TheSp r in g 2 00 0/ Nu m be r 2 1

LONG AND WINDING ROAD
The recent departure of one of our colleagues at The
Japan Foundation in Los Angeles reminded me of a verse
from an old Beatles’ song: . . . The long and winding road/thatleads to your door/will never disappear . . .
Aki Yamasaki has been our Office Supervisor until
February. It was four years ago she first contacted us
from Montreal, Canada, while finishing a master’s program in Library Science. Originally, she answered thecall during our search for a second librarian’s positionin 1996. She tried again when we searched among hundreds of applicants for an administrative post the following year she applied and got it. We have since benefitted from three invaluable years of her service. And
now she is embarking on a new journey.
I admire Aki’s way of exploring life and wish her goodluck. Indeed, our work of cultural exchange is but a
portion of the long and winding road. In this issue of
The BREEZE, our Academic Specialists, Hiroko
Kataoka and Hiroko Furuyama, present a report on
Japanese teaching creditial programs in the U.S., which
we belie ve to be essential information in the Japaneseteaching field. Nonetheless, our future tasks willremain very fundamental to the development ofJapanese education as it continues down its road.
As the Los Angeles director I am grateful to all of ourstaff members, in addition to those mentioned above,
who include us a part of their own journeys. Their tireless efforts to help people and, in a way, make the world
a little better: deputy director Shoji Yoshida, program
staff Naoko Watanabe and Eric Chow, librarians Rimi
Yang, Eiichi Ito, assistants Sayuri Fretz, Keiko Martin,
Naoko Rowan, Grace Kataoka and volunteers Shigemi
Yamada, Noriko Ohara, Soyun Kim, Sachiko Mohri
and our new office supervisor Masako Miwa.
I am grateful to all of our readers and friends for their
willingness to share our hopes and dreams as well,which brings to mind another song of John Lennon:. . . Imagine all the people/sharing all the world/you may say I
am a dreamer/but I am not the only one/I hope some day you will
join us/and the world will live as one . . .
ISAO TSUJIMOTO, Director

TH E JA PA N
F O U N DAT I O N& L a n g u a ge C e n t e r
in Los Angeles
国際交流基金
ロス・アンジェルス事務所
日本語センター

Quarterly

Japanese Teaching
Credential Programsin the U.S.
Hiroko Kataoka, Hiroko Furuyama

Academic Specialists at the Japan Foundation andLanguage Center in Los Angeles

1

Japanese Teaching Credential
Programs in the U.S.

Yasuhiko Tohsaku

Professor, University of California, San Diego
1. INTRODUCTION: Needs for JFL (Japanese
as a Foreign Language) teachers

10

The number of pre-collegiate schools
offering Japanese language instruction dramatically increased during the 1980’s and90’s, and the trend appears to be unabated.
According to the Japan Foundation’s 1998
survey, enrollments in Japanese language
classes at K-12 levels continue to increase
along with the cor responding need for
qualified Japanese language teachers.1
According to the survey, there were 1,098
pre-collegiate Japanese language teachers inNorth America, an increase of thirty percent since 1995.2 In response to the rise inenrollment, a large number of Japaneseteachers were forced to enter the profession
with little training.

11

To provide high-quality instruction, solid
and thorough pre-service training programs
as well as in-service training that satisfy theneeds of JFL teachers is required. In 1993,
Kataoka, Pusavat and Tohsaku conducted
an informal survey of universities and fouryear colleges that found fewer than ten

8

Summer Workshops 2000

JFLC Grants

Arts & Culture Grants
Nihongo Library(continued on page 3)

＜日本語要約＞

国際交流基金ロス・アンジェルス日本語センター講師
カリフ オ ルニア大学サンデ イ エゴ校教授

片岡裕子 • 古山弘子
富作靖彦

はじめに

語のレベルや運用能力に関してはかなりの差が見られる。大学二年生レベルの日本語しか要求しない大学
1980年代後半からの中等教育における日本語学習者（学習年数のみ規定）から、ACTFLガイドラインの中増加にともない、資格を持つ日本語教師の不足が深刻 級の上（運用能力を規定。このレベルには、通常大学な問題となってきた。そこで、当センターでは日本語 ３年目で学習する「上級日本語」というコースを終わ
教師養成機関に関する調査を行うことにした。今回は っ た 段 階 で は 到 達 で き な い 場 合 が ほ と ん ど で）ある。
そのうち日本語の教職課程を有する大学についての調 を卒業時に要求する大学までばらつきが激しい。
査発表を行う。
日本語教師には、教育学一般や日本語能力のみでなく、調査方法としては、種々の情報を元に、日本語の教職 外国語としての日本語、第二言語としての日本語習得、課程を保持している可能性のある大学約２５０校を個 言語学など、日本語教育に関する知識も必要だが、そ別にあたるという方法をとった。そのうち４８校で２ のようなコースを出している大学は非常に少ない。す０００年１月現在日本語教員資格取得が可能であるこ なわち、これらの４８校における教職課程を経て教員とが分かった。しかし、教職課程を置く教育学部と日 資格を得る教師たちは、日本語教育関係のコースをま本語プログラム（普通は人文学部に属する）の間の連 ったく取らずに教壇にたつことになるわけである。
絡が悪く、片方では教職課程があると答え、もう片方ではないと返答した大学があること、また各大学から 米 国 の 日 本 語 教 師 の 約 半 数 は 日 本 語 を 母 国 語 と す る
取り寄せたパンフレットの説明不足などの理由から、人々である。彼等のニーズは英語を母国語とし、アメ
この結果は必ずしも１００％正確なものではない。
リカで育ったアメリカ人のニーズとはおのずと違いがある。しかし、そのような考慮はどの大学の教職課程でもなされていない。
現状
この４８校の大学名はリスト１に、また分布は地図１に示してある。（List 1、Map1）４８校分布は日本語プログラムを有する高校の分布と酷似している。つまり、日本語を教える高校の増加により資格を持つ教師が必要になったことが、教職課程の設立を促したものと見てさしつかえないであろう。
４８校という数は、スペイン語、フランス語などと比較するとかなり少ない。特に、半数近くの州で日本語の教員資格が習得不可能なこと、可能な州でも半数以上が１つの大学にしか教職課程がないことを考慮に入れると、日本語の教員資格取得はまだまだ安易でないことが分かる。
プログラムのタイプとしては、修士課程、学士号と同時に教員資格を出すものと、学位は出さないが、大学院レベルで教員資格のみを出すものがある。また、大学によっては、いくつかのタイプのプログラムを持つところもある。
プログラムの内容も大学によって様々である。教育学
関係のコースはどの大学でも似かよっているが、日本

