Merienda!

No. 31 February 2019

The Japan Foundation, Manila Nihongo Teachers’ Newsletter

Japanese Speakers’ Forum 2018 Indonesiaにほんご人inバリ
Christine Joy Cabahug
Teacher, Davao City National HighSchool「にほんご人フォーラム (インド
ネシア)」 or the Japanese Speakers’
Forum 2018 (Indonesia), organizedby the Japan Foundation and theKamenori Foundation, was heldfrom August 24 to 30, 2018 in Bali,
Indonesia.
This is the 6th international
forum since high school Japanese
Language Teachers and Learners
from 5 ASEAN countries (Indonesia,
Malaysia, Philippines, Thailand andVietnam) and Japan have been
participating in this event.
The main purpose of thisinternational forum is for themembers of the young generations
in Southeast Asia and Japan to havean exchange program throughusing the Japanese language

This Issue’s Menu
What’s Inside

2-3

Merienda Espesyal 1
The 28th Philippine
Nihongo Teachers’ ForumJPEPA Instructor’s Report

4-5

Merienda Espesyal 2
From the Nihongo Partners
JFM Teacher Training
Special Seminar: OJAD
Merienda’s Pick
JLE for Philippine
High Schools
Merienda Espesyal 3
Yatte mimasen ka?

as they deepen mutual understanding by discovering more about the“Nihongojins” in Bali. In addition, they will also recognize their own identity
and cultural diversity and thus make a positive contribution to creating abetter future. Teachers will also discuss various teaching methodologies
and latest trends in Critical Thinking and Collaboration Skills of the 21stCentury Learners. continued on page 6 - 7

Bernadette ‘Jen’ Hieida
Asst.Prof. Lecturer, DLSU Manila
Kyouzai Sakusei Team Member, JFM

Sapin-sapin
Sensei no Wa
Oshaberi Salon
Banana Q
Glossary for the Serious
Nihongo Teacher
From The JFM Library

Ciao ICJLE 2018!
The ICJLE, or International Conference in Japanese
Language Education, is held every two years in various
parts of the world where numerous presentations
about Japanese Language Education (JLE) in different
forms, from keynote to poster presentations andparallel sessions are held simultaneously for two days
from different field of research, practical or theoreticalresearch, as well as teaching and learning. ICJLE 2018 washeld in Europe for the first time, at Ca’Foscari Universityof Venice last August 3 and 4. The theme for this year was“Dialogue for Peace: What are we teaching and learning
foreign languages for?” The theme is very timely with thepresent situation all over the world where terror attacks
and racial discrimination is very evident.
I made two presentations with JFM colleagues,
Ms. Florinda Palma Gil and Ms. Sachiko Kuwano, about
Aiming for a Foreign Language Education Incorporating
Cultivation of 21st Century Skills; and another presentation
with Ms. Chika Shintani about a case study on HighSchool Teachers’ Motivating Factors to level up Nihongo
Proficiency.

Magkape Muna Tayo
Hello & Goodbye
Urawa Update

A lot of Japanese researchers andteachers gathered at this single location andthought and debated about the future ofJapanese Education through deep “Dialogue”.
The discussion was very useful for their own
fields. As for the research presentations, notmany were entitled “How to teach ~” but weretopics like “How to apply ICT like AI and apps toour Education”, “Evaluation by using CEFR” and

6-7
8
9
10
11

“Japanese Language Education in
Secondary level”, which evoked thetrend of the times. I applied theselearning in the Follow ThroughTraining in CEBU by using the Jigsaw
Method. The CJH Cebu teachers
were able to think about these
topics through the abstracts of thisconference on their own initiative,
which in turn produced an effect on
their own recent researches.
We hope that for ICJLE 2020,
which will be held in Hong Kong and
Macau, there will be more Filipino
Nihongo teachers who will try to
explore research and participate
actively in conferences like this as it
widens our horizons in this field by
being updated and informed on thetrends of JLE all over the world.
Chika SHINTANIJapanese Language Education
Adviser (Based in CEBU)

The 28th Philippine Nihongo
Teachers’ ForumOct.
May 27,21, 2018
2016 • Magsaysay Center for Hospitality and Culinary Arts
(JICA Philippines Office Auditorium)

IMPRESSION AND LEARNINGS about the 28th PNTF

O
Christharina D. Alda is a BSN
graduate at Southwestern University.
Her interest in languages and culture
led her to a teaching career at ETHOS
Corp. handling Nihongo and English
lessons.

