The
Biannually

Spring Issue 2004 / Number 30

T H E J A PA N
FOUNDATION
Los Angeles

Contents

独立行政法人
国際交流基金ロサンゼルス

2-5

A Critical Look at the Study Abroad Experience:
Its Role in Japanese Language Learning & How to Prepare Students

6-7

Planning an Exchange

8-9Worthwhile Challenges:Perspectives from Japan on
High School Exchange

10

The Power of a Truly Hands on Learning Experience:
Taking Students to Japan

11-13

The New Perspectives:Japan Program

13

Expectations and Reality: What is beneficial forstudy-abroad participants ?

14

Important announcements from The Japan Foundation, Los Angeles

15

2003 ACTFL Conference Luncheon

15

2003 Japanese Language Proficiency Test

15

Introducing New Staff

16

2004 Language-related Grant Deadline

17

The Japan Foundation Advocacy Kit

18

New at the Nihongo Library

19

NCJLT Teacher Awards / 2004

20

Office Directory

G
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Throughout this article, when I refer to study abroad, I am
generally speaking of the experience that learners havewhen they travel to Japan for anywhere from a semester
to a year and regularly spend significant amounts of time(usually ranging from ten to thirty hours per week) in language classes. I will also refer to at-home learning.
Students experience at-home learning when they take language classes in conjunction with other subject area
courses during a normal college academic year.

A Critical Look at the Study
Abroad Experience:
Its Role in Japanese Language
Learning & How to Prepare
Students
By Dan P. Dewey, Assistant Professor of Foreign
Language Education, University of Pittsburgh

What do students gain during study abroad?
Study abroad has long been seen as an important (if notnecessary) means of developing proficiency in anotherlanguage. Anyone who has learned Japanese as a second language knows how essential it is to have every
ounce of experience possible with Japanese language andculture to become proficient at interacting with native
speakers. Study abroad seems like an intuitive solution,
providing extensive exposure both to the Japanese language and the culture. However, in spite of what seem
like obvious benefits of study abroad in Japan, there is little evidence to tell us whether time in Japan produces theresults we typically believe that it will. There has been ascattering of studies on the learning of Japanese as a second language in Japan, but only a handful of these arewidely available to readers in North America.
Furthermore, given the vast number of questions that wehave concerning the linguistic, cultural, psychological andother benefits of studying in Japan, these few bits ofresearch shed only a particle of light on the impact ofstudy abroad on learners of Japanese.

Studies have shown that students can make significant
gains in the four language skills of speaking, listening,reading and writing skills during time abroad. However,
not all students make these gains, and in fact, many individuals fail to develop in any of these four areas. There isa great deal of variation, with some students developing little or not at all and others developing far more than the
average student. This variation is much greater than what
is typically seen in the classroom at home. Also, in somestudies, gains made during study abroad in any of thesefour areas have not been any more significant than gains
made during study in the formal classroom at home. In
short, it looks like study abroad can boost all four language
skills for most students. My own research in Japanese
has shown that learners in Japan can make significant
gains in terms of reading skills, but that these gains can bematched by similar amounts of classroom instruction in asummer intensive immersion program in the U.S.
Studies of the development of speaking fluency haveshown that learners who go abroad do become more fluent (they say more, speak faster, have fewer pauses intheir speech, etc.). However, fluency is again not guaranteed. Many learners spend lots of time speaking English
and very little speaking the second language, and as aresult fail to become more fluent. Furthermore, greater fluency can be achieved at home through intensive immersion in a setting where English is forbidden and learners
speak only the target language during their immersion
experience. My most recent research hints at these sametendencies for learners of Japanese.

Given the scarcity of research on language learning during
study abroad in Japan, we must draw on research in otherlanguages for help for now. In this article, I will addresssome of the questions typically asked concerning study
abroad in general. I must emphasize that I deserve credit
for very little of the research I mention here. For moredetails on any of the research or issues discussed here,
please see my research group web site, designed for the
purpose of educating others concerning research on thebenefits of study abroad (www.studyabroadresearch.org).
This site includes short abstracts, complete citation information and more details concerning the findings mentioned in this article.

It appears that at-home learning may be more valuable
than study abroad in terms of promoting grammaticalknowledge and accuracy, though there are still mixed findings in this area. Students abroad take more risks andtherefore make plenty of grammatical errors. As far as
vocabulary development is concerned, learners who goabroad tend to make significant gains, but these gains are
not always readily evident in standardized tests typicallyused to measure the language abilities of college-level
learners. For example, my own research shows thatlearners in Japan tend to acquire lots of print from theirenvironment (e.g., words on signs, menus, forms or train
schedules) -- words not as readily acquired by students athome.
At-home learners do fairly well in terms of vocabulary
learning, but are slower to produce these words than stu-

Unless otherwise stated, the research mentioned here
involves languages other than Japanese. It is important tonote that there have been hints in the available research inJapanese that what applies to languages such as Frenchor Russian may not always apply to Japanese. For thisreason, I encourage the reader to be cautious when interpreting what I say in this article. I cannot emphasize
enough the need for additional research in Japan. The
vast gaps between Japanese and North American languages and cultures, as well as the difficulties of learning
the complex Japanese writing system merit caution wheninterpreting studies in other languages and applying findings to Japanese.
2

-dents who go abroad. They seem to think things overcarefully when writing and speaking -- their writing tends tocontain less common words and to reflect dictionary work,whereas the writing of students who have been abroadtends to contain greater numbers of words and more of thecommonly-used words mixed in with the less common.

learners may experience massive culture shock and bescared into isolated cocoons where English is the main
language and Internet and telecommunications hold themclose to the familiar at home, others may become filledwith the euphoria of the country, sever most ties withhome and with English-speaking peers and strive with all
their might to develop personal relationships with native
speakers. These patterns can result in vast differences interms of language development and the learning of thehost culture.

Early study abroad experiences (often by learners with little or no experience with the language) can increase motivation and improve attitudes toward the host culture. Thishas been shown to be especially true of Japanese. In particular, students' views toward language learning canchange -- for example, the task of learning to read bothhiragana and katanaka, often seen as a difficult burden bylearners at home, is usually seen as an important, satisfying and enjoyable task by students who can (and oftenmust) see and use these kana every day in Japan. As students become more proficient in Japanese, the euphoria
can wear off and less positive attitudes can begin to(this has been seen in other cultures as well). In otherlanguages, there are mixed findings indicating that
attitudes toward the host culture and one's own culture
may change differentially, depending on the country, culture and timing of the experience.

How can we prepare students for study abroad?
There are a number of variables that predict successful
language learning and cultural adaptation during study
abroad. Unfortunately, many of these things (language
aptitude, gender, age, previous time abroad, etc.) are
beyond the control of educators. Others factors, however,can be adjusted and influenced in order to create a more
optimal learning experience. It appears that students who
have some foundation in the language tend to do better
when going abroad in terms of language learning(although very little research has been conducted onlearners with little to no language experience prior to
departure and the impact of an early experience on one's
learning and attitudes). Those with about two years ofprevious experience tend to learn the most linguistically.
More advanced learners show fewer gains, but this may
be because of limitations in tests used in research(advanced learners may "outgrow" the test, scoring very
high and becoming capable of 120% rather than 98%).
Some studies show that having a strong foundation inreading and grammar can facilitate language learning in allareas during study abroad. To my knowledge, no studies
have been conducted in Japanese to determine factorsthat predict success in terms of language learning and cultural adjustment during study abroad in Japan. It is possible that the combination of factors influencing language
learning in Japan would be different from those found in
Russian and French, the two languages where large-scalestudies exist.