考察
アメリカ各地で日本語教職課程が設立されたことは喜ばしいことである。しかし、内容的には十分であるとは言えない。日本語教師のためのプログラムがスペイ
ン語やフランス語教師のためのそれと同じであることは問題であると言える。外国語は習得過程も教え方も皆同じであり、インドヨーロッパ言語と異なる言語の教育に関して何の考慮もする必要はないという前提に立ってプログラムが作られているということになる。
日本語の教職過程を改善するには、各大学の教育学部と日本語プログラムが、コース作成、教職過程の必修科目設定等の点で協力体制に入る必要がある。また、州内、州外における大学間の連絡、協力も欠かせない。
特に近所に教育実習校がないために教職過程が作れな
い大学においては、そのような協力は不可欠となる。
ここでは大学における教職過程について述べたが、現職の教師のためのイン・サービス・トレーニングも日
本語教師養成における大きな課題である。これについては、将来のブリーズで報告したい。

(continued from page 1)

institutions offering teaching certification programs in the United States.3
The contents of their programs did
not seem to be sufficient in terms ofcompetency areas specific to Japanese,such as Japanese proficiency level,
Japanese pedagogy, second language
acquisition, and training for thenative-speakers of Japanese who constituted the majority of the Japaneseteacher population.4
Due to the informality of the 1993
survey there is a large probability that
other institutions offering Japanesecertification programs that were notdetected. Given the current higher
demand for trained Japanese language
teachers, the number of institutions
that offer such programs must haveincreased, and we felt, it was likelythat their content may have changed
in response to the needs of thoseteaching Japanese as well as other lesscommonly taught languages.
Therefore, we decided to conduct a
new thorough survey of the U.S.
institutions of higher education thatoffer teaching credential programs forJapanese language teacher certification.
2. THE SURVEY METHOD
In the spring semester of 1999, we
compiled a list of approximately 250
institutions in three categories: those
known to be offering Japanese teaching credential programs; those thatmight be offering a teaching credential
program; and other institutions thatoffered Japanese major and minor
degrees. Japanese language teachers,
professors, and colleagues in various
state-level departments of education
also made recommendations for the
list. We searched through each institution’s website to determine whether aJapanese teaching credential program
was offered, but the on-line search
proved insufficient, so we telephoned
most of the 250 institutions on the

AK
AL
AZ
CA

CO
CT
HI
IA
IL
IN
KS
MA

University of Alaska Anchorage
University of Alabama
Arizona State University
California State University,
Fullerton
California State University, Long
Beach
California State University, Los
AngelesNational University School
Pomona College / Claremont
University
San Francisco State University
Stanford University
The Mary Tsukamoto California
Language Academy
Colorado College
University of Colorado
Connecticut College
University of Hawaii at Hilo
University of Hawaii at Manoa
University of Iowa
Greenville College
Ball State University
Indiana University
University of Kansas
Tufts University
University of Massachusetts at
AmherstMI

Calvin College
Eastern Michigan University
Madonna University
Michigan State University
MN University of Minnesota
MO Washington University
NC University of North Carolina –Chapel Hill
NJ
Rutgers, The State University of
NJ
NY SUNY Buffalo, Buffalo State
College
OH Ohio State University
University of Findlay
OR Pacific University
Portland State University
University of Oregon
PA
University of Pittsburgh
Ursinus College
UT Brigham Young University
VT Bennington College
WA University of Puget Sound
University of Washington
Washington State University
Western Washington University
WI Beloit College
University of Wisconsin –Madison
WV Salem Teikyo University

