Nihongojin Connect!
Issue No.5, December 2023

coined from NIHONGO (Japanese language) and JIN (person)- refers to native/non-native individuals involved in Japanese Language Education

Hirogari ひろがリ
As the memory of the COVID-19 pandemic has faded, The Japan Foundation, Manila (JFM) is back to its full operation. It has
always been our thrust to reach out and extend support to Nihongo speakers and enthusiasts not only from the metropolitan areasof the Philippines, but also from the far-flung provinces through cultural events and language training courses. This edition of the
Nihongojin Connect! centers around the theme,「ひろがり」(Hirogari), or the expansion of people-to-people connections. Let us
share the connections we have seen and made among the Nihongojin communities throughout the Philippines and beyond this year.

Director’s Message 			1
Nihongojin Support			2
JFT-BASIC				 8Hello & Goodbye 		
11,26Training in Urawa			
13
Nihongojin Across the Philippines.
14
CJH					18Nihongo Partners			20EPA					Nihongojin Connect!
Message fromthe Director
The year 2023 marks the 50th commemorative
year of ASEAN-Japan relations. To celebrate
this milestone, JFM participated in arranging
several events, namely YAMATO THE
DRUMMERS OF JAPAN Live! Philippine
Tour 2023, The ASEAN-Japan Youth Forum
2023: Take Actions for Social Change, and
ITO KASHITARO ASEAN Tour 2023. I hope
many of you were able to attend and enjoy
these events, as I firmly believe that events
like these contribute to the strengtheningof our transformative and forward-looking
friendship.

This year, our Japanese Language programs areback in full throttle, creating a wide range ofopportunities to cultivate the Nihongojin-toNihongojin connection across the Philippinesand beyond. As we thrive in the post COVID-19
period, JFM will work hard to create more
exciting opportunities for all Nihongojin tocome together.

SUZUKI Ben
Director
The Japan Foundation, Manila

1こんにちは NIHONGOJIN SUPPORT

About theNihongojin
SupportTeam

The Nihongojin Support (NS) Team provides support and means
to connect the community of Nihongo learners, teachers, andinstitutions in the Philippines. Building a reflective professional
community of Nihongo teachers in the Philippines is the primary
goal of the NS Team. Supporting the objective, the team has
been focusing on teacher capacity development by utilizing the
Marugoto courses as a platform. Related activities include theSensei no Wa (Teachers’ Circle), the biannual Philippine Nihongo
Teachers’ Forum (PNTF), and events for Nihongo learners, likethe Nihongo Speech Contest and Oshaberi Salon.

Sharing Ideas for Innovative Teaching:
37th PNTF in Davao
The Association of Filipino Nihongo Teachers(AFINITE), in partnership with JFM, held the 37th PNTF in
Davao from November 17 to 19, 2023. Nihongo teachers fromdifferent regions in the Philippines - from Baguio in the north andBukidnon from the south-attended the forum. The forum entailed
presentations that expand on the theme, “Unleashing Creativity in
the Digital World: Innovative Activities for Nihongo Learners,”
starting with keynote speaker Dr. Stella Marie Arcenas (Chair,
Department of Languages, Literature and Arts, Ateneo de Davao
University) conveying that creativity is also a matter of social
factors, and that language teachers must seek authenticity to beable to impart to learners the communicative ability to navigate
the world.

The presentations that followed captured this essential
paradigm. Topics ranged from: 1) Adult Learning Principles
for Digital Games, 2) Micro-vlogs that foster the new ‘viewing’
language macro skill, 3) Digital Creativity for Teaching throughutilizing platforms such as Discord and mediums such as podcasts,
and 4) Technology Application in the Classroom featuring
various game-based Nihongo learning activities for high school
students. After which, select teachers and a representative fromthe Association of Nihongo Teachers in the Visayas (ANT-V)
shared updates on how Nihongo learning resources, such as the
IRODORI, have shaped their language classrooms along witha response from JFM representatives. During the second day,participants were given the chance to practically apply their2こんにちは NIHONGOJIN SUPPORT
learnings through a collaborative workshop. In three groups
facilitated by the speakers, attendees discussed, conceptualized,
and presented activities that they could use in their classrooms –both digital and face-to-face.
In closing, JFM Deputy Director TANAKA Yojiro
conveyed that the forum proved that creativity comes invarious shapes and forms. What might count as creative for one
educational setting may differ from another. Precisely becauseof this, collaboration as educators takes on a new importance.
Echoing the same sentiment, Senior Japanese Language Education
Advisor FUJIMITSU Yuko shared that teachers are ‘generators’ –active participants in the creative learning process. Indeed, in this
digital age, teachers bear the vital role of harnessing the powerof technology to encourage collaboration among colleagues andstudents who are their essential learning partners.

Marugoto Course for Teachers
JFM continues its mission in supporting Japaneselanguage education by offering language courses and teacher
training courses. Striving to raise Nihongo proficiency and equip
aspiring and practicing Japanese language educators with teachingskills, JFM took on the challenge of designing a course that aims toaddress both objectives. Thus, Marugoto A2-1 Module 1 Brushup Course for Teachers was born.
The tagline “学習者として、先生として、いろいろ学ぼう！Sama-zama tayong matuto!” encompassed the two objectives.
Utilizing the Marugoto A2-1 coursebook, participants can switch
on their “student-mode” to brush up on their Nihongo skills, aswell as observe the lesson under “teacher-mode” to experience thecourse from a teacher’s viewpoint. Moreover, “Teachers’ Corner”
sessions are conducted throughout the course for learners todevelop their knowledge and skills as Nihongo teachers. Topics
include: The JF Standard and the concept of the Can-do statements,
the Bottom-Up and Top-Down teaching strategies, and Types ofAssessments. The Teachers’ Corner sessions are not just lectures
but also opportunities for the participants to reflect, discuss, andreassess the ideas presented about the topic.
The course also serves as a venue for the JFM course
instructors to level up on their teacher competencies by facilitating
the class activities and mentoring each participant throughindividual consultation sessions.
The course runs twice weekly online, via Zoom, from
September 1, 2023, to January 30, 2024. We look forward to
the prospect of the participants becoming caring and effective
Nihongo teachers.

Scan the QR Code to learn
more about MARUGOTO!

3こんにちは NIHONGOJIN SUPPORT

Let’s talk!
OshaberiSalon!

Meet Juan!
Juan is a Nihongojin. He has
somehow gotten used to thelanguage, being able to listen to
spoken Nihongo and reading
familiar characters. However,when Juan tries to converse inJapanese, he realizes he still can’t
speak as well as he wants. Seeking
to improve his speaking skills,
he stumbles upon JFM throughtheir social media.