In terms of the ability to use socially appropriate speech,
findings in various languages are mixed, but it appears
that learners generally struggle to acquire socially appropriate speech patterns during and after study abroad innearly any culture. In Japanese, they may have difficultyusing honorific and polite speech patterns and may struggle with apologies, compliments and requests (though
their error patterns may change and they may make some
progress toward native norms during and shortly after
study abroad). A number of learners may have mental
mastery of polite patterns, but may refuse to use them due
to difficulties identifying entirely with Japanese culture(e.g., a Western feminist may have difficulty identifying
with the stereotypes associated with femininity in Japan)
Learners abroad may develop a number of communicative
strategies/abilities that learners at home lack (e.g., initiating, maintaining, expanding and terminating a conversation). However, due to the fact that their communication
proceeds with fewer problems, they use fewer of some of
the communication strategies that are often seen to facilitate communication and learning (e.g., navigating aroundan unknown word or engaging the help of the listener).

In addition to providing a solid foundation in the language,
Japanese educators can prepare students for study
abroad through well-planned orientations. Students ought
to be well informed concerning cultural differences, culture
shock, potential problems, living arrangements, etc.
Several excellent resources have recently become available to assist educators conducting such orientations (seefor example Maximizing Study Abroad materials ). Where
possible, it can be beneficial to have students who haverecently returned from Japan tell about their experiences
and both the difficulties and the joys they experienced. A
thorough orientation ought to inform students of the variation that occurs in terms of language development, cultural
adaptation and the development of understanding of theJapanese culture. Students should be encouraged to set
specific goals and to decide what they really want to gainfrom the study abroad experience. For example, those
who are most concerned about language learning might

One theme that emerges in research on the benefits of thestudy abroad experience is the existence of huge differences between individuals in terms of development. In theclassroom at home, learning is fairly controlled and students have only very limited exposure to language andculture. However, once they go abroad, students havenearly limitless access to an enormous range of language
and culture. They are largely able to pick and choose
what they will be exposed to, and these choices may
depend on their individual personalities and their psychological reactions to the new environment. While some3

decide to limit their communication in their native language
and to strive to develop three or four very meaningful
friendships with native Japanese speakers. Those mostinterested in exploring Japanese culture might select specific topics to investigate in depth and decide on relevant
places to visit. While students' objectives may changeover time in Japan, they ought to at least be aware that
there will be many distractions from their objectives.
English-speaking friends may surround them with theirnative language; adventurous "travel buddies" may takethem off sightseeing regularly (perhaps even to othercountries); the Internet may keep them regularly attachedto the keyboard. Forewarned of these possibilities, students can prepare mentally and maintain some degree offocus during their time in Japan. Finally, students ought toalso be taught strategies for learning the language and for
coping with the unfamiliar (linguistically and culturally).

My next set of recommendations relates to the use ofJapanese and English by the learner. Research indicatesthat Americans going abroad tend to form communities
with other Americans and to speak large amounts ofEnglish within these communities. Teachers are often
shocked to hear that the percentage of Japanese spoken
by their students during time abroad can be as little as 3%5%. Teachers and program administrators can discourage
this tendency to use English by fostering relationships withlocal communities. One study center regularly involves its
students in a local university's extracurricular activities.
Students learn kendo or judo or practice writing poetry or
learning ikebana. Another center extends an invitation to
local Japanese to come to its lounge each day and converse with students in Japanese. By having two or three
local Japanese in this lounge on a regular basis and bystrongly encouraging Japanese staff members to use only
Japanese where possible, the center creates a friendly
and helpful atmosphere for experimenting with theJapanese language. The e-mail program described previously gives students at another center a good start with atleast one Japanese friendship immediately upon arriving inJapan. Any initiatives that might lessen the chances of thecreation of American cliques and increase interaction withlocal Japanese would be helpful. It is not enough toassume that because learners will be in Japan they will
speak Japanese regularly.

In addition to orientations, educators might consider
engaging local Japanese in efforts to smooth transitions
and facilitate language learning. For example, some of thestudy abroad centers I have visited in Japan have initiated"conversations" between local Japanese students andincoming Americans prior to arrival so that these
Americans have an immediate contact and friend to help
them through the transition between home and Japan.
What can be done during study abroad to improve theexperience?

What is the role of study abroad in the curriculum?
Each curriculum has its own goals and needs.
Furthermore, each study abroad center or program has its
own aims. For this reason, it is difficult to prescribe theexact role of study abroad in general terms or to make curricular or other recommendations that apply to all study
abroad programs. However, I will say that study abroadcan be used to solidify skills gained in the classroom athome, but that going abroad does not guarantee thedevelopment of any specific set of skills. Each person will
have his or her own goals and will learn according to his or
her own style. I see study abroad largely as a means ofmeeting an individuals. own objectives. While hugeamounts of variation in the study abroad experience andthe resulting skills that are gained can make life difficult forfaculty and program coordinators trying to integrate students back into the curriculum following study abroad inJapan, it is this variation that can often make the experience a valuable one for the individual. For this reason,
patience and flexibility may be necessary in order toaccommodate students returning from time abroad. No
single recipe will suit every student in terms of when to go
abroad, where to go and what to do upon returning fromtime abroad as far as follow-up instruction and skills development are concerned.

While most Japanese teachers will not accompany theirstudents abroad, many will have some voice in determining the conditions under which students will study: they
may advise students concerning which programs to select;they may choose programs with whom to affiliate as a university; they may provide input concerning program design
through consortia channels. While homestay arrangements are usually thought to be the ideal, in studies involving languages and cultures other than Japanese, this has
not always proven to be the case. Learners have sometimes failed to make connections with host families andhave even avoided being at home or have secluded themselves to their rooms while at home. In some cases,
homestay families have been glued to the television set
and interaction with the visiting student is limited to very
brief discussions of television. In the ideal situation, one
would carefully screen and train homestay families in orderto facilitate interaction between the host family and the visiting student. While my hunch is that Japanese families
engage with homestay students more than in other cultures, I am cautious about accepting this assumption without further exploration. I am currently developing guidebooks to be used to educate both host families in Japanand homestay students. The purpose of these guidebooks
is to make both families and students more aware of thecultural and linguistic challenges learners may face and toencourage positive interactions between learners and their
host families -- interactions that promote language development and cultural adjustment.