LIST 1

List of institutions having a Japanese teaching credential program

list individually. The school of education and the department that contained the Japanese program for each
institution were contacted.
Among the 250 institutions in theoriginal list, 48 were found to have aJapanese teaching credential program.
Application forms and catalogues wererequested from all of these institutions, and 38 institutions complied.
We conducted a web search on theuniversities that did not send written
information. The collected data wererecorded in a data base.
When collecting the data, we were surprise to find in some cases either the
institution’s school of education or its
Japanese program was unaware of theexistence of a Japanese teaching credential program on its campus: in several universities, Japanese language professors even denied that such a program existed while the school of education acknowledged the existence ofsuch a program. In some other cases,
the opposite happened: the school ofeducation was not aware that their university was able to confer a Japaneseteaching credential. Due to this, as well
as some other factors, such as some of
the application forms, catalogues, andwebsites not providing detailed information, the compiled data are not ascomplete as we had wished.
3. R E S U LT S A N D D I S C U S S I O N
3.1. General Findings
It was found that 45 institutions
offered Japanese teaching credential
programs, and three additional institutions had proposed to commence theirown programs in the fall of 1999.
Therefore, by the year 2000 there
should be a total of 48 institutions
offering Japanese teaching credential
programs in 26 states. (List 1) 5
(continued on page 4)

4
WA
3
OR

1
MN
2
WI
1
UT

8
CA

2
CO

1
LA
1
KS

1
MO

1
IL

4
MI

2
IN

1
NY
2
OH

2
PA
(1)
WV

(1)
VT
2 MA
(1)CT
1 NJ

1
NC

1
AZ
1
AL

1
AK
2
HI

MAP 1

Number of institutions having a Japanese teaching credential program, by state

The geographical distribution ofthese programs correlates highly withthat of high schools with Japanese
language programs. (Map 1) Thissuggests that Japanese teaching credential programs are established as a
response to immediate need for certified Japanese teachers at the highschools.

Japanese is clearly a Less Commonly
Taught Language (LCTL) in light of
the fact that nearly half of all statesin the U.S. offer no Japanese teachingcredential programs. On the other
hand, Japanese is in a far better situation than other LCTL such as
Chinese or Korean, which appear tohave a much lower number of teaching credential programs in the UnitedStates.

It appears that this number, 48, isquite large, given discussions in recent
years concerning the lack of colleges
and universities offering Japaneseteaching credential programs.
However, it should be noted that the
number of institutions offering
Japanese teaching credential programs
is much smaller than those of Frenchand Spanish. Teaching credential programs of these languages are offeredby several institutions in every state.

The figures suggest that the problemof finding a Japanese teaching credential program is still significant. In
states such as Washington or
California, applicants may select fromamong several programs, but in statessuch as Texas or Florida there are no
programs available. Teachers in the 24
states that do not have an institution
offering a Japanese teaching credential
program usually negotiate with theireducation board to teach without cer-(continued from page 3)

tification, or teach continuously underan emergency/temporary certification.
3.2. Types of Programs
Teaching credentials are offeredthrough different types of programs.
Currently, 20 institutions offer theJapanese teaching credential within
their MA programs, 21 institutions
offer it within BA programs, and 18
have “add-on” credential programsfor those applicants who already have
BA degrees. (Table 1)
Program types# of institution

MA/MAT/MAED

21

BA

22

Add-on credential program

18

TABLE 1

Program types of the Japanese teaching credential programs

MA programs include regular MA,
MAT (MA in Teaching) and MAED
(MA in Education). They differ interms of required courses, the amountof time required for completion, andrequirement of thesis writing, so there
is no uniformity. Usually MAT does
not include thesis. Entrance to alltypes of the MA programs usuallyrequires a Japanese-related BA degree.
The “add-on” program is the only
type of teaching credential program
offered in some states such as
California and Oregon. Applicantsmust have a BA in Japanese or aJapan-related area, and are admitted
to the programs as non-degree graduate students. Completion takes one
year, and the program concentrates on
education-related courses andpracticum, unlike the BA programs inwhich students enroll in both Japanese
language and education courses.
Program types
MA, BA, Add-on
MA, BA
MA, Add-on
BA, Add-on
MA only
BA only
Add-on only
Total

# of institution
2
4
6
3
9
13
8
45*

TABLE 2

Combination of the Japanese teaching credential programs*Three universities that were creating their programs at the time of
the research are not included.

Some institutions offer multiple programs. In some of these programs,
applicants can obtain an MA or MAT
degree by taking courses in addition
to add-on teaching credential programs. (Table 2)
Among the 48 institutions, 28 arestate universities, the remainder private colleges and universities.
3.3. Program Contents
We decided to further investigate theJapanese teaching credential programsof some institutions to better understand their contents. For this report
we chose two very different programsfrom the same state in order to illustrate such programs’ variability.
Institution A is a small private university with a fairly new Japanese language and Japanese teaching credential
program, and Institution B is a large
state institution with well establishedJapanese language and teaching credential programs. The courses
required for obtaining a Japaneseteaching credential from these institutions are listed in Table 3.
Institution A offers a Japanese teaching credential program as a BA or an
add-on program, and Institution B
offers a Japanese major and Japaneseteaching credential as a BA degree.
The direct comparison of these two
programs is thus not quite tenable,
but it is quite obvious from this tablethat even in the same state the con-tents of the programs and the extent
of education that students receive differ very much from program to program.
3.3.1. Education-related courses
Education-related course requirements are similar at A and B in termsof number and credit hours.
Although the course titles are not thesame, similar contents could be covered at both institutions. This was
also the case at other institutions inother states. This is probably because
the credential programs are in schools
or colleges of education, and accredited institutions are expected torequire basically the same contents forteacher education in all states.
3.3.2. Japanese language proficiency
The required Japanese proficiency of
non-native Japanese speakers varies(continued on page 6)
Institution A