P ro g r a m
AMry
Lecture: From Theolcacti
to Practice: Pra
e
th
of
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tio
Applicahing
Outcome-Based Teacin theL)
BT
and Learning (Ossroom
Cla
ge
ua
ng
La
Japaneset,igh
Mr. Christopher Yap Wr
,
sor
fes
Pro
MAELT Associatee andDepartment of Literatur
iversity
Un
l
na
tio
Na
s
ge
LanguaER

QUESTION & ANSWPM
theWorkshop: Creating
ned
sig
De
s
bu
lla
OBTL Sy
oom
ssr
Cla
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ua
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La
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Output Present
Wrap-up Session

medetou gozaimasu to the organizers and participants of the 28th Philippine
Nihongo Teacher’s Forum! The theme for this year is ”From Theory to Practice:
Practical Application of the Outcome Based Teaching and Learning (OBTL) In theJapanese Classroom.”
Education has greatly evolved from Traditional Methods to Outcome-based
Education (OBE) then to Outcome-based Teaching and Learning (OBTL). OBTL isa student-centered approach to teaching and learning that helps by identifying
the intended outcomes (goals) of a module (program) and then aligning teaching,learning, and assessment to maximize the probability that students can achieve thosegoals.
In the forum’s workshop activity, as a group, we identified the components of the
OBTL and created our own syllabus for a Japanese Language Program. In the
Course description, we identified the overall goal of the program. Then we chose theIntended Learning Outcomes (ILO’s) that describe what the learners will be able toachieve when they have completed the program. Next, we had to make sure that
the Topic Learning Objective (TLO) must be realistic for them to attain the ILO’s. The
topics chosen were specific and had to relate to the Teaching and Learning Activities/
Enabling Activities (TLA/EA) that served as the preparatory activities for the learners to
perform in their Performance Tasks (PT). The PT serves as the accomplishment of the
ILOs and may also serve as the Assessment Tasks (AT) to gauge how well the outcomes
have been achieved.
After the brainstorming, each group had to present the syllabus and get feedback
from the speaker. It was a great opportunity for us to learn new insights which we candefinitely apply in our classes.
I believe that this approach will certainly help the teacher lead students to achievea goal and outcome oriented class to their promising careers in the future.
With that being said, I am grateful for this opportunity to hone my skills as a
Nihongo Teacher through this forum. Glad to have met old and new colleagues
having the same advocacy in the advancement of Nihongo Education throughout
the Philippines.
Otsukaresamadeshita. Arigatou gozaimashita!

3

Merienda!

ESPESYAL 1

O

tsukaresamadeshita to all fellow
participants of the recently concluded“The 28th Philippine Nihongo Teachers’
Forum” held at Magsaysay Center for Hospitality
and Culinary Arts located at United Nations
Avenue, Manila. To the organizers, AFINITE, incooperation with The Japan Foundation Manila,
once again I’d like to say thank you very muchfor choosing the theme “From Theory to Practice:
Practical Application of the Outcome Based
Teaching and Learning (OBTL) in the JapaneseClassroom.” A big change came to my life whenI met Miss Lanie V. Garcia. She was one of thereasons why I came to love teaching. She also
imparted to me significant insights in theteaching of the Japanese language. I learned
to interact with my students and improved
my strategies and techniques in teaching thelanguage. She became my model and my mentor.
She untiringly helped me out in every area thathas something to do with teaching. Since
I am not really a teacher by profession, andthese pedagogies are hard for me to swallow
all at once, I believe that having such forum
and a mentor in this field is extremely helpful.
Japanese for me is a complicatedlanguage. Indeed, being a teacher/facilitatorof this language, I should be equipped withnecessary competencies for me to be able todeliver the lesson and achieve the objectives
I set for my students. There should be
willingness to learn in the part of the teachers
and we must also display a sense of creativity,
resourcefulness and patience as well to ourstudents.
OBTL has been very timely for us. Not
only does it shape our subject areas but also
gives us opportunity to reflect and improve
our teaching methodologies.
All the best to AFINITE!