Oshaberi Salon is a free event that aims to create a space where Japanese language learners can practice their conversational skills withfellow learners interested in the same topic. Each session provides an opportunity to speak in Japanese, form new connections, and learn
together with Nihongo speakers from various backgrounds. Let’s find out more about Oshaberi Salon with Juan!

Hi! My name is Juan and I have been studying Nihongo by myself for awhile. I’m looking for places where I could practice speaking in Japaneseand I came across your page.
Would you happen to have any recommendations?

Konnichiwa! Thank you for reaching out to us. I’m JFM’s Beri and I’m incharge of an event that you might be interested in.
At JFM, we organize an event called the “Oshaberi Salon,” which aims
to create a space where Japanese language learners can practice theirconversational skills with fellow Nihongojin interested in a particular topic.
Anyone who is at least a high school student can join!
Thank you for responding!
The event name stands for “Talking Salon,” right? I’m interested in joining
but…it will be my first time participating in an event like this and I tend to
get nervous easily.

That’s alright! We get a lot of first-time participants who say that as well,so we always have simple icebreakers during our sessions.
0.03 cmAlso, people from various backgrounds and different Nihongo levels join
the event, so we do our best to create an environment where everyone
can freely share stories.

4こんにちは NIHONGOJIN SUPPORTOh I see! I’m curious to know what happens during the event. Can you tellme more about it?

Sure! After explaining a few guidelines along with the goal of Oshaberi
Salon, we introduce subtopics with a sample conversation. Then, we group
participants and let them converse as they like. We usually do two roundsof groupings.

I would like to join the next one to see how that happens. When will thenext Oshaberi Salon be?

We generally hold the Oshaberi Salon online, monthly and during theevenings at around 6:00 to 7:30 PM. Some sessions are mixed-level whilesome are split among Beginners and Intermediate to Advanced levels.
Then, around 2-3 times a year, we hold mixed-level face-to-face sessions
at our office in Makati.

Ah. I currently live far from Makati, so I won’t be able to go there. For the
online sessions, are there many chances to talk despite the event being
online?

Of course! We always have interesting and relatable topics that get
participants excited to practice their Nihongo. Here are some examples
from our previous sessions for Oshaberi Salon.

...
5こんにちは NIHONGOJIN SUPPORTAnime, Matsuri, and even Christmas - I wonder what the next topic would
be! I see that Anime already had a part 2! How do I join the next session?

Yes, we always check suggestions from previous participants and consider
the current seasons for our topics. We’re also glad that you’re interested
in participating in the next session. To join, you only have to fill out aregistration form by the deadline. We usually post the registration formon our social media and website a week before the event date.
Please visit www.jfmo.org.ph or www.facebook.com/jfmanila

Thank you so much for all the information. I will be waiting for the updates
on your social media. 本当にありがとうございます！

You’re welcome! I hope you can join us soon. いっしょにおしゃべりしましょう
ね！

Connecting
NIHONGO
Teachers

6

Sensei no Wa (先生の輪：Teachers’ Circle) isan event that aims to facilitate resource and informationexchange while building a community among Japaneselanguage teachers. It is open to aspiring, new, andpracticing teachers who have been teaching all levels ofJapanese-language and various types of learners.
This year, the Sensei no Wa was held three times online
via Zoom with the following themes:
January 26, 2023: こんなときどうする？
April 27, 2023: 漢字って…こわい？
August 31, 2023: よんで！正しく言えますか？
During the two-hour sessions, participants
take part in interactive ice breaker activities, share theirexperiences both as a Nihongo learner and as a Nihongo
teacher, and do brainstorming on how teaching concerns
in the classroom can be addressed. Guided group work is
conducted wherein participants come up with an output- this promotes active learning and collaboration among
peers and provides a venue for the participants to practicetheir communications skills and gain feedback from others.
The latest Sensei no Wa was conducted under thetheme Japanese Pronunciation for Communication. The
program started with a Warm-up activity and participants
were called upon to try saying Nihongo Tongue Twisters.
This was followed by a skit demonstrating how to deal
with mispronunciations during a lesson. The skit served asこんにちは NIHONGOJIN SUPPORTa springboard for the small group discussions wherein eachgroup member shared their experiences on pronunciation issues
encountered in the classroom, followed by a discussion on the bestpractices of each member in dealing with common pronunciation
concerns of the students. Each small group then came up withanother skit that incorporates newly shared techniques forhandling a particular pronunciation concern. The presentationof each group provided all participants with abundant ideas
regarding pronunciation issues and diverse techniques on how tocope with these in the classroom. Based on participant feedback,Sensei no Wa continues its purpose of connecting teachers with
one another to further enhance each other’s teaching practice.

Rather than just explaining the actualclass situation, we were able to show
it clearly through skits or role-play.
This is a good opportunity/avenue forshort demo teaching. It's learning by
doing.

It was a great experience to learn
about various teaching resources
we could all use in class. As afacilitator I really enjoyed listening
to other teachers of all kinds —aspiring, new, and experienced.

It’s good to learn together.
There’s so much to learn fromthe mistakes and experiencesof others.

Don’t limit yourself tolearning new things with
Nihongo. Develop yourself byattending this kind of activity.

7

もっと知ろう JFT-Basic

About the JFT-Basic TeamThe JFT-Basic (Japan Foundation Test for BasicJapanese) Team supports Japanese language education for
those who wish to work in Japan under the Specified Skilled
Worker (SSW) visa. It disseminates information regarding
JFT-Basic and its corresponding teaching material,
IRODORI: Japanese for Life in Japan.
In 2023, the JFT-Basic Team reached a broader
geographical coverage by visiting Japanese language
schools in Bulacan, Cebu, Iloilo, Bacolod, Camarines Sur
and Davao. It also trained and reached out to potential

Nihongo Language teachers by targeting former TechnicalIntern Training Program (TITP) participants and the Japan
Exchange and Teaching (JET) Programme participants in
its entry-level teacher training seminars.
To make Japanese language education moreaccessible for general learners, the Filipino version of
all three IRODORI coursebooks, with their brand-new
localized covers, was published in 2023. We hope IRODORI
will reach more people and make their Japanese language
learning experiences enjoyable.