Institution B

EDUCATION
Education Psychology
American Culture
Diverse Learners
Technology
Human Development
Administration
Curriculum
Practicum
Western Histor y
Non-western History

SECOND/FOREIGN LANGUAGE EDUCATION
Secondary Language TeachingJAPANESEIntermediate Japanese I (2nd yr.)Intermediate Japanese II (2nd yr.)
Advanced Japanese I (3rd year)
Advanced Japanese II (3rd year)
Japanese Conversation
Introduction to East Asian History
TJFL
Japanese Linguistics
Japanese Literature
Japanese Culture & Civilization
East Asian Civilization
TABLE 3Courses required to obtain a Japanese teaching credential from two institutions.

(continued from page 5)

from institution to institution. For
example, Institution A in Table 3
requires a much lower proficiency
level than Institution B, which
requires more credit hours and courses at a higher level, as well as completion of first year Japanese courses (12credit hours) as a prerequisite foradmission to its credential program.
For the purpose of comparison, we
checked the language requirements for
the French and Spanish teaching credential programs at Institution A. In
these languages, teaching credentials
are given in either the major or minor,
while in Japanese the school offers
only a minor. In contrast to the
French and Spanish minors, Japaneseminor requirements can be satisfied
with fewer 200 level courses, as shownin Table 4.

This makes the proficiency level ofJapanese teaching credential candidates
twice as low not only because theinstitution requires fewer 200 levelcourses than Spanish and French but
also because, even in the same 200
level, the proficiency level of Japanese
is typically lower than that of Spanish
or French due to the difficulty of thelanguage for native speakers ofEnglish. In 200 level Spanish andFrench, students learn content-based
courses such as literature and civilization, while in Japanese, students arelimited to learning the language skill.
We believe that the Japanese language
proficiency of students needs to be
judged on the basis of performance
proficiency level rather than by seating
hours or credit number of completed
Japanese courses. However, there are
only two institutions that employ aperformance proficiency level criterion. One institution requires theJapanese Teaching Minor
Japanese 100
Japanese 105
Japanese 110
Japanese 115
Japanese 200
Japanese 205

Elementary Japanese I
Elementary Japanese II
Intermediate Japanese I
Intermediate Japanese II
Advanced Japanese I
Advanced Japanese II

Spanish Teaching Minor
Spanish 100
Spanish 105
Spanish 110
Spanish 210
Spanish 220
Spanish 240

Elementary Spanish I
Elementary Spanish II
Intermediate Spanish
Conversation and Composition I
Readings in Hispanic Civilization
Intro. to Hispanic Literatures

French Teaching Minor (Six units including)French 210
Conversation I
French 215
Conversation II
French 220
French Civilization or the equivalent
One unit from French literature course
TABLE 4

Requirements of Institution A in the target language fields in Japanese, Spanish, and French teaching minor programs.

Intermediate-Mid level at the ACTFL
guidelines for admission to the teaching credential program, and theIntermediate-High level for exit of
the teaching credential program. The
other institution also requires theIntermediate-High level for exit. The
majority of institutions require thecompletion of first or second year
Japanese for admission, and the completion of advanced Japanese courses
for exit. However, the completion of“Advance Japanese” is usually not sufficient to bring students’ proficiency
level to Intermediate-High or sometimes even Intermediate-Mid.
3.3.3. Japanese pedagogy-oriented courses
We feel that Japanese teachers needtraining not only in the educationrelated courses and Japanese language
proficiency but also Japanese language
pedagogy specific areas, such as teaching Japanese as a foreign language,
second language acquisition in
Japanese, and Japanese linguistics
courses. However, a thorough study of
the required course lists from theinstitutions that had sent us their catalogues revealed that only three courses specific to Japanese were offeredamong those institutions, but not necessarily required. They were PedagogicalGrammar (two institutions), Structureof Japanese (five institutions), andTeaching Japanese as a Foreign
Language (or its equivalent) (seveninstitutions). This means most of theJapanese teachers produced in the 48
Japanese teaching credential programs
throughout the U.S. get no exposure
to Japanese-specific pedagogy.
3.3.4. Courses specifically for native speakers
of Japanese
As mentioned earlier, one of the characteristics of the Japanese as a Foreign
Language field is that more than one-

half of Japanese teachers are native
speakers of Japanese.6 Based on our
experiences from workshops andinformal associations with K-12
Japanese teachers, we can safely assertthat native teachers and non-native
teachers have different training needs.
Nevertheless, no institution offered
any specific courses for native speakers of Japanese. The only requirement
for non-native speakers was to exceed
the pre-determined minimum
TOEFL score to enter the teachingcredential programs, which differedfrom institution to institution.
4. CONCLUSION AND
RECOMMENDATIONS
We were happy to find that there are
now ample opportunities for Japaneseteachers to be certified; in most states
where K-12 Japanese language programs are in active operation, it ispossible to be certified as a Japaneseteacher. The content of the programs,
however, does not seem to be satisfactory given the needs of the teachers.7
For instance, Japanese teachers needspecial training in Japanese specificareas in addition to the training given
in pre-service training programs.
However, the requirements forJapanese teachers seemed to be exactly
the same as, or sometimes even lessthan, those for Spanish and Frenchteachers in terms of the number of,and types of, courses: very few courses specific to the language were
offered or required at most institutions. Nor was any special care taken
to train native-speakers of Japanese toteach in the U.S. The failure to provide such training seems to be basedon the assumption that all foreign
languages are the same in terms ofacquisition and pedagogy, which leads
to the attitude that no special treatment is needed for Japanese or other
LCTLs.