Sachiko A. Minochi lived in Nagano
City, Japan for about 27 years. She was
granted naturalized Japanese citizenship22 years ago. Born in Tondo, Manila, shetook her high school at Centro Escolar
University Manila and took up Bachelorof Science Business Administration Major
in Management at the University of
the East, Manila. She holds a Trainer’s
Methodology (TM) certificate acquired
last June 2018. She is an N3 passer of JLPT
and a Nihongo teacher at Yosuke Suzuki
Nihongo Learning Center in Quezon City.

JPEPA Instructor’s Report
I kick-started my Nihongo studies when I
enrolled at the Nihongo Center Foundation (NCF)
in Makati to further enhance my knowledge
since I could speak and understand the Japanese
language. I studied basic and intermediate levels
in NCF and took supplementary lessons at the
University of the Philippines. My interest broughtme to take several teaching courses at The JapanFoundation Manila. After passing the JLPT andobtaining TESDA’s Trainer’s Methodology (TM) 1
Certificate, my confidence increased and I aimed
to become a language instructor to help those
who want to learn Nihongo like when I was

Ma. Corazon A.
Noriega also known
as MaCo Sensei wasa former studentof Centro Escolar
University in Manila.
She took up BSBA
Major in Banking and
Finance.

starting. Now, I am currently working as a JPEPA
Instructor at TESDA in Taguig.
I am grateful to The Japan Foundation
which sent me to The Japan Foundation Japanese
Language Institute, Urawa in Saitama, Japan for
the Short-Term Training Program for Teachers of
the Japanese-Language. With the accumulation ofknowledge and skills through direct participationin all of the activities, the trainees aquire agood mastery of Japanese language at a social,academic, and professional level. The essential
component of the program is to encourage
trainees to be imaginative, to inspire students,
and to give them an appreciation for the Japanese
language and its people.

There were almost 40 countries which
participated in the said training, but the mostamazing thing is we communicated with one
another through the Japanese Language andthat is another part of the training. The training
is like a hands-on method of teaching the skills,
knowledge, and competencies that every teacher
needs in order to perform his or her specific job.
After two months of training, I was
requested to share what I have learned in the
training through the SENSEI NO WA event of The
Japan Foundation Manila. Giving a seminar is agreat opportunity to share one’s knowledge andexperience with other people.
I chose the topic Understanding the Listening
Comprehension Process and Effectively Organizing a
Listening Class because listening largely helps ingaining better understanding. It is also the mostcommon communicative activity in daily life.
Therefore, I believe that this skill is most useful tostudents.
Prior to joining the JPEPA Program as an
instructor, I attended several trainings but I feltthat my skills improved immensely when I went
to the training in Japan. Immersion in the country
and interacting with Japanese helped a lot in mygoal to be a teacher.

4

From the NIHONGO Partners
The “NIHONGO Partners” Program endeavors to support local Japanese-language teachers and students bysending Japanese nationals predominantly to secondary education institutions in the 10 ASEAN countries.

NCR What I learned in the Philippines…
Sae Tajiri 仲間と一緒に楽しむこと！In thePhilippines, I learned theimportance of enjoying
what you do with yourfriends. Students and teachers
seem to enjoy studying/working with
their classmates/coworkers even though
they are very busy. Shop clerks as well,they are always active and smiling.
Remi Oikawa I learned
the strength of Filipinos during
my stay in the Philippines. Filipinos arevery good at being ”masaya”! Filipinos
are always smiling even if they’’re facing
a difficulty. I really respect your warm
character. Salamat po!

Shinichi Kubota I thinkthat Filipinos value andcherish their family.
Filipinos also treat their friends
like family. They always welcome me andtreat me like a family. I feel the warmth
as they say “you are always welcome”.
I’ve realized the meaning of hospitalitythat is accompanied by affection andshowing acceptance with a smile.

Pangasinan What I shared to the Philippines…
Akiko Namiki おりがみでカエルを作りました。少し難しいところもあり、ぴょんぴょんと上手に跳ねるカエルもいれば、途中でひっくり返ってしまうカエルもいました。カエルレースでは、１位になった子の嬉しそうな顔や、最下位になった子の悔しそうな
リアクションが忘れられません。

Cebu What surprised me in the Philippines…
Sachina Tanoue It was a surprise tome that there are various vehicles in thePhilippines. Jeepneys are flashy and cool.
It is interesting. I like them so much.

