This experienceshould: 1.) Help students to improve their language
skills. 2.) Encourage the students to continue theirstudy of the target language and 3.) Give them asmall taste of college life and, hopefully, encourage

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them to continue their study of the language beyond
high school.
Additional organizations, people and programs thatare contributing to the improvement of articulation
between collegiate and pre-collegiate Japanese programs that are worth mentioning here would include:(described above) and a member of the Associationof Indiana Teachers of Japanese (henceforth to bereferred to as AITJ).
ii.) Professor Akiko Kakutani who is head of theJapanese Department at Earlham College, a Japanesepedagogy expert, co-applicant and coordinator for the
U.S.D.E. Enhancement Project and secretary of the
AITJ.

a.) The Association of Indiana Teachers of Japanese
which, through its bi-annual newsletter, quarterly
meetings and membership is working very hard toencourage interaction between collegiate and precollegiate educators.

iii.) Professor Sadatoshi Tomizawa who is head of
the Japanese Department at Ball State University,
coordinator of the Ball State workshop (describedabove), and vice president of the AITJ.

b.) The JALEX Program which has begun to turn its
attention and allocate some of its considerable
resources to this issue.

iv.) Professor Hatasa of Purdue University who has
developed a great deal of Japanese share-wareprograms for Macintosh computers.

c.) The following professors of Japanese have beenworking mightily to improve articulation between thetwo educational levels:

As one can see from the plethora of evidence presented above, the articulation problem, while it has
not yet been solved for the state of Indiana, is being
given the priority and thus the attention of many talented and influential people at all levels of education
across the state. With the continued efforts of suchdedicated people a remedy for this nettlesome issue
cannot be far away.

i.) Professor Yasuko Ito Watt who is the head of theEast Asian Studies Center and director of the East
Asian Summer Language Institute at Indiana
University. Professor Watt is also a co-applicant andcoordinator for the U.S.D.E. Enhancement Project

Recipients of The Japan Foundation Language Center Mini-Grant Programs
August-December 1995
Workshops and Conference Grant Program1.
British Columbia Japanese High School
Teachers Study Group“British Columbia Japanese High School
Teachers”
August 28 – 29, 1995
$1,500.00
2.

Northeast Association of Secondary
Teachers of Japanese“The NEASTJ Third Annual Conference for
Teachers of Japanese”
October 21 – 22, 1995
$1,000.00

3.
The Teachers of Japanese in Southern
California "The TJSC '95 Fall Workshop"
November 5, 1995
$120.00

Association Grant Programs
1.
Southwestern SecondaryTeachers ofJapanese, Southern California (SWSTJ-So. Cal.)$2,000.00

Travel Grant Programs (Within the U.S.)
1.

Hiromi Peterson
Honolulu, HI"1995 ACTFL Meeting, The 1st NCSTJ

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Conference in conjunction with ACTFL"
November 17-21, 1995
$616.00
2.

Yoko Kano
Wilmington, NC"1995 ACTFL Meeting" November 17-21,
1995$794.00

3.

Joy Kawamoto Cerritos, CA"1995 ACTFL Meeting" November 17-21,
1995$95.00

4.

5.

Atsumi Tsukimori Spokane, WA "1995
ACT FL Meeting"
November 17-21,1995$495.00
Yumiko Guajardo
Pima Community College
Tucson, AZ"1995 ACT FL Meeting"
November 18-20,1995$418.88

Workshops and Conferences Grant
Program1.

British Columbia Japanese High School
Teachers
Study Group"British Columbia Japanese High School
Teachers
Summer Conference
August 28-29, 1995
$1,500.00

2.

Northeast Association of Secondary
Teachers of Japanese"The NEASTJ Third Annual Conference for
Teachers of Japanese"
October 21-22, 1995
$1,000.00

6.

Teruyo Yuasa Sunnyvale, CA "1995
ACTFL Meeting"
November 18-21, 1995
$335.00

7.

Mitsuko Soper Lake Oswego, OR"1995 ACTFL Meeting" November 18-20,
1995$285.00

Recipients of The Japan Foundation Language Related Programs 1995/96
L

Salary Assistance Pro gram for Full-Time Japanese Language Teachers

1.
2.
3.
4.

University of Kentucky, Lexington, KY
University of Alaska, Anchorage, Anchorage, AK
Portland Public Schools, Portland, OR
Grove Junior High School, Elk Grove, IL

IL

Training Pro gram for Foreign Teachers of the Japanese Language

Short-Term
1.
2.
3.
4.
5.
6.
7.
8.
9.