I see great potential in having students experience multiple
study abroad experiences and in combining study abroadwith intensive domestic immersion prior to departure forJapan. An early (perhaps short) study abroad experience
could promote students' motivation to learn Japanese and4create interest in specific aspects of Japanese culture,society, history, art, etc. Then, following one or two more
years of instruction, a student could be immersed inJapanese at home during a summer to prepare them for
more frequent exposure to the language and to heighten
their skills and their awareness of the language prior to
departure for their second experience abroad. This would
have the added benefit of providing the students with more
Japanese courses without taking away from studies intheir respective disciplines (a major concern in particularfor students of engineering and the sciences). Students
would then go to study abroad in Japan. Ideally, theywould stay for a year, since research hints that they areoften only adjusting at the end of one semester and thatthe biggest gains linguistically and culturally may occur
during the remainder of the year. Given the combinationof study experiences describe here, students ought to bewell-prepared to pursue advanced studies in Japanese or
to use Japanese in their professions. If all students wereto engage in such a sequence, a Japanese program could
produce students more capable not just of interacting
superficially in the language, but also of working effectively
in Japanese society.
Conclusion
The study abroad experience in Japan has great potential
for each individual. With careful planning and preparation
prior to study abroad and extra effort during the experience, learners can gain large amounts both in terms oflanguage and culture during their time in Japan. Aware of
the potential obstacles to the development of language
and of cultural competence, learners and teachers can
avoid common pitfalls and maximize interaction with native
Japanese during study abroad.
I strongly believe that study abroad is one of the mosteffective means of developing linguistic and cultural competence. When combined with at-home classroom learning (including typical academic-year learning and summer
intensive learning where feasible and appropriate), study
abroad in Japan can produce learners who are capable ofinteracting in meaningful and culturally appropriate ways
with native Japanese speakers in a variety of contexts.

5Teachers and coordinators need to be careful about many
details as they plan their exchange, such as:● Start planning early, about a year in advance.
● This is not a vacation; the chaperones need to beworking all the time during the exchange.
● Locate a school in Japan that is willing to host thestudents. It is more difficult if that school has neverparticipated in an exchange before.
● Communication with the school in Japan is crucial.
Find a native speaker who can facilitatecommunication.
● Try not to control everything. Delegate tasks;
especially finances.
● Form a parent support group based on families
who are going to participate in the exchange.
● Have the parent group deal with fund raising;paying the air fare for the chaperones andinsurance.
● Set criteria of behavior and citizenship that all thestudents must meet to be eligible to be considered
for the exchange.
● Be flexible.
● Study Japanese customs and etiquette i.e. bathrooms and bathing, taking shoes off inside thehouse and school, omiyage (gift giving ), weather
during the season of the exchange, and shrine
and temple etiquette.
● Get to know the students who will participate in theexchange. Trust needs to form between thestudents and the chaperones.
● Meet with the parent support group and thestudents once a month, starting a few months
before the trip, to give information and goover details of the trip.

Planning an Exchange
By Alice Horiba

For the past six years, my fifth grade students have had
the opportunity to participate in a homestay program withstudents in Japan. My students attend school in Japan,
visit designated sites and interact with Japanese students,
as well as their families. The students leave Los Angeles
in July for two weeks, attending school in Japan for a few
days. They go sightseeing at Nara and Hiroshima, andspend time with their host families. This is a great opportunity for them to immerse themselves in Japanese culture
and language. They have been studying Japanese at El
Marino Language School in the Japanese Immersion program since kindergarten. The exchange to Japan is a culmination to their studies.
Everyday during the month of June, as the departure date
for Japan approaches, these are the comments and questions that the students ask:
● What will my host family be like?
● I don't know if I really want to go.
● Will I become homesick?
● Will I be able to understand what people
are saying to me?
● What if my host brother is mean to me?
Every year the students are so nervous about going toJapan; and yet, all come back not wanting to leave. Upon
returning to the States, the comments are always:● I really liked my host family.
● I wanted to stay in Japan longer.
● Can I go back?
● I loved Japan!
● The Japanese people are so friendly.
The benefits the students receive are immeasurable.
Throughout their studies they have this travel goal in mind
and they are continually working toward achieving theirgoal. The students are scared to go to a foreign country, tolive with a family that they have never met, using theJapanese language they have learned. Nervous and excited at the same time, it takes a few days to overcome theirhomesickness; but after they bond with the host family,
they have a fantastic time! Their Japanese communication
skills increase and they realize that all their studying paid
off. Their confidence grows every day that they are in
Japan.
The exchange benefits both schools involved. For thesending school, it lets the teachers witness how well theirstudents have learned Japanese over the years; as well as
serving as a culmination for the students. For the hosting
schools, the whole community is excited about meetingand interacting with American students. Barriers are often
broken, with everyone realizing that kids are similar wherever they come from.
6

Here are some tips on how you can best enjoy your Japan
exchange:● Establish a pen pal relationship with the hostschool.
● Bring gifts for everyone plus extras, just in case.
● Have a Japan exchange class with the students amonth before departure that meets a few times.
Go over etiquette with the students.
● Greetings are very important in Japan. All students
and adults must know the basic greetings. (goodmorning, hello, good evening, good night, etc.)● Take the students for strenuous walks during the
preparation classes. Everyone in Japan walks
everywhere, at a brisk pace.
● Safety. Tell the students that their safety is thenumber one concern of the chaperones and thatstudents need to be within arms reach of thechaperones at all times.
● Respect. The students must respect all
chaperones and adults.
● Have the students carry a passport holder aroundtheir necks, with their host family's address andphone number within.
● Students need to realize that they are not on vaca
-tion. An exchange is a learning experience where
they represent their school and America, to all ofJapan.
● Reassure the students that they will, indeed, havea good time.
Starting an exchange program with a school in Japan is a
lot of work and should not be thought of lightly. Make theplanning and the preparation for the trip a part of an oncein-a-lifetime thrill! Enjoy!

7

learned and matured a great deal over the past sevenmonths. Here are their progress reports and a few pearlsof experience-based wisdom for future international students:

Worthwhile Challenges:
Perspectives from Japan on
High School Exchange
By Cyrus Rolbin******************************************************************
By Laura Abbott (14 years old)

Living abroad is exciting but also hard in ways that tend to
be difficult to understand. So is being a teenager. Combine
the two and what do you get? For some adolescents, it's
probably a challenge of insurmountable proportions. For
those that can endure having their sensibilities rocked fora while, a chance to become truly bicultural. It's one thing
to join an international program at a Japanese university at
the age of about twenty. It is much more culturally powerful to participate in the regular routine at a Japanese highschool and live within a Japanese home -- especially when
you are only about fifteen years old.

My first blunder was in how I expressed thanks. I knew
how to say "thank you" in Japanese, but I didn't know
when and how often I should say it. Showing appreciationis really important in Japan and difficult to grasp at first.
Japanese help each other in indirect ways as well as thenormal, obvious courtesies. You have to be looking reallyhard for when people have helped you and thank themequally. Little things only need a single thanks, but big
things like going places or taking up someone else's timerequire a lot of thanks.
The next issue was probably the futon issue. Since thefuton took up most of the floor space in my traditional
Japanese room that had no chairs, I always did my homework on it and treated it almost like my carpet. Futons arevery common in Japan, but treatment of them depends onthe family. My first host family had a lot of respect forfutons and treated them so, but my next host family
walked all over them. Depending on the family the ruleschange, so you have to be observant.