Yuta Hashimoto わたし は レチョンに びっくりしました！We can’t see such an
extraordinary food in Japan. We can see only
sliced pork..haha. Everyone eats lechon duringcelebrations and Fiestas in Cebu. So I really like thisculture, because of course Lechon is so “Oishii” and it gives me
special feeling like “Happy Fiesta!”.

5

Merienda!

ESPESYAL 2

JFM Teacher
Training

きょうしけんしゅう

教師 研 修Practice Teaching Couse • September 22, 23 & 29, 2018

I really enjoyed the course, and after
experiencing how to do demo teachings, I
am now decided to pursue Teaching in the
future.

T he course is very helpful. I gained
knowledge about basic teaching methods
and practice. T he Japanese way ofteaching is simple yet very effective
because it is very systematic.
Minna no Nihongo Brush-Up Course • October 22 – November 26, 2018

Very fun! I really like the way thecourse was handled. T he sensei’s werevery nice and accommodating of us
students, and they would use a
lot of various teaching methods tomotivate the students.
Have next level brush up course!

OJAD and Teaching Phonetics
May 30,2018 (Wed)
Mr. Nobuaki Minematsu (Tokyo University)
OJAD is an online Japanese accent databasefor learners and teachers of Japanese. The
goal of this tool is to enhance the awarenessand understanding of the Japanese pitchaccent with a suite of four features.

Website: http://www.gavo.t.u-tokyo.ac.jp/ojad/

6

JLE for philippine high schools(from page 1)

Japanese Speakers’ Forum 2018 Indonesia

The Philippine delegation had 6
representatives: two Japanese language teachersand four high school students. The teachers, Ms.
Charry Sarmiento of Pitogo High School, Makati
and Ms. Christine Joy C. Cabahug of Davao City
National High School are participants in the
Course on Japan for High School Classroom
Instruction; Teacher Training Program for
Public High School Teachers under the Special
Program in Foreign Language: Japanese of the
Department of Education – Bureau of Curriculum
Development. The high school students werechosen as a result of the student selection in
Manila for the JS Forum Philippines.
The JSFP or the JS Forum Philippines 2018
theme was “Halina Be an エコじん (EcoJin)! Lets’
Resolve Garbage Problems: Reduce, Reuse andRecycle” a lecture/workshop and presentation
contest held on January 24 to 26, 2018. The
theme focused on current innovations on a 3R
(Reduce, Reuse, Recycle)-Oriented Sustainable
Society by finding solutions through using aproblem solving method based on lectures andfield research. There were two simultaneous
programs in this forum, the Teachers’ Program
and the Students’ Program.
In the Teachers’ Program, there werereports about every country’s foreign language
educational policy, reflections of every teacher on
his or her own teaching contents and methods,
as well as the development and review of lessonplans based on their country’s educational policy,
as well as trial and final demonstration teachinglessons.
The teachers demonstrated the lessonplans they designed to nurture the needed 21stCentury skills in students in a Japanese language
class, which they then evaluated using the rubric
that they themselves created to assess the said
skills.
On the other hand, the Students’ Program
did not only let the students experience different
aspects of Japanese culture, but they also let
the students investigate and report about thequestions that they had about Japanese culture.

CJH Update
The enTree 3 (E3) course for the 4thbatch of CJH teachers will continue
until March 2019. Moreover, the 5thbatch enTree 1 course (E1) will start thisApril 2019. The Follow-through Training
Sessions are on-going once a month inManila & Cebu.

Incoming CJH-related Activities(April-May 2019)
This international forum became agreat opportunity for the Philippines to fully
understand the historical background, current
situation as well as to continuously innovate thecurriculum as well as apply and brainstorm new
approaches and methodologies in Japanese
Language Education (JLE).
Other ASEAN countries began theirimplementation of the JLE since 1970s, while
the Philippines just started 2009 during thepilot implementation of the Special Program in
Foreign Language: Japanese by the Departmentof Education.
With the influx of various modern trendsof teaching methodologies and approaches tothe new generation of learners, the Philippines
will continuously improve its implementation of
the Japanese Language Education, particularlyin the refinement of the 21st Century Skills of theFilipino students.
Emerie Lo
Program Coordinator, The Japan Foundation Manila
Being part of the Japanese Speakers’ Forum2018 Indonesia was a great opportunity and oneof a kind experience. Seeing different nationalities
gather in an event where the medium ofcommunication is “Nihongo” made me realizethat we can be united as one family even if wehave different cultures and origins. Diversity andtolerance are the unforgettable words for me in
the forum. Students had different activities toponder on 21st century skills.