Teacher Training
Across the Philippines
The JFT-Basic Team has conducted teacher training
seminars for Filipino Nihongo teachers online and onsite after
the pandemic. The seminars have inspired Filipino Nihongo
teachers with the learner-centered, communication-based
approach embodied in IRODORI. They were developed by The
Japan Foundation for foreign people to learn basic Japanesecommunication skills from A1 to A2 level of the JF Standards,
which are needed for daily life and working in Japan.
This year, the team had a 4-month teacher training
program online from February 11 to June 17. Six experienced
teachers completed the program by discussing and sharing
their ideas and concerns about teaching Nihongo with their
methodology. They are continuing their professional development
through their Mini Action Research even after the seminar.
The team also held short-term seminars in Davao for experienced
teachers (July 8, 15, and 16) and at the JFM office for those whohave worked in Japan as TITP Trainees (July 29, August 5, and12), English teachers, including the JET Program participants,

8

もっと知ろう JFT-Basicand other aspiring Nihongo teachers (October 7, 14, and 21). We are glad to meet those aspiring to become Nihongo teachers and createa place for their peer learning, developing, and networking. The participants commented, “The seminar helps me as an aspiring teacher
to learn how to create a lesson plan according to the flow of the lesson/topic, which is very interesting and engaging to the students,”
and “What I like most about this seminar is that I became connected with other teachers and future teachers thru IRODORI. Having
connected with people with the same objective is such a blessing”. The team hopes the participants will develop this valuable networkwith their fellow Nihongo teachers. We will have more seminars and events planned in 2024!

Let’s Keep on Learning! IRODORI Marathon in 2023
The JFT-Basic team at The Japan Foundation, Manila,
is conducting a workshop-style course (Benkyokai) entitled the“IRODORI Marathon’’ with Filipino Nihongo teachers who wantto learn about IRODORI and how to use it in their classes. It has
been one year since the IRODORI Marathon started!
As its name and map suggest, IRODORI Marathon

conducted for long durations of time. We can advance little bylittle, stop and think, or talk with others to enjoy exploring a
new method of teaching and learning. So far, 26 teachers haveconducted IRODORI mock classes. We hope this will be an
opportunity to study IRODORI together to deepen exchanges
among Nihongo teachers.

9もっと知ろう JFT-Basic

Nihongo and Cultural Course for
Nikkeijin Continues
A1 level Japanese skills and became able to talk about themselveswith basic phrases confidently. Furthermore, the course nurtured
the participants’ identity as Nikkeijin. As many of the participants
were fourth generation Nikkeijin, they did not grow up having theolder generation of their family members speaking in Japanese ortalking about Japan. The coursework and the network establishedthroughout the course period built their self-awareness about
their linkages to Japan, and some of the participants started to look
into traveling to Japan.
While the course was generally successful and wellreceived by the participants, its implementation was not without
challenges. The biggest challenge was regarding the unstableinternet connection. As the Philippines is a disaster-prone country,
the inclement weather often affected the learning environment. It
was not unusual for heavy rains or typhoons to affect some partsof the country, which made the internet connection from someareas spotty.
Learning from the experience, JFM will hold the course
onsite this year. Upon visiting several chapters, the Negros
Occidental Filipino-Japanese Descendants Association Inc. (theBacolod Chapter) was selected as the target chapter for the FY2023
course. To be launched in January 2024, the six-month course
will be participated in by the members of the Negros Occidental
Chapter with three Nihongo teachers in the Visayas. ビサヤ地域
でも日系人コミュニティ活動を盛り上げていきましょう。

In 2022, The Japan Foundation, Manila, together with
Philippine Nikkei Jin Kai Rengokai, conducted a six-month
Japanese language and cultural course for Nikkeijin (Japanesedescendants), entitled “Nihongo & Cultural Lessons for Nikkeijin”.
This was the first collaborative attempt to teach the Nikkeijin theJapanese language and culture to foster shared identity, expand
employment opportunities, and strengthen the network among
the Nikkeijin community.
In total, 21 young Nikkeijin attended the course; they
were recommended by various chapters across the Philippines
for their leadership potential and had little or no prior Japanese
language learning experience. Conducted twice a week from
September 2022, the online course consisted of a Japanese language
session, a cultural session, and an individual guidance session. In
the Japanese language session, IRODORI coursebooks were used
to build conversational skills. The course focused on listening andspeaking portions so that the participants could use what theylearned in the course when they communicated with their family
members in Japan. In the cultural session, the participants learned
about similarities and differences between Japanese and Filipino
cultures from instructors and from Nikkeijin senpai (senior fellow
Nikkeijin).
The course was completed in March 2023, followed bya five-month weekly follow-up session. The course successfully
improved the participants’ Japanese language skills; they attained

IRODORI Training in
Bacolod by ANT-V
The Association of Nihongo Teachers in the Visayas(ANT-V), together with JFM, held a Teacher’s Training Seminarin Bacolod on October 28 and 29. Sixteen Nihongo teachers,
including several aspiring teachers, gathered in Bacolod from allover the Visayas, namely Bacolod, Cebu, Sagay, and even Antique!
The seminar participants reflected on their teaching techniquesand learned how to teach using IRODORI coursebooks. Throughthe seminar, participants learned from each other and bonded asa group of like-minded Nihongo teachers with similar interests.
We hope that the Nihongo teacher’s network formed throughthe seminar will contribute to continuous learning and growth as
Nihongo teachers. Thank you, ANT-V!

"It was the first face-to-face seminar after the pandemic. We
are so happy to create an opportunity for Nihongo teachers in
Visayas to connect with each other.
ANT-V was organized in 2008. Currently, there are 113
members, and we have monthly Benkyokai. Since most of
the members reside in Cebu, our benkyokai is usually held in
Cebu. However, sometimes we also offer online events. Please
follow us on Facebook for updates."- Mr. Reneir Val Perez (President of ANT-V)

10

もっと知ろう JFT-Basic

Basic-Kun Attends AnotherCosplay Event
Our Basic-kun appeared at the Otaku Expo
Tanabata Festival 2023 to promote the Filipino versionof the IRODORI books! The said event was held at
SM Megamall on August 19 and 20, with foot trafficof approximately 9,000 people. Accompanied by somemembers of JFT-Basic team, he gave out prizes to theparticipants of Japan Foundation Manila’s stage activity.
Two of which are physical copies of the IRODORIFilipino version books. We also set up a fun photo boothand enlisted the help of promoters, attracting a sizeable
crowd. To view the pictures taken on the photobooth,please visit our Facebook page IRODORI: Japanese for inJapan by JFM (facebook.com/IrodoribyJFM). For more
information about IRODORI Filipino version, see themagazine’s back page.

Hello and Goodbye

Hello!
Hello!