In order to improve teacher preparation, we need greater cooperation
between Schools of Education andJapanese language departments. The
former could provide different programs for Japanese and other LCTLs,
and a few more courses including
methodology, by adding a summer
session requirement. If adding moretime is not possible, more schools of
education could consider giving an
MA degree in addition to the teaching credential. At the same time, language departments can provide morenecessary courses for teaching credential students such as a Japanesemethodology course and classroom
Japanese, in addition to the generalforeign language methodology coursethat schools already offer. They canalso provide culture courses for teaching Japanese, and overseas study andexperience.
Foreign language departments alsoneed to learn more about teacher
training issues. It seems that our colleagues in Japanese Studies programs
are not that familiar with education.
There are only a handful of college
teachers of Japanese who have any
knowledge of K-12 Japanese programs. This situation needs to be
improved if we are to ask schools of
education to be more knowledgeable
concerning the differences in teachingapproaches for LCTLs and CTLs.
In addition to cooperation between
language departments and schools of
education, cooperation between andamong programs and institutions
within and across states is needed.
This is necessary in order to startteaching credential programs inregions where some schools want tostart teaching Japanese but no suchprogram exists. It is difficult to starta teaching credential program where
there are few K-12 Japanese programs
because these places offer no oppor-

tunities for student teaching. However,
it is difficult to start K-12 programs
if there are no trained teachers. One
solution would be to allow student
teaching in a different state with acooperating institution in that state.
We have discussed in this paperissues around pre-service teacher
training programs for Japanese teachers. It is also important to provide
follow-up in-service training programs and professional development
opportunities for the teachers. LCTL
teachers are disadvantaged becausesuch opportunities are lacking. We
will discuss such opportunities forJapanese teachers in the future issueof the BREEZE.

This report was assistedby Sayuri Fretz.
Notes
1 Breeze No. 20.
2 Breeze No. 10.
3 Kataoka, H. , Y. Pusavat, and Y. Tohsaku,“A Need-Based Teacher Training
Curriculum.” Presentation at ACTFL
conference, San Antonio, TX(November), 1993.
4 Breeze No. 12.
5 Please refer to[http://www.jflalcfaculty.org/
research/teachered.htm] for the further
information.
6 Breeze No. 12.
7 Kataoka, Pusavat, and Tohsaku, above;
and, Koshiyama, Y. and S. Shibata,“Current Situation of Secondary School
Teachers of Japanese and Teaching
Credential Programs in California.”(Presentation at ACTFL conference,
Dallas, TX (November), 1999.

The Japan Foundation offers two types of summer workshops to K-12 level Japaneseteachers in North America: one to be held in Santa Monica, California in June; the other,a new program in Urawa, Japan, in July. Both workshops will be led by our faculty
specialists Hiroko Kataoka and Hiroko Furuyama.

for U.S. /Canada K-12 School Japanese Language Teachers- Bringing Standards into Japanese Language Classrooms at the Japan Foundation & Language Center in Los Angeles

Workshop participants will improve their everyday
teaching practices by learning about the Standards forJapanese Language Learning and how to apply theStandards to their classrooms.

(5) Simulated Teaching Practice:
Each participant will demonstrate his/herteaching in 25 minute individual presentations
at the conclusion of the workshop; the session
will be videotaped and given to the participant
as a resource for self-evaluation.

OBJECTIVESDURATION

At the end of this workshop, successful participants will be able to:Date of arrival: 6/21 (Wed.)
Date of departure: 7/1 (Sat.)
8 days of class (excluding date of arrival, date ofdeparture and Sunday)
9:00 AM-5:00 PM

GOALS(1) demonstrate their knowledge of the Standards
for Japanese Language Learning;(2) create usable Standards-oriented learning
scenarios which are appropriate totheir programs;(3) develop lesson plans and assessment tools
based on the learning scenarios that they havecreated;(4) create activities that enable the use of thelearning scenarios; and,(5) adapt current textbooks based on Standards.
CONTENTThe 8-day workshop will cover:(1) Principles:
Participants will become familiar with basic
principles for standards-oriented instruction.
(2) Application:
Participants will explore throughdemonstrations and discussions how to apply
principles for Standards-oriented instruction
to their own teaching contexts.
(3) Text Analysis and Supplementary Materials:
Participants will analyze textbooks andsupplementary materials including the ones
currently used in their schools. Participants
will also create their own activities tosupplement commercially available materials.
(4) Teaching Plan Design:
Participants will set their own goals toimprove their teaching, create a teaching planto achieve their goals, and implement the planin simulated teaching.