Angela Noll / Kent School, Kent, CT
Christina Ann Harpster / Wissahickon Middle School, Atnbler, PA
Connie Schuler / The Governor's School of Government & International Studies, VA
Cheryl Fischer / Mifflin Middle School, Columbus, OH
Dena Hillman / West Bloomfield Schools, West Bloomfield, MI
Charles Geiss / Valparaiso High School, Valparaiso, IN
Steven Emslander / Wisconsin Rapids Public Schools, Wisconsin Rapids, WI
Jennifer Pedersen / Franklin Learning Center, Omaha, NE
Susumu Sam Arishita / Skyline High School, Salt Lake City UT

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Japanese Abroad
1.
2.

Sharley Chang / Glen Oak High School, Canton, OH
Mieko Ikeno / Menomonee Falls High School, Menomonee Falls, WI

III.

Assistance Program for the Development of Japanese-Language Teaching Resources(printed materials)
The California Association of Japanese Language Schools, Inc.
Los Angeles, CA"Yasashii Nihongo" Intermediate(Audio -visual)Medius Corporation
Palo Alto, CA"Mikan Software System"
IV.

Japanese Language Education Fellowship Program

Ken'ichi Ujie / Washington and Lee University, Lexington, VA
V

Japanese Language Teaching Materials Donation Program(Collegiate)