I am appreciative of the invitation to write about highschool study abroad in Japan for Breeze, but must admitthat my students are the real experts on this topic. I will
first describe the program that I help run in Tokyo, and willthen pass the pen to Kirsten and Laura, two high school
students from the U.S. who have been living in Japan forthe past seven months.
Shinagawa Joshi Gakuin is a private girls' secondary
school in the middle of Tokyo. Its international program
immerses students from overseas in the everyday routinesof living with a Japanese family and attending school.
Each weekday morning, international students have breakfast with their host families, commute to school with their
host sisters, and then spend the school day in two types ofclasses:●
Regular classes (classes that don't require muchlanguage skill): computer science, art, music, calligraphy,
physical education, tea ceremony, home economics, cooking, and sewing.
●Special classes (in English): Japanese language,
history and culture, and a reflective discussion seminarwith me.

Next was my bad memory. I couldn't remember all thefamily's friend's and worker's names, and this made themfeel irritated. Names are really hard to remember especially when they sound so alien to you. I still can't remember
people's names that I see every day, but writing themdown really helps.
Also my face was not looking happy. I didn't smile so muchat the beginning, when I was feeling confused and overwhelmed. This just brought everyone around me down andonly made things worse. Even if you aren't feeling happy,
things get better a lot faster if you maintain a happy outward appearance. If your communication level isn't the
best, a lot of people judge you by what they see, so lookgood!

After school, the international students join club activities.
On weekday evenings and weekends, they are generallywith their host families.

Lastly there was my ambition to learn Japanese. Everyone
in my host family wanted to learn English and speak it all
the time while I wanted to learn Japanese and speak that
all the time. Many Japanese are obsessed with English.
Almost everyone wants to learn and speak it. There has tobe a balance, but it is hard to find, and I still can't get it
quite yet.

This experience is probably as close to real Japaneseteenage life as an international student could get. The
need to function within such an unfamiliar lifestyle forces
the young international student to think cross-culturally
about interpersonal communication, schooling, family, andthe like. Such a steep learning curve within such a deeplevel of immersion can be trying to a teenager. But as I
think the following letters show, the gut-level understanding about Japanese culture that this type of experience
affords is really to be envied. Kirsten and Laura have8

******************************************************************and offer courses that are actually similar to those thatinternational students could take at their home universities.
Kirsten and Laura have only been given the bare essentials that they have needed to survive in Japan: Japaneselessons, history and culture lessons, and weekly reflective
counseling. After months of hard work, they have developed some of the cultural sensibilities and skills that arecommon to Japanese people, and teenagers in particular.

By Kirsten Johnson (15 years old)
One thing that foreign students need to keep in mind isthat Japan will be different from their country and so theyshould try not to compare the two. Otherwise their experience will be ruined. They need to keep and open mind to
everything; if they do, they can have a very good experience.

For students who can handle it, this type of experiencebased learning establishes a solid foundation upon which
near-native linguistic and cultural skills can eventually be
developed. Kirsten, Laura and I hope that our comments
have given Breeze readers helpful insights into the challenging but enriching experience of teenaged study
abroad.

One thing to get used to is that there is a big sense of
ranking everywhere in Japan. For example, a teacher isconsidered higher than a student and so a student mustn't
speak disrespectfully to the teacher.
Another thing to get used to are the trains here. Trains aremuch more convenient than cars are but it takes somegetting used to before you can feel comfortable riding
everywhere in one. One issue is the lack of personal
space. In fact, that word doesn't even exist with thethought of trains in Japan. On really busy days (likeMonday) the big trains are so packed that if you lifted up
your feet you would most likely stay where you are and not
fall down because everyone else's bodies are holding you
in place. Its days like those that you'll really miss cars.
Most schools in Japan, whether private or not, have a uniform. How strict they are about keeping it exactly perfectdepends on the school you are going to. Most schools
have the traditional sailor uniform but more and more arechanging. Many of the high schools now have plaid skirts
for the girls.
Students in Japan stay in one classroom all day unless it'sa special class that needs special equipment (e.g. PE, Art,
Science, etc.) and the teachers move around. Because
classmates stay together all day, they become really close-- like a family. You definitely feel the class spirit when it
comes to class competitions.
Every school has after school activities that are called"clubs". Pretty much everyone in the school is a memberof a club; if they aren't they most likely go to juku (cramschool). Some of the most popular clubs for girls would betennis, dance, basketball, and music/band. There is astrong spirit felt within these clubs too.
My Japanese has been improving more and more. Now I
am able to actually carry on an educated conversation withmy host family and can usually understand what people
are saying even when they talk fast. I am also getting better and better at kanji. The only thing that's really left forme to conquer is understanding what they say on TV.
******************************************************************
By Cyrus Rolbin

Many university-level international student programs havea reputation for "spoon feeding" culture to their students.
They house international students in special dormitories
9point B. Students also conduct research on a topic theychose and then present their findings at a night presentation to families, teachers, administrators and community
members. With the research residency centered on students making meaningful and important decisions, theytake ownership in the research residency and take anactive part in making it successful.

The Power of a Truly Hands on
Learning Experience:
Taking Students to Japan
By Michael Bacon

Often travel to a foreign country focuses on seeing "thesites" or what we refer to as "macro touring." Traveling tothese tourist traps usually involves long bus rides and afairly passive involvement level on the part of the tourist.
The research residency, on the other hand, takes place ina small rural town. We do not do any over night traveling.
Instead students travel only on day excursions reachable
by train, bicycle or foot. These local excursions push students to explore areas not necessarily considered tourist
attractions, but really to learn about the daily lives ofJapanese or what we refer to as "micro touring." Students
do travel to a few well known places such as Himeji
Castle, but inevitably the most popular spot for students
ends up being the small agriculturally based town of 7000
people. The sense of familiarity they develop for this relatively unknown place allows students to feel a stronger
connection to the people and culture.

Every year for the past six years I have taken approximately thirty-five 8th graders and seven adult chaperones
to Japan in March on a two week academic trip which werefer to as a "shugakuryoko" or "research residency."
Many people, including a number of the parents who deal
with the challenges of a young adolescent on a daily basis,
shake their heads and mumble something about being
crazy to take so many middle schoolers to a foreign country. In the final weeks prior to our departure I too begin toquestion my sanity. Is the extra stress and time reallyworth it?
Last April I sat down to read the essays our students wrote
about a person they interviewed in their host family, arequired assignment. The power that real life experience
brings to the learning hit me squarely between the eyes.
Students previously struggling to meet benchmarks wrote
with such clarity and detail. The use of metaphorical language astounded me. The voice in their writing sung out.
The often cynical teacher next to me scoring these same
papers stated to me, "There is no substitute for hands on
experience. These are powerful essays!" My question
had been answered. The extra stress and time were
worth it.