PARTICIPANTS
Up to 15 in-service K-12 school teachers ofJapanese, both native and non-native speakers.
Application Eligibility
Applicants must meet the fo l l ow i n g
c r i t e r i a:(1) in-service K-12 school teachers of Japanese,
native or non-native speakers.
(Please note that teaching assistants are notconsidered in-service teachers.)(2) reside in the United States or Canada;(3) are to resume teaching after attending the
program;* Priority is given to those who have never attended a previous
pedagogy workshop at the Japan Foundation & Language
Center in Los Angeles.
VENUE
The Japan Foundation &Language Center in Los Angeles
Santa Monica, California
Teaching Staff
Hiroko Kataoka
Hiroko Furuyama
Academic Specialists of The Japan Foundation & Language
Center in Los Angeles.
The workshop will also feature the following guest
lecturers who are experts in the field.
Yasu-Hiko Tohsaku, University of California at
San Diego
Sheila Baumgardner, Beaverton High School, Oregon

EXPENSESThe Japan Foundation & Language Center in Los
Angeles will bear the following expenses for those
who complete the course. Tuition is free.
(1) Accommodations with double occupancy at a
nearby hotel.
(2) $10 stipend per day for breakfast and lunchfor each of the 8 working days. ($10 per day,not per meal)(3) Airfare. The participants should travel to andfrom Los Angeles area airports and theirnearest home airport by the least expensive
round-trip direct flight.
*Note: Meal stipend and reimbursement of airfare will be
provided on the last day of the workshop.
Participants are responsible for:(1) $300.00 registration fee. ($100 will bereimbursed to each participant uponcompletion of the workshop with satisfactoryattendance.)(2) Transportation to and from airport ofdeparture and Los Angeles area airport andhotel.
(3) Evening meals.
(4) $47.00 additional hotel charge per night ifchoosing a single occupancy room.
DEADLINE
Applications must be postmarked no later thanMarch 20, 2000.
Notification
You will be notified of the decision in Ap r i l .
CREDIT
Participants can earn university credits from UCLA
Extension (Education) or California State
University, Long Beach (Japanese) upon completionof this course. Details will be announced later.

Please send the completed application form to:

Application from the US:
The Japan Foundation & Language Center
Attn.: Eric Chow, Program Assistant2425 Olympic Boulevard, Suite 650E
Santa Monica, California 90404
Tel: (310) 449-0027, 1-888-667-0880
Fax: (310) 449-1127
E-mail: ehchow@jflalc.org

Application from Canada:
The Japan Foundation Toronto
Attn.: Noriko Saito, Program Officer
131 Bloor Street West, Suite 213
Toronto, Ontario M5S1R1
Tel: (416) 966-1600 ext. 224
Fax: (416)966-9773
E-mail: nsjftor@interlog.com

for U.S. /Canada K-12 School Japanese Language Teachers
米加小・中・高校日本語教師訪日夏期研修（ワークショップ）
GOALS
Program participants will have an opportunity to
improve and enrich their everyday teaching practices by experiencing Japanese culture first hand,and by gathering and developing teaching materials
that enhance communication and cultural understanding. This workshop is intended for pedagogy
training, not language training.
OBJECTIVESAt the end of this workshop, successful participants will be able to:(1) demonstrate their basic knowledge of theStandards for Japanese Language Learning,which has recently been developed in the U.S.,
and is applicable to Canadian class rooms,
especially in the areas of the communication,
culture, and comparison;( 2 )d evelop learning scenarios that are appropriate
to their programs;( 3 )d evelop lesson plans based on the learning
scenarios that they have created;( 4 )c reate communication and cultural activities asparts of the learning scenarios; and,( 5 )d evelop teaching materials using authentic
materials gathered during the program.
CONTENTThe 20-day workshop will cover:(1)Principles:
Participants will become familiar with basic
principles for standards-oriented andproficiency-oriented instruction.
(2) Application:
Participants will explore throughdemonstrations and discussions how to apply
principles for standards-oriented instruction totheir own teaching contexts.
(3) Cultural activities:
Participants will participate in lectures anddemonstrations such as ikebana, tea ceremony
and calligraphy, visit local school(s), experiencea home stay, and take a field trip. Participants
are expected to incorporate their experience into
their teaching plans.

(4) Materials gathering:
Participants will gather authentic materials thatcan be used in their classes, by utilizing
resources at the Japan Foundation JapaneseLanguage Institute, Urawa, its library, andelsewhere.
(5) Materials development:
Participants will develop teaching materials
using (a) the authentic materials gathered
during the program and (b) their experience in
cultural activities.
(6) Teaching Plan Design:
Participants will create a teaching plan using
the scenarios and the teaching materials they
have developed.
DURATION
Date of arrival: 7/10 (Mon.)
Date of departure: 7/29 (Sat.)
20 days (excluding weekends and holidays)
9:00 AM-4:00 PM

TEACHING STAFF
Hiroko Kataoka
Hiroko Furuyama
Academic Specialists of The Japan Foundation &Language Center in Los Angeles.
They will work in cooperation with the teaching
staff of the Japan Foundation Japanese-Language
Institute, Urawa.
EXPENSESThe Japan Foundation will assume the following
expenses for those who complete the course.
Tuition is free.
(1) Accommodations at the Urawa facility (singleroom) for the duration of the program.
(2) Meals while at the Urawa facility (Meals for 14
days at the Urawa cafeteria, plus cash allowancefor weekend and holiday meals).
(3) All expenses for cultural events and the filedtrip.
(4) Miscellaneous allowance of ¥1,000/day.