1.
2.
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The University of Vermont, Burlington, VA
Boston College, Chestnut Hill, MA
Bridgewater State College, Bridgewater, MA
Harvard University, Cambridge, MA
Smith College, Northampton, MA
Brown University, Providence, RIQueens College of the City University of New York, NY
Skidmore College, Saratoga Springs, NY
St. Lawrence University, Canton, NY
The City College of New York (CUNY), New York, NY
The New School for Social Research, New York, NY
Fairleigh Dickinson University, Teaneck, NJ
Princeton University, Princeton, NJ
Trenton State College, Trenton, NJFranklin and Marshall College, Lancaster, PA
Lehigh University, Bethlehem, PA
Lincoln University, Lincoln, PA
Temple University, Philadelphia, PA
George Washington University, Washington DC
Christopher Newport University, Newport News, VA
The College of William & Mary, Williamsburg, VA
Tidewater Community College, Chesapeake, VA
University of Richmond, Richmond, VA
University of Virginia, Charlottesville, VA
Washington and Lee University, Lexington, VA
St. Andrews Presbyterian College, Laurinburg, NC
University of North Carolina-Wilmington, Wilmington, NC
University of North Carolina-Chapel Hill, Chapel Hill, NC
Clemson University, Clemson, SC
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College of Charleston, Charleston, SC
University of South Carolina, Columbia, SC
Florida Atlantic University, Boca Raton, FL
Northern Kentucky University, Highland Heights, KYLouisiana State University, Shreveport, LA
University of New Orleans, New Orleans, LA
Lancing Community College, Lancing, MI
Depaw University, Greencastle, IN
Indiana University-Purdue University, Indianapolis, IN
Indiana University, Bloomington, IN
University of Wisconsin, Oshkosh, Oshkosh, WI
College of DePage, Glen Ellyn, IL
DePaul University, Chicago, IL
Illinois Benedictine College, Lisle, IL
Illinois Wesleyan University, Bloomington, IL
Knox College, Galesburg, IL
Northwestern, Evanston, IL
University of Illinois at Urbana-Champaign, Urbana, IL
Gustavus Adolphus College, St. Peter, MN
Macalester College, St. Paul, MN
The University of Minnesota, Minneapolis, MN
St. Edward's University, Austin, TX
New Mexico State University, Las Cruces, MN
The University of New Mexico, Albuquerque, MN
Arizona State University, Tempe, AZ
Utah State University, Logan, UT
University of Nevada-Reno, Reno, NV
Eastern Washington University, Cheney, WASaint Martin's College Lacey, WA
Shoreline Community College, Seattle, WA
Spokane Falls Community College, Spokane, WA
Whatcom Community College, Bellingham, WA
Linfield College, McMinnville, OR
Pacific University, Forest Grove, OR
Shoreline Community College, Seattle, WA
Willamette University, Salem, OR
California Polytechnic State University, San Luis Obispo, CA
MiraCosta College, Oceanside, CA
Ohlone College, Fremont, CA
Orange Coast College, Costa Mesa, CA
San Joaquin Delta College, Stockton, CA
University of California-Berkeley, Menlo Park, CA
University of California-Santa Barbara, Santa Barbara, CA
Kauai Community College, Lihue, HI(Pre-Collegiate)
74.
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Exeter Area High School, Exeter, NH
St. Paul's School, Concord, NH
Fairhaven/New Bedford-Tosashimizu Sister City Committee, Inc., c/o Millicent Library, Fairhaven, MA
Middletown High School, Middletown, RISaint Ann's School, Brooklyn, NY
To'smsend Harris High School at Queens College, Flushing, NY
High Tech High School, North Bergen, NJ
New Providence High School, New Providence, NJ
Tenafly High School, Tenafly, NJ
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Shaler Area High School, Pittsburgh, PA
Walt Whitman High School, Bethesda, MD
Clover Hill High School, Midlothian, VA
Cooper Middle School, McLean, VA
The Governor of Virginia's School for Government & Int'l Studies, Richmond, VA
Broughton High School, Raleigh, NC
Carnage Middle School, Raleigh, NC
Career Center, Winston-Salem, NC
Emsley Laney High School, Wilmington, NC
John T. Hoggard High School, Wilmington, NC
McMichael High School, Mayodan, NC
Morehead High School, Eden, NC
New Hanover High School, Wilmington, NC
Meadowcreek High School, Norcross, GA
Horida Air Academy, Melbourne, FL
Palm Bay High School, Melbourne, FL
Episcopal School of Baton Rouge, Baton Rouge, LA
Academy of World Languages, Cincinnati, OH
GlenOak High School, Canton, OH
Blackford High School, Hartford City, IN
Bluifton Middle School, Bluifton, IN
Carmel Clay Schools, Carmel, IN
LaSalle High School, South Bend, IN
Mt. Pleasant Township Community School Corp., Yorktown, IN
Terre Haute South Vigo High School, Terre Haute, IN
Aldo Leopold School, Green Bay, WI
Amherst High School, Amherst, WI
Beaver Dam Middle School, Beaver Dam, WI
Clovis Grove School, Menasha, WI
Forest Park Middle School, Franklin, WI
Madison West High School, Madison, WI
Menomonee Falls High School, Menomonee Falls, WI
North High School, Eau Claire, WIRiverside University High School, Milwaukee, WISaint Francis High School, Saint Francis, WIFrances Xavier Warde School, Chicago, IL
Kenwood Academy, Chicago, IL
Murray Language Academy, Chicago, IL
Mounds Park Academy, St. Paul, MN
Southwest High School, Minneapolis, MN
Charninade College Preparatory School, St. Louis, MO
Franklin Learning Center, Omaha, NE
Lincoln Southwest High School, Lincoln, NE
Sheridan Elementary School, Lincoln, NE
Westwood High School, Austin, TX
Career Enrichment Center, Albuquerque, NM
Billings Senior High School, Billings, MT
Smoky Hill High School, Aurora, COCentral Valley High School, Veradale, WA
Joel E. Ferris High School, Spokane, WA
Lake Washington High School, Kirkland, WA
Tumwater High School, Tumwater, WA
Walla Walla High School, Walla Walla, WA
Beaverton High School, Beaverton, OR
Central Catholic High School, Portland, OR
Japanese Immersion Program, Sheridan, OR
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South Medford High School, Medford, OR
Bell High School, Bell, CA
Bastilleja School, Palo Alto, CA
Ceteritos High School, Ceteritos, CA
Davis Senior High School, Davis, CA
Don Bosco High School, Rosemead, CA
Gahr High School, Cerritos, CAInternational Studies Academy, San Francisco, CAJohn H. Francis Polytechnic High School, Sun Valley, CA
La Jolla Country Day School, La Jolla, CA
Los Alamitos High School, Los Alamitos, CA
Lowell High School, San Francisco, CA
Nueva Middle School, Hill sborough, CA
Robert Louis Stevenson School, Pebble Beach, CA
Whitney High School, Cerritos, CA
Le Jardin Academy, Kailua, HI
Mid-Pacific Institute, Honolulu, HI(Others)
156.
157.
158.
159.
160.
161.
162.

The School for Int'l Training of World Learning Inc., Brattleboro, VA
Japan Society, Inc., New York, NY
Tenri Cultural Institute of New York, New York, NY
Princeton Community Japanese Language School, Princeton, NJ
BTC Japanese Language School, Chicago, IL
Japanese Language School Unified System, Inc., Los Angeles, CA
Long Beach Japanese Language School, Long Beach, CA

VL Research/Seminars Grant Program
1.

National Council of Secondary Teachers of Japanese, Kirkland, WA"NCSTJ Co-Sponsor ACTFL '95"

2.

Japan Society, Inc. New York, NY"Japanese Language Teacher Training Program

The Breeze, No. 12 (September 1995)
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