SHIGEMATSU Yuiko
みなさん、
こんにちは。
はじめまして！重松 結子です。2023
年10月からJFMで働いています。
フィリピンに来たのは初めてなので、毎日新しい発見ばかりです。楽しいことやおいしい
ものについて、
たくさん教えてください。何でも試してみます。
今は、そろそろ海を見に行きた
いなと思っています。
どうぞよ
ろしくお願いします！

ITO Aki
みなさん、はじめまして。伊藤亜紀です。10月末にマニラに来ました。
フィリピンのみなさんのように、
いつも笑顔でたのしく仕事をしていきたいと思っ
ています。
そして、
フィリピンでたくさんの人やものと出会い、いろんな経験をしたいです。
ど
うぞよろしくおねがいします。

SAIMYO Eri
みなさん、
はじめまして。西明
絵理と申します。2023年11月にフィリピンに来ました。
フィリ
ピンは初めてですが、人の優しさ、そしてスイーツの美味しさに感動しているところです。
こ
れからフィリピンの素敵なところをもっともっと発見していくのが楽しみです。
どうぞよろしくお願いいたします！

HORIKAWA Toru
みなさん、はじめまして。11月
頭に着任した堀川徹と申しま
す。EPA研修の調整員として候補者・講師・教務のサポートを担当します。
フィリピンは初めてですが、人は明るくて優しく、
食べ物もおいしくてとても嬉しいです。皆さんと話し、いろいろ教えていただきたいです。
どうぞよろしくお願いいたします。

Bea Naling
はじめまして！I’m Bea
Naling, a Program
Coordinator from the
Nihongojin Support Team.
I love Ghibli films, ramen,
and discovering different
ways to learn Japanese. I
look forward to meetinga lot of learners andteachers of Nihongo
through JFM. よろしくお願いします！

Eron Olegario
Hello! I’m Eron, a newprogram coordinatorof the JFT-Basic team.
I am looking forward tolearning from everyone.

12

訪日研修

TeacherTraining
in Urawa

The Japan Foundation Japanese-Language Institute, Urawa offers
training opportunities in Japan to Filipino Nihongo teachers. The
available onsite courses for Filipino Nihongo teachers are: 1) Basic
Training Program (six-month program), 2) Japanese-Language
Program (six-week program). (3) Comprehensive Japanese
Teaching Method Program, and (4) Japanese Teaching Methods
Program for Teachers of Specified Skilled Worker Candidates(one-month program).

Voice of an Urawa Training Participant
while initially invisible, will become visible as we continue towork on our project. Despite coming from different nations, we
worked together as a team, and we learned about and appreciate
not only the cultures of Japan but also those of each other’s homecountries.
During this training, I gained new friends. Every day, in
addition to making each other laugh and smile, we provide eachother company and comfort. We laugh a lot because we are having
so much fun learning and discovering new things together. We
are delighted to learn more about Japan, and as a result of thecultures we are familiar with, we are also able to learn more about
our own countries. With the aid of the training, we all hope todeepen and enrich the vibrant cultures and values of the nations
we each represent.
In addition to the training itself, I had a fantastic timelearning about Japan and daily life, during the six weeks. I use
the train, shop at convenience stores, ride a bike around the city,or just go for walks in the park, along with visiting, exploring,and discovering locations with noteworthy stories to tell. I have
had warm and approachable talks with people I have met aroundtown. I visited a number of locations during our spare time orweekends and saw the moral principles they uphold.
Finally, I am able to overcome the challenges of the
training because I am driven to learn more about the Japanese
language and culture for the benefit of my professional
development as a Nihongo teacher, and for the development of
my students as well as fellow teachers. The training has given me
a new purpose, and I now consider Japan to be my second home.

Reynalyn A. Tayaban(Irisan National High School, CJH Batch 5)
Course: Japanese-Language Program(dispatch period: June 7-July 21, 2023)
Upon my arrival in Japan, I had a big smile on my face, amixture of excitement and nervousness, knowing that the training
ahead of us would not be easy. On the first day of our orientation,
we were introduced to and met thirty-two participants fromeighteen different countries. It was evident that we were all
enthusiastic about learning and that we sincerely wanted to
improve our understanding of the Japanese language and culture.
Our knowledge of the Japanese language and culture
is expanding every day, and we had a great time on our course.
We were able to appreciate teaching, since our training teachers
demonstrated a range of teaching and learning strategies.
Although there were difficulties, they taught in an engaging stylethat allowed me to learn from them.
Cultural experiences like taiko, shodou, wearing
kimonos, and field trips are made possible during our training.
Moreover, I had one of my first-ever home stays, where I got
to know locals and had the opportunity to experience Japaneseweekend life. For the first time, I tried dango and natto.
Our language class also included projects andpresentations, which were exciting but nerve-wracking. I will
always remember our weekly task, which required us to createa presentation that would enhance our knowledge and speaking
skills. A project to know more about Japan and look for the visible
and hidden cultures. As a result, we uncover things every day that,13こんなところに にほんご人 Nihongojin Across the Philippines

Nihongojin
Across thePhilippines
Young or old, just a budding student or already aseasoned professional, Nihongojins come from all walks of life.
Despite a variety of differences, they are all united by one goal—that is, to expand their world through learning Japanese. This iswhat Nihongojin Stories are all about: depicting the struggles andsuccesses of those who faced the challenge head on. This edition of
Nihongojin Connect! features three stories of Nihongojin from all
three regions of the Philippines - Luzon, Visayas, and Mindanaowith one story that features learning Nihongo in the midst of thepandemic. May our fellow Nihongojins be inspired through theirstories, and know that they are not alone in this journey.

Learning in atime of Struggle
by Leah Chan from Metro Manila
As the world attempts to transition out of the state ofglobal pandemic, each person is affected by this change in various
ways. As a people, perhaps, nothing can compare to the comfort ofbeing with others, while to some, it is a welcomed veil.
In March 2022, a sudden debilitating pain sent me to theemergency room and on a year-long trip between hospitals anddoctors. The cause was simple - cancer. A ruptured cancerous cyst
took two surgeries to completely remove. What followed wasmonths of chemotherapy. As a young professional, my priorities
were skewed, like the rest of my generation. My first thought
was how can I miss work. Despite this, by December 2022, my
chemotherapy started.
As with many portrayals on TV, chemotherapy is atorturous treatment physically, mentally and emotionally. Becauseof its demands, I left work. When I wasn’t delirious with pain andself-loathing, I wondered what to do with myself as I waited for theschedule of my next session.