Since the research residency is an academic trip students
are required to complete assignments. However theseassignments are not book based. The student's entire
world becomes their classroom and the assignments aredesigned for them to interact with that world. From surveying people at hot springs to exchanging money at the
local bank students must complete tasks that resemble amajor scavenger hunt rather than any kind of textbook
assignment. Of course we expect students to reflect, butthey jump at the opportunity to relive this intense interactive experience.

Research says that we remember most what we actually
do. In designing the research residency for Mt. Tabor 8th
graders, I focused on three key elements of "doing" in trying to make this two week adventure the best learning
experience possible. These key elements are student
centered learning, micro touring, and interactive activities.

Ideally traveling to Japan and living and breathing the culture is the ultimate learning experience for our students ofJapanese. However all teachers must work with challenges in designing such an experience. I strongly
encourage teachers of Japanese to face these challenges
and see how they can best offer such a powerful learning
experience to their own students.

From the first days of planning in late spring of the previous year to the final presentation called "Omiyage
Banashi" students participating in the research residency
take an active role in planning, preparing, and implementing. Students break into ten different "ministries" (i.e. theministry of finance) similar to those in the Japanese government to carry out various designated tasks in preparing
for the research residency. Instead of me or a parent
researching airfare rates, students in the ministry of transportation do so. On the research residency, students
divide into field study groups which are accompanied by achaperone who does not speak Japanese. Using theirlanguage and cultural skills the students manage a daily
budget and lead their group in traveling from point A to

Michael Bacon is currently the Immersion Education
Coordinator for Portland Public Schools and president of
the Association of Teachers of Japanese in Oregon. He
has worked in the Japanese immersion program at Mt.
Tabor Middle School in Portland for the last eight years.

10The New Perspectives:
Japan Program

Japan - Windows on a Culture, written by Sara Thompson,
independent consultant.

By Mari Maruyama, The Laurasian Institution

Japanese Economics and Business, written by Linda
Wojtan, Senior Advisor for the National Clearinghouse for
US-Japan Studies and Chair of the Advisory Committee

Summer 2004 marks the eighth year of New Perspectives:
Japan (NP:J), a study-tour program administered by The
Laurasian Institution (TLI). NP:J has an overarching goalof producing a long-lasting positive effect on Japan -United States relations by engaging and developing a contingent of America's next generation with a meaningfulunderstanding of Japan and a commitment to further
engagement with Japan.

Discovering Your Japanese Heritage, written by Dr.
Gary Mukai, Director, SPICE Program, Stanford
University.
As one Indiana teacher pointed out, these curriculum units"give the students an academic focus for their trip rather
than only focusing on sightseeing." Given the other
responsibilities of both teachers and students, it is notuncommon that each group tailors the units for their specific needs.

NP: J is a three-phase pre-collegiate study program which
is customizable to suit the specific interests, knowledge
levels, and needs of the participant groups (a group consists of at least one teacher to 7 students). The threephases are:

One teacher from Michigan noted, "It was very hard for us
to find time when we could all get together so I found it
hard to use the lesson plans in their entirety--however,they were easy to adapt to shorter sessions which worked
better for us. The best thing about the sessions was to get
to know one another as travel companions and fellow students of Japan. The study materials gave us a context forthat."

Pre-departure preparation and learning
In-country study tour
● Post-tour learning●●

Teachers are responsible for their group throughout allphases of the program, including coaching the students onwhat to expect in Japan and how to behave toward hostfamilies and in host schools. This allows the teacher to set
the pace of academic learning and focus on providing students with the cultural support needed to create a successful experience in Japan. Since NP:J handles the logistical matters as well as provide overall structural guidance,
the teachers are freed to ensure that high quality educational interaction takes place.

In addition to the curriculum, NP:J supplies various materials to help each group design their own study day itineraries in Tokyo and Kyoto. Other materials sent to theteachers simply aid them to prepare their students for thelogistics of visiting Japan and interacting with host families.
The second phase of NP:J is the 16 day study tour
which takes the NP:J participants out of the classroom and places them in the middle of Japan.
During these two weeks, the participants bring to life what
they studied during the first phase of the process. The two
weeks is divided into the following:

The first phase of NP:J involves in-- school study,prior to the study abroad portion of the program.
During winter term, NP:J teacher and students receive a
study packet which includes the curriculum unit chosen by
the group. These curricular units were developed bynationally known experts in the field of Japan studies andcurriculum development. The following are the six curriculum units from which NP:J participants can choose:

Experiencing daily life first?hand by living with aJapanese host family● Meeting and studying with new friends of a similar
age by attending a Japanese school● Specialized "Study Days" in Tokyo and Kyoto●

Introduction to Japan, written by Amy Cheng Greg
Francis and Selena Lai, SPICE Program, Stanford
University.

Participants spend three nights in Tokyo and Kyoto, and a
total of eight nights with host families in between. During
the Tokyo and Kyoto portions of the schedule, students
have access to computers to communicate via email withfamily in the United States to let them know what they areexperiencing. NP:J also has an on-line newsletter on its
website (www.npjapan.org). This website keeps family andfriends up to date about activities in which the NP:J participants are engaged while the tour is in progress.

Episodes in Japanese History: The Shaping of National
Identity and Culture, written by Lynn Parisi, Director,
Program for Teaching about Asia at the University ofColorado, Boulder.
Japanese Art, Architecture and Cuisine, written by Mary
Hammond Bernson, Associate Director of the East Asia
Center at the University of Washington

A parent of an NP:J participant said, "I just got off [theNP:J online newsletter]! It is wonderful! It is such a fantastic way of allowing the parents to keep track of their children, and know this was the best gift we could ever give

Japanese Contemporary Society: Late 20th Century
11

our children....My daughter loves the Japanese language,
and now is in love with the country and its people. Thanks
for bringing her so much joy!" ?

home with a renewed sense of wanting to learn more
about Japan and applying themselves in their language
classes. At the end of the study tour, students were asked
what they would like to explore about Japan after returning
home. The following comments are representative of the
responses received:

The home stay experience rates high in value among the
NP:J students as two students remark:"The most rewarding aspect of the study tour was definitely the home stay. The ability to hear Japanese and beforced to speak it is more rewarding than any amount ofclass time could give you!""When I return home, I plan on studying a lot more
about the history of Japan. Japan has been around forso long -- it is amazing.""[I want to learn] Japanese history and more of thelanguage so that next time I travel to Japan, I canhave more in depth conversations.""I enjoyed the home stay. It was amazing to see how
Japanese people live and to learn their culture and ideas
about the west. However, I also really enjoyed learning
about theculture by visiting the historical sites such as Nijo castle
and Todaiji temple.""I would really like to learn more about Japanese
castles and their construction. I would also like tolearn more about the Japanese economy and how
Japan transformed itself after World War Two."

The third phase of NP:J begins after the participants
return to the United States.
As time allows, groups engage in follow-up lessons andlearning activities included in the curricular unit. The purpose of this third phase is for the groups to reflect uponand bring meaning to their encounter with the Japaneseculture. The realization of how much impact an experiencesuch as the NP:J program has on a participant occurs only
after the experience has been absorbed, often weeks ormonths after returning home. The follow-up activities aswell as assessment and evaluation components help participants identify the impact of the study tour had on them,
their view of Japan and their view of themselves in thiscomplex world.