Participants
Approximately 20 in-service K-12 teachers ofJapanese, both native and non-native speakers.

(5) Transportation allowance of ¥500/day.

APPLICATION ELIGIBILITY(6) Overseas travel accident insurance.

Applicants must meet the following criteria:

Participants are responsible for(1)in-service K-12 teachers of Japanese, native or
non-native speakers. (Please note that teachingassistants are not considered in-service
teachers.)(1) Round-trip airfare between the participant’s
home and Japan, including groundtransportation in the U.S./Canada portion.

(2) reside in the United States or Canada;( 3 )a re to resume teaching after attending the
program;( 4 )h ave at least two years of experience in teaching
the Japanese language as of June 2000 and;( 5 )h ave not taken a Japanese language teacher
training program conducted by the JapanFoundation in Japan for more than two months
during the past five years. (Excluding programs
conducted by the Japan Foundation &Language Center in Los Angeles.)VENUE
The Japan Foundation Japanese-Language
Institute, Urawa, Japan (Urawa)(2) Other personal expenses.
DEADLINE
Applications must be postmarked no later thanMarch 20, 2000.
Notification
You will be notified of the decision in
April.
CREDIT
Participants can earn university credits from UCLA
Extension (Education) or California State
University, Long Beach (Japanese) upon completionof this course. Details will be announced later.

THE JAPAN FOUNDATION LOS ANGELES LANGUAGE CENTER GRANTS(JFLC Grants)
JFLC now offers a NEW “Association Support Grant” in addition to theexisting four mini-grants. These grants are emergency-type fund of modest grant amounts for the primary objective of supporting K-12 level
Japanese teachers in the United States. Applicants are encouraged to secure
additional resources elsewhere to complete the desired project.
1. ASSOCIATION SUPPORT GRANT:This new grant is being offered to support legally-established teachers’
associations of Japanese for their general activities. The grant funds (witha limit of $1,000 per year) may be applied towards any activities or events
proposed by the applying organization during the target year. To qualify,
associations must be established as legal entities and must submit sufficient evidence of past activities, such as activity reports, budget reports,
by-laws, membership list and newsletters. Applicant organizations may
apply once a year, and may not apply for other types of JFLC grants.
2. WORKSHOPS/ CONFERENCES GRANT:This grant is also to assist teachers’ associations as well as ad-hoc teachers’
groups. Grants are awarded based on the criteria of quality, content andfinancial necessity. Priority will be given to projects that serve a diversityof education levels, such as those accommodating K-12 teachers and collegiate instructors at the same event. Please specify target audience. Project
income should include registration fees. The grant amount will not exceed$2,000 per project.
3. ORGANIZATION DEVELOPMENT GRANT:This program will assist to establish new Japanese language teachers’associations. By-laws and a list of expected members must be submitted.

A n n o u n c e m e n t

Project income should include membership dues. The grant amount does
not normally exceed $2,000.
4. PRE -COLLEGIATE CURRICULUM DEVELOPMENT GRANT:
Priority will be given to plans from a group of teachers or an institution.
Abstract of the projected content and a list of collaborators with detailed
background information must be submitted. Project for collegiate curriculum or higher level is not applicable.The grant will not exceed $2,000
per project.
5. WORKSHOPS AND SEMINARS ON-SITE GRANT:
When a language/educational organization is going to hold a workshop
or seminar in the U.S. and Canada, and wishes academic specialists of theJapan Foundation Language Center in Los Angeles to conduct some of
the teaching modules, a proposal could be directed to us.
In principle, the JFLC bears for travel and other expenses for its academic specialist(s). The organizer should bear the cost to be incurred to holdsuch workshops by themselves, or if eligible, they may also apply for ourWorkshops/ Conferences Grant program for those expenses.
There are no forms or deadlines for application. After receiving proposals, the Foundation will either send you an acknowledgement of receipt,
or contact you to supply additional information to ensure a fair screening.
For more information to apply, please contact:
Eric Chow, Program Assistant (please see page 12 forcontact information).

F R O M

5th Business Japanese Language
Proficiency Test
JETRO will conduct the JETRO Japanese
Language Proficiency Test Worldwide
on Saturday, June 3, 2000
Date:
June 3, 2000
Fe e s :L evel I$50
L evel I & II $70
L evel II$35
L evel II & III $60
L evel III$35

Application Period:
Feb. 1 throughMar. 31, 2000

Test Site-LA:
The Japan Foundation andL a n g u a ge Center
2425 Olympic Blvd., Suite 100E
Santa Monica, CA 90404

TEST LOCATIONS (CONTACT):
Los Angeles
Atlanta
ChicagoNew York
Honolulu
Salt Lake City
TorontoVancouverTokyo

JETRO, Los Angeles
JETRO Atlanta
JETRO Chicago
JETRO New YorkJAIMS
US-Japan Ctr
JETRO Toronto
JETRO Vancouver
JETRO Tokyo