14

By some luck, or perhaps the mighty listening powersof social media, I came across an advertisement for Japanese andGerman lessons. It was my childhood wish to learn Japanese. Life,finances and priorities got in the way of that, but now, I had no
excuse. Immediately, I clicked on the ad. By the end of that veryday, I had signed up and paid for the lessons that I promised myself
I would get some 10 years ago.
I count myself lucky that I had the benefit of taking onclasses three times a week. My career had taken a backseat andI believed I could pursue more passions during this time. My
outlook was positive that I could conquer both my cancer and basic
Japanese in the few months that I had. But, I was also naive in thatway of thinking.
First of all, getting textbooks, writing supplies and eventhe documents needed to complete my class registration was achallenge. As a person with a disability, every step outside was achance at catching viruses and at worse illness or complications. Iこんなところに にほんご人 Nihongojin Across the Philippines
persevered, however. I count myself again lucky that I could afford
to venture outside during times when most people are at work.
I dreaded meeting my sensei and my classmates despite classes
being online. One of the requirements was to open your camera
during lessons. Though I do understand and favor this, I could not
do it confidently. Every time I opened my camera, I felt conflicted.
By this time of my treatments, all my hair was gone - on my head,eyebrows, eyelashes and anywhere else. I also struggled with myweight as the medication affected my appetite along with the newdiet restrictions. Rashes on my face and body led to my wearing of amask even during online classes. This transformed me. WheneverI would look up from my textbook, I could see a strange person in
our virtual class - that person who happens to be my reflection.
Thankfully, by the end of the first week, no one was opening theircamera and the sensei did not seem to mind.
As a consequence of my weakened body and thesudden excessive use of my hand, stiffness occurred along withfluid buildup. No surgery was recommended. The pain anddisfigurement could go away on its own. I realized I was so out ofpractice. In the office, the most exercise a person gets is by typing
away on the keyboard. Transitioning from this daily clicking intowriting unfamiliar character strokes with a pen in a rush madephysical suffering inevitable.
Despite the physical struggle of learning, my biggest
hurdle came from the mental battle. What I initially thought would
be a welcome distraction and personal achievement while I battled
my illness, studying became a commitment I had difficulty infulfilling. There were days I felt like myself and normal enough toattend classes. On other days, especially following every treatment,
my physical condition would fluctuate affecting my mental ability.
I suffered from a painful shaking body that prevented me frommoving out of bed, itchy rashes and a sensitive skin that appearedsporadically from my head to my toes, and a lack of energy to focus
on my day ahead. It pained me every time I would send a message
to my sensei to share that my current condition was unfit to join
the lessons. In this way, having classes three times a week was aclear disadvantage.
I must say, during the times I did feel well enough, myparticipation was good. I enjoyed asking questions and comparing
what I heard from watching anime and drama. Understanding
the gap between a beginner and the Japanese used everyday isimportant. There is a lot to maneuver when first grasping thedifference between your native tongue, the English language you
are familiar with and Japanese. To my untrained ears, the Japanese
used on TV is the language for everyday use and what I aimed toreach.
To learn in a time of this struggle, I am proud of myself. I
set myself up on this arduous path, made more treacherous by my
medical struggle. I am determined not to give up halfway. Though
I am yet to be considered having successfully beaten cancer, much
like my Japanese studies, it has also not beaten me yet. My fight isjust beginning, and I want to see it to the end; hopeful to emerge
victorious.

Bridging Worlds:
Transcending
Language for Family
by Alpha Romer N. Coma from Bulacan
People study languages for different reasons, may it be formoney, status, or academics. But how about family?
At the height of the pandemic when everyone wasinside their homes, I started to learn Japanese. I was still inhigh school back then. As there was no strong reason to learn a
new language, much harder ones like Japanese, my family was
dumbfounded. However, I was driven to learn the language as ahobby, so my mother reminded me that I had familial connectionsin Japan through my aunt. From then on, my aunt, mother andI started to occasionally speak via Skype. At first, I was shy, but
our conversations felt natural in time. When I told her that I was
studying Japanese, she cheered me on and even tested my speaking
skills.
A few years went by, I am now in university. Last month,
my aunt and Japanese cousin in Japan, whom my family had
not seen in 15 years, called to let us know they were visiting thePhilippines. Our grandmother had always prayed she could see

her daughter and granddaughter again. Lo and behold, her prayers
were answered!
We went to pick them up at the airport and eagerly
awaited their arrival. Grandmother became so overwhelmed withexcitement that she was going to see them after more than a decade.
Upon their arrival, I greeted in Japanese, Okaerinasai (Welcome
back home), to which my aunt cheerily replied, Arigatou (Thankyou).
On the first day of their stay, my cousins and I bonded andgot to know each other. On the second day, we went sightseeing
together in the capital city of the Philippines, Manila, where
I volunteered to be a tour guide. From the Manila Bay, Luneta,
Intramuros, and Fort Santiago​to MOA, to the modern sights of
Venice Grand Canal Mall and High Street in Taguig, we went
everywhere! For me the highlight of the day was visiting theFort Santiago Museum where I explained to my cousin about our
national hero, Dr. Jose Rizal and the history of the Japanese in the15

こんなところに にほんご人 Nihongojin Across the Philippines
Philippines, all in her native language! At that moment, I felt like aprofessional interpreter. Other interpreters were present, and I felt
part of the trade.
The third day was when our whole family gathered,
feasted, and celebrated. I stayed by my cousin’s side, tending to herneeds and translating for the for hours. The following day, myaunt and cousin’s flight was in the early morning, and we went tothe airport before dawn broke. We joked that Grandmother would
be the one who could not hold back tears; as we bid them goodbye,
it was I, instead. The three days were very precious; every moment
we spent together, I will cherish and remember very dearly.

Throughout their stay, my aunt was surprised that I
seemingly knew what she and my cousin were saying at any given
moment. She was not wrong. I reviewed diligently and prepared
beforehand for their arrival.
I have learned so much and become more confident inmyself in many ways. I have become interpreter, the bridger ofworlds, one sentence at a time. I hardly ever express my emotions
to anyone, yet I want to say this: from the bottom of my heart, I
love my family.

Journey of Finding
a Second Soulby Zashe Mea Ybañez from Cebu City

Charlemagne once said, “To have another language is topossess a second soul.” When I discovered that my school offered
Japanese language classes, I found myself contemplating whether
or not to enroll. Questions such as “What is it like to learn thislanguage?” and “Do they use a writing system similar to ours?”
consumed my thoughts. Ironically, deep down, I was convincedthat the chances were slim that I would join the program.
However, in the end, my curiosity triumphed, and I decided toleap.
My journey with learning Nihongo has been marked byunforgettable experiences. I had the privilege of participating ina Shodo Performance Workshop, where I had the opportunity
to learn the art of Japanese calligraphy, specifically writing Kanjicharacters, under the expert guidance of Mr. Mohai Suzuki.
The workshop introduced me to a whole new world of artistic
expression as I was shocked by the texture of the papers we used
for writing the characters, which surprisingly proved to be more
resilient than I anticipated. Holding the brush, I discovered thenuanced balance between gentleness and accuracy required tomasterfully write Kanji characters. Despite the initial challenges,
I found immense joy and fulfillment in every moment spent
immersed in the art of Shodo. This experience opened my eyes tothe complexity and beauty of writing Kanji characters, leaving mewith a profound appreciation for the intricate art form.
The first Japanese festival that I attended was Bon Odori
in 2016. The atmosphere was filled with excitement and joy as I
witnessed the crowd adorned in an array of cosplays and traditional
Japanese costumes. Although my knowledge about the festival
was limited, I felt a sense of belonging and my heart was filledwith happiness. I will never forget the first time I tasted takoyaki
and a caramelized apple; it burned my tongue, and I was searching
for water. As they say, your first experience in everything will