"I want to learn more about the religions and how
exactly they influenced the buildings of Japan."
Although this study tour is designed with the students'
learning in mind, teachers also come away with a renewed
sense of vigor toward teaching. There is nothing like seeing ones students use -- or timidly use -- their Japaneseacquired to date to stimulate some thoughts on amending
one's curricular goals. Quite a few teachers commented
that they plan to add more spoken Japanese and reduce
the amount of English in their teaching, hence moving
more towards a communicative method of teaching. Someteachers also commented on integrating more information
about contemporary Japan within their standards based
curriculum.

It is also hoped that this process allows participants to
identify ways of applying their study abroad experience totheir continued study of Japan. Many students returnParticipant Demographics
New Perspectives: Japan is made possible with the generous support of The Japan Foundation Center for Global
Partnership and The Freeman Foundation. The grants
received from these two foundations enabled NP:J toacceptover1,000 Japanese languageand culture teachersand students from grades 5 through 12 for this Japan
study tour. These participants represent 88 schools from25 states throughout the U.S. Thirty-five of these schools
have participated in NP:J at least twice and approximately
25% of the schools build upon sister school or sister city
relationships during the NP:J experience. The economic
background of the participants is as varied as the environ-12

-ment in which they live --from rural farming communities
to urban centers. The ethnic make -up of the participantsalso reflects the diversity found in the U.S. Although the
majority of NP:J participants are US citizens of various
ethnic backgrounds, also included among the participants
were Australian, Bulgarian, Canadian, Dutch, British,
Japanese, Korean, Mexican, and Thai passport holders.
NP:J has also included quite a few students with refugee
status. Not only does NP:J expose students from the US
to Japan and its society and culture, its participants also
expose the Japanese to the variety of people living in the
United States.

scale, it is hoped that a New Perspectives: Japan experience -- from the perspectives of both the student from theUnited States and the Japanese students they meet -- willlead to increased mutual understanding between Japanand the United States among the pre-collegiate generation. A comment from a parent of an NP:J participant sums
up the experience for all:As Judith Munn stated, "I have hope that my son and theother students consider how he/they fit into this complex
world and learn to appreciate this complexity in all its
splendor. Japan is a perfect place to experience the subtlety of culture and relationships and to appreciate the richness in its variety. These experiences will leave long lasting ripples in improving human relations."

NP:J provides an opportunity for students to work towards
improving language skills, develop the capacity to adapt tochange, become more culturally aware, become more flexible, and develop a greater sense of confidence, maturity,and sense of direction for their future. On a more grandadministrative staff in the international office at theirrespective schools. However, we must also acnowledge
that this sometimes fails. People in each of these groups
do not necessarily have the chance to express their opinions or concerns to each other, which is a very problematicconcern in and of itself.

Expectations and Reality: Whatis beneficial for study-abroad
participants ?
Survey on Language Study Abroad in Japan by
The Japan Foundation, Los Angeles

It is a very positive sign that more and more students wantto spend their time in foreign countries at some point during their school life. In order to make their study abroad
experience even more beneficial, we believe that we needto do more in depth study and research on the programsfrom various angles and find out what kind of pre-departure and post-arrival information is necessary for the program participants.

In recent years, many institutions in the United States
have been sending their student to exchange programs inJapan every year to experiencing its language and culture.
It is known that going on a language study abroad program is very beneficial and almost crucial when learning aforeign language. It seems that the majority of students
could benefit from their participation in a study abroad
experience, either by language acquisition, through gaining a better cultural understanding, or both. However,sometimes we discover that they are faced with certain difficulties especially when living with host families. Previous
studies have of course examined language study abroad
programs and their value in Japanese language learning.
However, their validity as a great asset in acquiring fluency
and a deep cultural understanding of Japan has to date,
not been proven by any extensive research.

Motivated by such circumstance, the Japan Foundation,
Los Angeles has been conducting an intensive survey on
pre-departure and post-arrival orientations that are organized for Japanese language students and host families.
We chose the following five different groups of people astargets for our survey: Japanese learners in the US,
Japanese language teachers in the US, Japanese language teachers in Japan, administrative staff of language
study abroad programs, and host families. Although thesurvey only targets those groups in the higher educationlevel now, we will hopefully extend its range to K-12 levelsin the future. Our aim of this survey is to disclose the gapsof expectations / beliefs between these five different kindsof people who are involved in language study abroad programs. The survey results will be reflected in a study
abroad guide for prospective language study abroad students and their teachers in the U.S. that the JapanFoundation, Los Angeles is planning to produce.

Another factor that we have to consider is that we do nothave adequate communication between teachers in the
United States and in Japan regarding teaching materials,
teaching methodologies and pedagogical approaches. It is
likely that most Japanese teachers in the United States
are not fully aware of what is actually happening to theirstudents while they are in Japan as contact is generally
lost once they depart. We should also notice that language
teachers and administrative staff tend to have different
expectations towards language study abroad programs.
Although teachers are more focused on language acquisition, international offices expect students to gain more cultural knowledge, rather than language acquisition.
Needless to say, it is very important for teachers to havegood communication with, and to be on good terms withThe Japan Foundation, Los Angeles is calling for participation in this survey. If you, as a university-level Japanese
instructor, are interested or know schools in Japan towhich your students go for a language study abroad program, please contact us at education@jflalc.org.

13

Important announcements fromThe Japan Foundation,
Los Angeles
BREEZE & WAHOO:
Up until this point, our Breeze newsletter and Wahoomagazine have been published as both print and electronic publications. As of the next volumes of Breeze and
Wahoo (Volume 31 & 4 respectively), these publications
will be published electronically only, available as always
through our website. If you would like to receive anannouncement of the electronic versions of these publications, or information on other events, grant opportunities,
etc. By email, please visit the following URL and sign up:
http://www.jflalc.org/cgi/breeze_request.html
SUMMER SYMPOSIUM:
We are pleased to announce our first Japanese Language
Summer Symposium. It will take place this August 1st and2nd here in Los Angeles, at the New Otani Hotel in Little
Tokyo. The theme of this symposium will be, "No Teacher
Left Behind". We will take an in-depth look at the No Child
Left Behind (NCLB) act, how it will affect the lives andcareers of Japanese language teachers, and how to deal
with it. We would like to see as many people there fromacross the country as possible. There is no registration
fee for the Symposium itself. There will also be a free
reception dinner on the evening of August 1st.
Reservations are required for the reception dinner, and on
a first-come-first-serve basis. Space is limited, so please
RSVP (starting June 1st) through our website(www.jflalc.org) as soon as possible. We will take all
RSVP's in order, and then send a confirmation to those
who have signed up in time. We will also notify all those
who have signed up too late. Details for the Symposium
will be posted on our website. We very much look forward
to seeing you all this summer.
NEW NAME & LOGO!
As of April 2004, we have officially changed our namefrom The Japan Foundation Los Angeles Office &Language Center to The Japan Foundation, Los Angeles.
All of our functions and programs will remain the same.
As of May, 2004, we also have a new logo. Our new logo
is a butterfly, which also reads, ”JF” for the JapanFoundation.