Tel: (213) 624-8855
Tel: (404) 681-0600
Tel: (312) 832-6000
Tel: (212) 819-7762
Tel: (808) 395-2314
Tel: (801) 585-3651
Tel: (416) 861-0000
Tel: (604) 684-4174
Fax: 011-81-3-5563-2857

Fax: (213) 629-8127
Fax: (404) 681-0713
Fax: (312) 832-6060
Fax: (212) 819-7781
Fax: (808) 396-7111
Fax: (801) 585-3351
Fax: (416) 861-9666
Fax: (604) 684-6877

ASAGI

NEWS FROM THE JAPAN FOUNDATION LOS ANGELES OFFICELOS ANGELES ARTS & C ULTURE GRANTS(LA LOCAL)
The Japan Foundation & Language
Center in Los Angeles will support projects that are related to the presentationof the arts and culture of Japan within
the 13 western states of the UnitedStates. Martial arts are excluded.
Applicants should not have received
another fund from The Foundation forthe same project. Successful candidates
would be granted up to $2,000.
Applications are accepted throughout theyear.
Please submit a proposal to theFoundation’s Los Angeles Office, attention Naoko Watanabe (please see page
12 for contact information).

Proposal should include the following
items, if relevant:
1. Project name, location, date and time
2. Applicant
a. Name of institution
Attachment: one-page backgroundinformation and/or the most recent
annual reportb. Name of authorized official
c. Name of project director
Attachment: C.V.
3. Project outline
a. Name of artist(s)Attachment: biography of each artist
b. Descriptionc. Arrangements and preparationsd.Schedule

4. Budgeta. Expenditures:a)Facilityb)Artist feec)Rental equipmentd)Publicitye)Travel expensesf)Other (please specify)b. Income:a)Admissionb)Other (please specify)
Upon receiving an application, the Los
Angeles Office will send an acknowledgment of receipt or contact the applicant
directly to obtain additional information
for the purpose of fair screening. Within
two months after the issuance of application receipt, applicants will be notified of
the result, unless otherwise notified.

News from The Nihongo Library

The Nihongo Library now open on weekends, too!
The Nihongo Library has extended Library Hours by opening on the third Saturday of the month,in addition to its weekday hours to reach out more patrons.
Library hours are:

Closing Days in 2000 are:Monday - Friday 10 a.m. - 5 p.m.
Third Saturday of The Month 12 - 5 p.m. *(March 20, April 15, May 20, June 17, July 15, August 19,
September 16, October 21, November 18, December 16)
Please visit our web site at www.jflalc.org for further information,or call at 1-888-667-0880.

Sundays and Saturdays (except the third Saturdays)
March 20 (Shunbun no hi = Vernal Equinox Day)
May 3 (Kenpo kinen-bi = Constitution Day)
May 29 (Memorial Day)
July 4 (Independence Day)
September 4 (Labor Day)
October 2 (The Foundation Day of the Japan Foundation)
October 9 (Columbus Day)
November 23 (Thanksgiving Day)
November 24 (The Day after Thanksgiving Day)
December 25 (Christmas Day)
December 29 (Year End Holiday)* Please note that on Saturday visits, you may be asked to sign in at the security desk on thefirst floor of the East Tower building. A security person will assist you to the sixth floor
where the Nihongo Library is located. Parking validation will be provided to visitors for up to
one hour during weekdays, and up to five hours during your visit on Saturday.

The

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101

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M A S A KO MI WA , O F F I C E S U P E RV I S O R

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

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

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E I I C H I ITO, L I B R A R I A N

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

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

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

100SH I G E M I YA M A DA , VO LU N T E E R

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NO R I KO OH A R A , VO LU N T E E R

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SOY U N KI M , VO LU N T E E R

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SAC H I KO M O H R I , VO LU N T E E R

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The Japan Foundation & Language Center in Los Angeles announces thed ep a rt u re of Ms. Aki Yamasaki, Office Supervisor, and Ms. Sayuri Fretz,
Assistant to Faculty, in February, 2000. The Foundation is grateful for Ms.
Yamasaki’s service for the past three years and for Ms. Fretz’s two years. We
offer them best wishes for the future. We welcomed Ms. Masako Miwa, in thecapacity of Office Supervisor on February 11th. Previously, Ms. Miwa has
had an active and outstanding career at JBA (Japan Business Association ofSouthern California). Also, from this April, Mr. Eric Chow's title will be
Program Associate.
Sacramento
Broadway
DMV

Colorado▲N< FAC U LT Y >HI RO KO K ATAO K A,
C H I E F AC A D E M I C SP E C I A L I S T

120HI RO KO F U RU YA M A,
AC A D E M I C SP E C I A L I S T

121Olympic

Voice mail is engaged after 5:30 in the afternoon until
9:00 in the morning. Telephone and fax number is thesame for all staff.

T H E J A PA N F O U N DAT I O N &L A N G UA G E C E N T E R I N L O S A N G E L E S
2425 Olympic Blvd., Suite 650E, Santa Monica, CA 90404
Phone:
Toll Free:
Fax:
E-mail:(310) 449-0027
1-888-667-0880(310) 449-1127
jflalc@jflalc.org

Home page address:

http://www.jflalc.org

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