always be remembered. Furthermore, seeing the diverse array ofpeople, and delicious food, and experiencing things beyond what
I learned in school made me realize the importance of engaging
and communicating with people who share the same interests. It’s
through interacting with others that true learning takes place.
Another major milestone in my second soul-searching
journey was when I joined cosplay contests. When my
Nihongo teacher announced the upcoming Festival of Talents,
I immediately decided to participate in the division round. In
this competition, contestants introduce the character they are
portraying in Nihongo, showcasing their abilities and convincing
the judges that the character has taken over their minds and body.
The most exciting part of the event is the Show and Tell segment,
where participants must describe a picture shown on the screen in
Nihongo. This requires a solid grasp of vocabulary, phrases, andnames, as well as constructing sentences effectively. For my Showand Tell, the picture displayed was a bullet train. At the time, I
didn’t even know its Japanese name. However, I described its
color, size, and purpose. Fortunately, I emerged as the champion
in the division round. This victory allowed me to represent our
region in the regional competition, which had the same mechanics
of describing a picture shown on the screen. This time, the picturefeatured traditional slippers, and again, I was unfamiliar with the
Nihongo term. Despite my limited knowledge of the subject, I
utilized the same approach as in my first competition and secured
another championship title!
My next competition was the National, and I was
excited to showcase my talents. The competition took place atFoundation University in Dumaguete. I encountered different
contestants who were fluent in Japanese, leaving me in awe. I
never thought I would have a chance to win, but instead of putting
myself down, I gained confidence. I knew I had trained hard for16

こんなところに にほんご人 Nihongojin Across the Philippines
this competition, and my mentor had done her best to enhance
my knowledge and vocabulary. Above all, I was grateful for myparents’ support and trust. During the Show and Tell portion, I
had to describe Hachiko. It took me only five seconds to deliver
my description. Despite feeling overwhelmed with emotions,
I composed myself and fulfilled my duty. I put my utmost effort
into depicting Hachiko with my fierce cosplay character. When
the winners were announced, I was thrilled to secure 2nd place.

Making myself, my school, and my parents proud was incredibly
gratifying!
My ongoing journey of exploration and learning is a
priceless endeavor, as learning is a powerful tool to share with theworld. As I reflect on the journeys and adventures I experienced, Irealize I found a new and established soul.

From Becoming a Teacher toLearner: My Nihongo Learning
Journey
by Nyra D. Gray from Davao
I can still vividly
remember; it was the
17th of June 2022 when I
had my teaching demo at
an international schoolfor a Japanese Language
Teaching Position. It
was never part of myplan to teach Nihongo.
I sent my resume inhopes of being accepted
as an English teacher but
as cliche as it may sound, fate works in mysterious ways. From
applying to become an English teacher, the conversation thenshifted to me applying for a Japanese teaching position. Despite
my lack of confidence and fluency in the language, I was able tocomplete and practice my teaching demo with the support ofseveral Japanese friends. Fortunately, I was accepted.
As a teacher, how can I teach when I do not entirely
understand the language? How can I understand if I do not learn?
How can I learn if I do not study? So, I started studying Japaneseseriously. This happened without support from my family. My
father wanted me to have a stable job and being a government
employee guarantees that - being a Japanese teacher, however,
may not. Despite my father’s protest, I continued to pull an allnighter studying Japanese. I want to be, no... I have to be good atJapanese.
It was exhausting, waking up at 4 a.m. to study Japaneseand then preparing for work at 5:30 a.m. At lunchtime, I practiced
choukai while eating lunch. After school, I continued to study aslate as 10 or 11 p.m., and the cycle repeated again and again. Aftermonths of studying, I passed the JLPT N4 examination. This led
countless doors and windows to open up for me. I was offered17

various jobs that helped me financially. I continued to study
hard and also passed the JLPT N3 Examination in July 2023! I
then transitioned from teaching primary students to teachingolder students whose goal is to work in Japan. As my father saw
how committed I was in studying Japanese, he gradually became
supportive.
My story might have started oppositely (I became ateacher first before a learner); learning Japanese turned my life ina surprising way that I do not regret.  Still, learning never stops,
well, for those who have the will and purpose to continuously
move forward! And I intend to always move forward, for mystudents, my family, and myself. Thank you, Nihongo, for thisnew world you welcomed me in!

ひろがれ！ CJH: Course on Japan for High School

About the CJH TeamThe primary mission of the CJH team is to support
Japanese language education in public high schools in cooperation
with the Philippine Department of Education. The main support
includes training for high school teachers teaching Japanese,
support for curriculum revision, maintenance of the textbooks“enTree Halina Be a Nihongojin!” developed by Japan Foundation

Manila, Nihongo Center of Japan Foundation, and Filipino
Japanese language teachers in 2009 for Japanese Language
Education in Public High Schools, creation of teaching materials,
implementation of “Nihongojin” events for high school students,and support for Japanese language partners dispatched to eachhigh school.

In-Person Japanese Speakers Forum Is Back!

The students deepened their understanding of ecotourism
by listening to a keynote lecture on ecotourism, visiting facilities
where ecotourism is practiced, and interviewing a key person.
Then the student groups came up with their own eco-tour of thePhilippines and produced posters and flyers to promote it to other
Nihongojin. The excellent output produced by the students canbe found on the website created by the core teachers https://sites.
google.com/view/jsfp2023/home .
Through this forum, students learned not only theJapanese language but also considered the Philippines’ tourism
resources, how to protect and develop them, and how to promote
them to the outside world. The teachers and JFM staff also
learned much from the students’ activities. We would be happy
if this forum could lead to the growth of the students and further
expansion of the Nihongojin community!

The Japanese Speakers Forum in the Philippines (JSFP) isan event to encourage Japanese language learning for High School
learners that has been held jointly with the Kamenori Foundation
since 2013. JSFP is an exchange event for “Nihongojin” who aim
to “use the Japanese language to achieve something.”
On February 6-8, 2023, 15 Filipino high school students,
11 teachers, and 11 core teachers gathered at Bohol Bee Farm andlearned about ecotourism in Bohol. After three years of online
JSFP, the in-person JSFP finally returned! The forum is managed
and conducted by 11 Filipino core teachers. They decided on“To a New World or New Normal: Let’s Think About Ecology,
Tourism, and Regional Promotion! Tana! Discover, Promote,Sustain! フィリピンのこころをまもろう！” as the theme for thisyear’s JSFP.