14

Despite some minor setbacks, the Japan Foundation
Luncheon at this years ACTFL Conference in Philadelphia
was a success. Thanks to the interest and enthusiasm of
our guests, and the generous contributions of our donors,
Japanese teachers from across the nation enjoyed an
opportunity to network in a relaxed environment, andshare ideas.

guage as a subject in our schools. We enjoyed enlightening keynote speeches on the subject by both Ms. Martie
Semmer and Ms.Toni Theison and Mr. Michael Kluemper
gave us an update on the NCJLT. This years raffle was as
popular as ever, thanks to the generous contributions of
All Nippon Airways, The Aurora Foundation, Cheng & Tsui
Company, House Foods America Corporation, Japan
Book Plaza, The Japan Forum, JP Trading, JTB USA,
Kinokuniya Bookstores, Kodansha America Inc., Kurosio
Publishers, Matsushita Electric Corporation of America,
PHI-TEN USA Inc., Seiko Instruments USA Inc. and Tokyo
Shoseki.

The theme for this year's luncheon was the importance of
NBPTS certification in the furthering of the Japanese lan-

We would also like to apologize for the overbooking of theevent, which was unfortunately beyond our control.

2003 Japanese Language
Proficiency Test

Francisco. We have had an ever increasing turnout for the
test, toping off this year at 1,391 participants. As usual,the test was given in four levels; Level One being the highest and Level Four the lowest (L1- 250 participants, L2354 participants, L3-363 participants, L4-424 participants).
The total number of participants who passed this year in
the United States was 736. Students of all ages and ethnic backgrounds take the JLPT, and it is a great opportunity all students of Japanese to hone their skill and gage
their ability. The test date for 2004 will officially beannounced this summer, and the online registration will
start at the beginning of August. Please see our website
for details.

2003 ACTFL Conference
Luncheon

The Japan Foundation administers the Japanese
Language Proficiency Test or 能力試験 (Nouryokushiken)
annually in major cities across the US on the first weekend
in December. Last year it was held on December 7th.
Students of the Japanese language come from far andwide to challenge themselves and test their ability in theJapanese language. Last year we added three new testsites in the US: Washington D.C., Atlanta, and San

Introducing New Staff

Left:
Haruyo Sakimukai
Center:Kaai Nishida
Right:
Yasuko Yokota

Yuko Susa

New Staff:
The Japan Foundation, Los Angeles is pleased toannounce the addition of new members to its staff, Ms.
Yuko Susa as Deputy Director, Ms. Kaai Nishida as an
Program Assistant (Cultural Programs), Ms Haruyo
Sakimukai as a Library Assistant, and Ms. Yasuko Yokota
as an Office Supervisor. Before joining us, Ms. Susa
worked with the Japan Foundation's Center for Global
Partnership (CGP) in Tokyo for its Intellectual Exchange
Program. Ms. Nishida majored in Musicology atInternational Christian University. Ms. Sakimukai worked
for the Japan Airlines after graduating from Tokyo Kasei
University. Ms. Yokota has work experiences at the JapanFoundation Sydney Office and Los Angeles Office from1993 through 1997. Please join me in welcoming them andfeel free to ask them for any assistance.

Staff Reshuffling:
Our Program Associate Ms. Rimi Yang and Librarian Eiichi
Ito have left The Japan Foundation to pursue their futurecarriers. Ms. Masako Miwa, who was Office Supervisor,
has been assigned to Mr. Ito's position as Librarian. The
new comer, Ms. Yasuko Yokota has taken over Ms.
Miwa's job. The rest of us remain at our same positions
with the exception of Mr. Takashi Imai, our former Deputy
Director, who will be transferring back to Japan at the endof April.

15

Japanese Abroad (Zaigai Houjin Kenshu); and (4) ThreeWeek Summer Intensive Course for Teachers in the U.S.,
Canada, and the U.K. (non-Japanese).

2004 Language-related
Grant Deadline

5.

Training Program for Leading Teachers of theJapanese 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 more advanced
expertise and skills as teachers of Japanese, and addresses specific challenges they want to realize or issues theywant to resolve in the teaching of the Japanese-Language.

If

you are interested in obtaining any of our language
related grants (not counting mini-grants) for the 2005-2006
school year the deadline is tentatively scheduled for
December 1, 2004. Be sure to plan ahead and make all
the efforts necessary for a successful application. The
final deadline and any updated information on languagerelated grants, as well as downloadable applications will
be posted on our website by September 2004.
Prospective applicants are urged to contact Mamiko Nakai,
Program Assistant (Email: mamiko_nakai@jflalc.org or
Telephone: (213) 621-2267 Ext. 110) with questions pertaining to language-related grants. Below is a list of ourongoing language-related grants:

6.

Japanese Language Program 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 thefield 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.

1.

7.

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 tohelp cover personnel expenses; (2) Support for Courses:
designed to partially assist the teaching staff's salaries, inorder to maintain the positions for the year in question.

Japanese Language Education Fellowship Program:
Fellowship grants are extended to overseas educational
institutions and publishers who wish to send Japaneselanguage specialists to conduct a survey or research inJapan for the development of Japanese-language teaching materials, teaching methods, or curriculums based
upon concrete themes and teaching materials.

2.

8.

Japanese Speech Contest Support Program:
Intended to assist organizations hold Japanese speech
contests by providing partial financial support and prizes.

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, and so forththrough financially assisting publishers and educational
institutions that are interested in launching such materials
onto the market.

3.

Support Program for Developing Networks ofJapanese Language Teachers and Institutions:
Designed to provides partial aid for seminars, workshops,
training courses, and academic meetings concerning
Japanese-language education carried out by overseas
teacher's associations, academic societies, and higher
educational and research institutions, for the purpose ofdeveloping networks of Japanese-language teachers andinstitutions abroad.

9.

Japanese Language Teaching Materials Donation
Program:
Selected teaching materials from the JF's list will be donated to educational institutions.

4.