18

ひろがれ！ CJH: Course on Japan for High School

Summer IntensiveTraining (Batch 6)
In late July 2023, the CJH Team held the two-week
Summer Intensive Training for high school Japanese language
teachers in Makati and Cebu. The target group consisted of
Batch 6 high school teachers who debuted as Japanese language
teachers at their high schools last year. They have taught Japanese
for almost a year and have continued their training through theprevious year’s 5-week Summer Intensive Seminar and twicemonthly follow-through training from September to May. Their
Japanese has reached A1 level of the CEFR through the training.
During this training, they improved their Japanese
language knowledge necessary for teaching. At the same time,they acquired a deeper understanding of the teaching method of“enTree Halina Be a Nihongojin!”. The first week was conducted
online, and the second week was conducted face-to-face in Luzon
and VisMin, with every Batch 6 teacher giving at least two
demonstration classes.
This training was only possible with the efforts of thesenior teachers, who have been teaching Japanese for a long time.
There was much to be gained from the senior teachers, not only
through their reflections on the lessons and demo classes, butalso through their various advice, suggestions, and knowledge ofJapanese and Filipino culture. Although it was only for one-week
sessions, the friendly competition among the teachers broughtthem closer together, and their motivation to learn was further
heightened. We hope that this experience and what they learned
from it will be applied to their teaching in the classroom.

Batch 5-Group 2’s Immersion Program in Japan:
Cultural Exchange Extravaganza
Allen Ann D. Delica
Valenzuela City School of Mathematics and Science
In a heartwarming culmination of their journey thatbegan in 2019, 17 dedicated Filipino educators recently completed
the CJH Teachers’ Immersion Program held in Japan from August
17 to 26. Hosted at The Japan Foundation Japanese Language
Institute in Urawa, this program served as a bridge for cultural
exchange and professional development.
One of the program’s highlights was a visit to Saitama
Prefectural Soka High School, where the teachers had theopportunity to interact with Japanese students and gain firsthandknowledge of the Japanese educational system. This exchange
fostered cross-cultural understanding and opened doors forpotential collaborations.
The CJH Teachers’ Immersion Program in Japan wasa resounding success, equipping these educators with a deeper
understanding of Japan’s culture and education system. They
return to the Philippines with fresh perspectives and a renewed
commitment to enrich their students’ lives through cross-cultural
education. This initiative exemplifies the power of international
cooperation in fostering global understanding and educational
excellence.

19

はばたけ！NIHONGO PARTNERS

About the NihongoPartners Program

The Nihongo Partners program dispatches Japanesepeople mainly to secondary schools to support the local Japaneselanguage teachers during Nihongo classes, and to spread thecharms of Japan and its culture to students by sharing theirauthentic knowledge and experiences of Japan.
On 5 September 2023, the selected public high schools
warmly welcomed the 10th batch of the Nihongo Partners (NP).
After a week-long training at JFM, the 10 Japanese citizens weredispatched to their respective places in Luzon and Cebu. This time,
16 high schools were selected as the NP host schools, including
seven new schools (1 in Region 4-A, 2 in NCR and 4 in Region3). Also, in October 2023, the short-Term Nihongo Partners,
consisting of eight people, were dispatched for the first time; theywent around learning institutions in Manila and Davao for ten
days.

20

はばたけ！NIHONGO PARTNERS

Meet our Nihongo Partners!
Name: SATO Haruna
Assigned School: Capas National High School
Dolores, Capas, Tarlac
I have been working for the education industry for a longtime and there have been some Filipinos at my workplace. They
have always been supportive and friendly, so I was interested intheir culture. I am incredibly happy to be in Capas. The studentsof Nihongo classes welcomed me warmly and sang a Japanesesong. I was impressed that they remembered all the lyrics and sangit very well.
I did a couple of Japanese cultural sessions, like origami
and chopsticks, but there is a limit to what I can do in three months
with them. I value the time I spend with the students insideand outside the classes. They talk to me about their concerns,
or romantic crushes as well as asking me about the Japanese
language, and they try to teach me Tagalog or Kapampangan. I
really enjoy talking with them. I would be happy if they became
more interested in Japan through these opportunities.
cooperation in fostering global understanding and educational
excellence.

Name: MIYASHITA Kaho
Assigned School: Abellana National School
Osmeña Blvd, Cebu City
I started to be interested in Japanese language education
since I talked with Japanese learners when I was a high school
student. Furthermore, I had an opportunity to support theelementary school students who have roots outside of Japan.
Because of these experiences, I wanted to become a Japaneseteacher. As the first step towards it, I applied to the NihongoPartners Program.
Now, I have been in Cebu for a month. Thanks to thekindness of the Filipino people, I am really enjoying my stay.
Since it is my first time living here, I sometimes face difficulties
in my daily life, but they always help me willingly. On my way toschool, they always greet me with a smile. It gives me energy everyday. I would like to emulate their friendliness and kindness. I willcontinue communicating with not only teachers and students, butalso with the people living in the community and contribute to
the mutual understanding between the languages and cultures ofJapan and the Philippines.

21

はばたけ！NIHONGO PARTNERS

1st Dispatch of Short-Term
Nihongo Partners
From October 18 to 27, the first batch of Short-Term
Nihongo Partners, consisting of eight people, toured around
Manila and Davao, to teach Nihongo and to share Japaneseculture to Filipino students from high schools, universities,
and Japanese language schools.
The presented Japanese cultural activities included
furoshiki wrapping, festive games, tea ceremony, hanagasa
odori, and much more. Students and teachers had theopportunity to talk about their places of origin, as well as theirfavorite foods, while using Japanese as much as possible.
This experience also allowed the Nihongo Partners
to deepen their understanding and learn more about thePhilippines and its culture. Hopefully, the connections formed
this time will continue on in the future!

22A celebration of all Nihongo learners
across the Philippines!

The JFM is delighted to hold a face-to-face Nihongo Fiesta at Shangri-La Plaza Mall, Mandaluyong
City on February 24, 2024! This event offers the public an opportunity to experience different activities
relating to Japanese language, arts, and culture. As always, we will have the Nihongo Speech Contest.
We will also showcase photos submitted for Minna no Nihongo Fiesta (celebration of the Japanese
language and culture held at educational institutions across the Philippines) and features traditional
Okinawa dance performance. For more details, visit our event page on our Facebook!