Training Programs for Japanese Language Teachersat the Japanese Language Institute, Urawa in Japan:
Offering teachers opportunities to attend an intensive
course in Japanese language and teaching methodology.
Four types of training: (1) Long-Term; (2) Short-Term; (3)16The Japan Foundation Advocacy Kit
ORDER YOURS TODAY!
The Japan Foundation Advocacy Kit was just released in March. This Advocacy Kit was designed for the purpose of giving those with an interest in starting, developing, or strengthening a K-12 Japanese language program, the tools to do it.
This kit is available to anybody for the low cost of $1.84 to cover shipping and handling. You may order by mail using theform at the bottom of the page or by downloading the form from our website, then mailing it in. Please be sure to include
your check for $1.84. You can also download PDF versions of the documents contained in the kit for free from our website. The PDF’s for the ‘Teachers’ Guide’ and the ‘Stat-up Kit’ have active links for easy access to useful websites.
The kit contains one copy of each of the following:o KEEPING IT GOING: A Japanese Teachers Guide to Advocacy -This advocacy guide contains a number of web resources for teaching, advocacy, and professional development,
as well as general advice on advocacy and a how-to guide for different advocacy strategies.
o MAKING IT WORK: A Start-up & Maintenance Guide for Japanese Language Programs -As an in-depth guide to starting and maintaining a Japanese language program, this start-up kit is intended foreveryone interested in having a successful program. It covers everything from general advice to funding andmaterials resources, to possibilities for peripheral and extracurricular programs.
o WHAT YOU CAN DO: An Administrators' Guide to Japanese Language Program Advocacy -This is a general guide for administrators and other faculty. It outlines the advantages of having a
Japanese program for the school and students, and gives general advice on approaching advocacy.
o INVOLVEMENT & ADVOCACY: A Parents' Guide to Helping their Children & Japanese Program
Succeed -- This guide for parents, based on feed back from Japanese teachers around the US, explains why
Japanese is beneficial to their child. It also outlines what steps they can take to both help their child succeed inJapanese, and be a strong advocate for their Japanese language program.
o JAPANESE: A Positive Learning Experience -Through visits with three model Japanese programs (elementary, jr. high school & high school) this is
a 17minute video intended as a sales tool for program support, as well as a basic how-to guidefor a successful Japanese language program.

＊＊＊＊＊＊＊＊＊＊＊＊＊＊

Advocacy Kit Order Form

Name: ____________________________________＊＊＊＊＊＊＊＊＊＊＊＊＊＊

Institution/Affiliation: ___________________________________

Address (please specify home or institution):
Street:______________________________________________________________________________________________________________________________________________________________________________________
City: _________________________________________

State: _________

17

Zip: ____________________________

New at the Nihongo Library
The Nihongo Library has recently received a generous donation from JP Trading, Inc. We would like to thank them fortheir continued support. These titles are now available at the Nihongo Library, located at our office in Downtown Los
Angeles (Please see back cover for details and map):

BOOK TITLE

PUBLISHER & AUTHOR

1Introduction to Japanese Pronunciation (Tape)

Kuroshio Shuppan, Tanaka Shinichi

2Chu-bun ban Nihongo Bunkei Ziten

Kuroshio Shuppan, Group Jamashi

3

Chu-bub ban Nihongo Bunkei Ziten

Kuroshio Shuppan, Group Jamashi

4

Yasashii Nihongo no Shikumi

Kuroshio Shuppan, Iori Isao

5

Kiso Nihongo Bunpo Kaitei Ban

Kuroshio Shuppan, Masuoka Takashi

6

Ronbun Workbook

Kuroshio Shuppan, Hamada Mari

7

Jituryoku Nihongo Ge Workbook

Bonjinsha, Wakuri Masako

8

Jituryoku Nihongo Ge Workbook

Bonjinsha, Wakuri Masako

9

Radio Bangumi 「Asashishinbun no Koe」
wo kiku Teacher's manual

Kuroshio Shuppan, Sunakawa Yuichi

10

Nihongo Bunpo Self-Master Series 3
Kakujoshi

Kuroshio Shuppan, Masuoka Takashi

11

Nihongo Bunpo Self-Master Series 5「Mo」「Dake」「Sae」nado

Kuroshio Shuppan, Numata Yoshiko

12

Nihongo Bunpo Self-Master Series 6
Bun no Nobekata

Kuroshio Shuppan, Moriyama Takuro

13

Nihongo Bunpo Self-Master Series 7
Joukenhyougen

Kuroshio Shuppan, Hasunuma Akiko

18

*** The rubrics are available on our web site under
Teacher Awards.

NCJLT Teacher Awards / 2004
Nomination Guidelines

Recognitions:●Prepared by Hirofumi Nagaoka, NCJLT TeacherAwards Director for 2004-05●

Timeline:

Introduction: NCJLT started the Teacher Awards Programin 2001. The purpose of these awards is torecognize outstanding teachers of Japanese
at national level. NCJLT Teacher Awards for2004 are newly revised for easier accessand clearer nomination process. We, NCJLT
board members, encourage you to take time
to nominate outstanding teachers near you
for these prestigious awards!
Category:●●

Eligibility:●

Newsletters / States & NCJLT
Local Newspapers
NCJLT web site

June 30, 2004 Deadline of the nominations
September 30, 2004
Announcement of the recipients
Recognitions on the newslettersand web site
November 2004
Recognition at NCJLT General Membership
Meeting during ACTFL Conference

Submission: Send to:NCJLT
c/o Hirofumi
714 De Pauw Dr.
Fairbanks, AK 99709

Teacher Award / K-12 Level
Teacher Award / College Level

The candidate must have taught Japanese
for at least the last three years in the UnitedStated and is a current member* of NCJLT.

Questions?: Direct to: ncjlt@japaneseteaching.org*No active NCJLT board member is considered as
candidates.

Nomination Process:Any member of NCJLT may submit the fol
lowing documents for the nomination. (Selfnomination is also accepted.) The application forms and letter of reference forms canbe downloaded at our NCJLT web site under
Teacher Awards.
1.Application forms (three pages) for the
candidate
2.Two Letter of Reference forms (two pageseach) for the supporters (two letters includ
ing at least one from a candidate's supervisor)
3.Descriptions of the candidate**
4.Resume**The following six qualities will be asked in the essay form.

Excellence in teaching
Energy and dedication● Innovative teaching styles and skills● Inspiration to students and colleagues● Advocacy and leadership in Japanese language
and culture education● Contribution to local community as well as among
Japanese teachers●●

Selection Process:A selection committee of at least fiveprofessionals (three board members of NCJLT and two
from local area) will be using the rubrics *** to measure theevidence of the candidate's qualities described in the nomination process by means of the descriptions of the candidate and resume.

19

The

HAYATO OGO, Director
YUKO SUSA SHONO, Deputy Director
YASUKO YOKOTA, Office Supervisor
MASAKO MIWA, Librarian & JLPT Coordinator
MAKI WATANABE ISOYAMA, Academic Specialist
MIKE JAFFE, Academic Assistant
MAMIKO NAKAI, Program Assistant
KAAI NISHIDA, Program Assistant
HARUYO SAKIMUKAI, Receptionist
Office Hours :9:30am-5:30pm

Library Hours :10:00am-5:00pm

Address :333 South Grand Ave., Suite 2250

101
102
105
103
106
108
110
109
100

Driving Directions to The Japan Foundation:
Wells Fargo Center is located on South Grand Avenue
at 3rd Street in Downtown Los Angeles.
The parking entrance is located on Hope Street.
The closest freeway exits are as follows:
110 Freeway: 4 th St. exit (from both North and South)
101 Freeway: Temple St. exit (from West),
Grand Avenue exit (from East)

O F F I C E

M A P

Los Angeles, CA 90071
Telephone :(213) 621-2267

Fax :(213) 621-2590

General E-mail:jflainfo@jflalc.org

Home page address : http:// www.jflalc.org

presorted
Standard
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