夢に向かって JPEPA

About theEPA Team
Based on the Japan-Philippines Economic Partnership
Agreement (JPEPA) signed in September 2006, The JapanFoundation provides Japanese language training for Filipino
Candidates for Nurses and Certified Care workers. JFM is
responsible for conducting a six-month preparatory training
for the candidates. On November 16, 2022, the pre-departure
training for Batch 15, consisting of about 250 candidates, started.
Upon arrival in Japan, the candidates undergo additional sixmonth training.

Let’s Learn
about the EPA
Program!

In this edition, the EPA team interviewed several
candidates on their reasons for deciding to work in Japanand their hopes and expectations for their new chapter in life.
Furthermore, the team also asked two EPA Japanese Language
Lecturers about their experiences being a part of the EPA teamand the areas they wish to focus on in the upcoming training for
Batch 16.

Ciello

Cenny

Franz

Kris

EPA Candidates(15 Batch)

Q: Why did you choose Japan as a place to work overseas?

Q: How was your pre-departure Japanese training?

Ciello:: Aside from its amazing culture and scenery, Japan is oneof the safest countries to work in.

Kris: I started with zero knowledge. Eventually with the help andperseverance of our teachers, I have improved my understanding
and my communication skills in Nihongo. I know I still have along way to go, but I will do my best.

Cenny: Japan is only 4 hours and 30 minutes away from thePhilippines. The time difference is only one hour; I can still talkto my family with ease. I also want to experience their advanced
technology in the nursing home.

Ciello: We all struggle with conjugations. With the help of oursensei, classmates and learning materials. I was able to catch up
and I noticed a big improvement in my grammar.

Q: What was your family’s reaction when you decided towork in Japan?

Q: What are your plans and expectations in Japan?

Franz: At first, they asked me why because they knew that learning
Nihongo is really hard and then they got curious. I explained tothem my reasons and both benefits and disadvantages, and thenthey understood.

Franz: My plan is to take and finish everything step-by-step: first
graduate from my language training school; second, pass the Japan
Nursing Licensure exam, and then the language proficency exam.
My expectations about Japan... Japan is a country that follows rules
and laws; I will also have to abide by them. The country is known
for its beauty, food, and people. I plan to enjoy my stay in Japan.

Cenny: They were so happy because this is my dream since thestart. They are so proud of me because they believe that I have astrong will to work abroad.

Cenny: To pass the National Licensure Exam in Caregiving sothat I can stay in Japan as long as I want and to bring my family
in the future. I expect that I will have a great time in Japan while
studying Japanese language, culture, and caregiving.

24

夢に向かって JPEPA

Meet our EPA Teachers!

Janice F. Dais, RN
EPA Japanese Language Lecturer
formerly Batch 1 EPA Nurse candidate (2009)

Kristofer Masahito B. Katsumata, RN  EPA Japanese Language Lecturer

It was 9 years ago when I first joined the EPA team as
one of the part-time Japanese Language Lecturers. Previously, I
was an EPA nurse candidate myself – part of the pioneer batchin 2009! Back then we flew to Japan without any knowledge of
Nihongo, just studied in Kansai Kenshu Center (AOTS) in Osaka
for six months and started worked right away after the training.
After three years of working in a hospital in Fukuyama City, I
went back to the Philippines.  
In 2015, I was invited to share my experiences with Batch
7. After which I was pleasantly surprised when the EPA asked me
to be a part-time Lecturer! I was hesitant at first since I had noteaching experience. Thankfully there were training sessions anddemo-teaching; and the feedback, support, and encouragementfrom the Team made me competent and confident.
This year is my 9th year at EPA, and it is my honorthat I am made full-time Lecturer. I will continue to share all
my learnings and experiences with current and future EPA
candidates. Learning the Japanese language may be difficult,but I want to testify that there is nothing impossible if one has
perseverance and determination to reach his dreams. Indeed,
witnessing fellow Filipino nurses and caregivers reach their
dreams is also my happiness!

I first started teaching for JPEPA in 2020. My journeyin teaching Japanese language began with a mix of excitement
and nervousness. The prospect of imparting knowledge to eager
minds of each nursing and caregiving Candidates filled me withenthusiasm, yet I also felt the responsibility heavily weighed on myshoulders. But with the guidance and advice from my mentors andcolleagues in the program, I was able to learn various approaches
and methods about teaching Nihongo and how to manage theclassroom efficiently. I feel very grateful and fortunate to be able
to meet a lot of wonderful colleagues and be part of this program.  
 	
In November this year, JPEPA Batch 16th started its
Japanese language training. In line with our slogan『れれれの学習』 where『れれれ』 means “Review” “Repetition” and“Reinforcement”. This year we aim to help and assist candidates
to develop more understanding and appreciation for Japaneseculture and to develop language knowledge and skills to facilitate
significant interaction in Japanese society personally andprofessionally.  

Thanks for reading Nihongojin Connect!

ありがとうございます!
See you soon!

またね!

25

Hello and Goodbye

Goodbye!
Goodbye!

MATSUMOTO Takeshi
約3年間お世話になりました。
パンデミック下でフィリ
ピンに赴任し多くを学びました。ECQ、MECQ、GCQ・・今となっては死語でしょうか。
でも、これらの規制に悩んだ日々をまるで昨日のことのように思い出します。
この3年間、様々なチャレンジがありました。
それらを乗り越えられたのは皆さまのおかげです。
フィリピンを去るのは後ろ髪を引かれる
思いがしますが、
フィリピンで出会った全ての方に心から感謝しています。Will see yousoon!

YAMAMOTO Haruna
あっという間の3年間でした。
パンデミック中に着任したおかげで、なかなかできない体験ができたと思います。
ロックダ
ウン、
ステイホーム、在宅勤務、
オンライン研修などなど…大変だったことも、今ではいい思い出です。
お世話になったみなさま、どうもありがとうございました！Maraming salamat
po!

26
23

OBINATA Haruna
３年間お世話になりました。
フィリピンで仕事をして、たくさんの人と出会い、とても楽しかったです。機会があったら日本で会いましょう！ありがとうございました、Maraming
salamat po!

Two years after the release of the IRODORI Elementary 1 in
Filipino, JFM published the Filipino version of all three IRODORI
coursebooks, with their brand-new localized covers. Everything isfully translated, from the Can-Do’s instructions to the detailed andlengthy Grammar Notes and Culture Tips. IRODORI covers several
topics and social situations found in daily life in Japan, from themundane to more formal encounters.
Download a free copy of IRODORI Filipino version!

https://jfmo.org.ph/education-tools/

Nihongojin Connect is Published by
The Japan Foundation, Manila (JFM)
23F Pacific Star Building, Sen. Gil Puyat
Ave., Cor. Makati Ave., Makati City ,Philippines 1226

m (632) 8811-6154
K www.jfmo.org.ph
Q E JFManila