enTree 1 Summer Intensive Course
in Manila and Cebu
April 22 – May 24, 2019 (tentative)*CJH: Course on Japan for High School
Classroom Instruction; Teacher Training
Program for Public High School Teachers
under the Special Program in Foreign
Language: Japanese of DepED-BCD

In my own opinion, we can achieveinternational and cultural understanding if we
can be sensitive to others through tolerating
difference and appreciating diversity.
Charry Sarmiento
Teacher, Pitogo High School
Joining this year’s Japanese Speakers’ Forumin Bali, Indonesia taught me a lot of things. I wasable to experience first-hand how language
binds people together and breaks barriers amongcultures. It was a challenge at first because mycommand of the Japanese language is not as
good but I am very thankful to the friends I havemade from Vietnam, Malaysia, Thailand andIndonesia who have helped me fulfill my tasks.
Meeting them made me want to improve myself
more as a learner of the Japanese language aswell as a Japanese language teacher in this 21st
わたし

く ふ う

How do I apply the enTree* method in class? 「 私 の工夫」㻌 㻌
School: Marigondon National High School
Principal: Mr. Ernesto E. Peteluna
Teachers: Ms. Mary Cris D. Pabe & Myrasol S. Alo
Grade Levels: Grade 7, Grade 8, Grade 9 andGrade 10 (230 students)
As a Nihongo teacher for almost three years, it
is very important to follow the Lesson Plan in enTree.
In this school year, I am teaching Nihongo two hours
a day in my TVE class and two hours a week in theSpecial Science Class. I‘m so glad that many students
in our school have chosen Nihongo in lieu of their
TVE subject. I can see their faces full of excitementand determination in learning Japanese language
and culture through the enTree lessons.
The topics in enTree are very interesting. In my

Nihongo class, I always encourage my students to beparticipative and interactive. Using Communicative
Language Teaching (CLT), students are exposed tovaried learning activities such as task completion,
opinion-sharing, information gathering andinterviews that would help develop student’s fluency
as well accuracy in learning the language. Activities
that involve authentic communication promotelearning. Learners are inherently curious uponlearning a new language and discovering Japaneseculture, thus self-motivation and self-confidence
is highly needed in exploring information andconcepts in order to construct new ideas.
Learning new vocabularies and pronunciation
at the same time is quite challenging yet fun andexciting when the teachers provides group activities,

memorization drill and games. Students-centeredapproach is effective in a class with more than fifty
students with different learning styles, students
should focus on collaboration in learning different
activities, not having competition in all aspects.

*”enTree - Halina! Be a NIHONGOJIN !! -” is a resource-type teaching material designed by The Japan Foundation, Manila to respond to the need for developing human resources who possess Japanese communication skills.
This teaching material aims to allow the students to find their personal goal, learn about the world and themselves, and achieve self-growth while accomplishing their particular goal. One special feature of enTree is that it seeks toenhance not only the learners’ language ability, but also their intercultural competency.

century society. I gained more confidence to use
Nihongo to communicate with other people.
From this experience, I was able to set a goal for
myself and make a plan on how to further help
my students to learn and enjoy Nihongo.
Christopher John V. Tutanes
Student, City of Mandaluyong Science High School
This is the journey where I went througha lot of different things, different experiencesand different emotions. This is the one timein my life where I was given the chance toventure new opportunities, new territories. The
Japanese Speakers’ Forum 2018 is truly an eventto remember and will always be embedded in
my heart, why? Because not only did I meet a
lot of new people from different countries but I
was also given a chance to explore new forms offriendship, new forms of learning and new ways ofliving. Yes, it is hard when we can’t communicatethat much because of the language barrier,but through our dedication, we were able toovercome it using the Japanese language. As I
have said during the forum, “this will not be endof our relationship, rather the beginning of a newinterconnected culture and way of living”. By that,
Kudos to the JFM, to all of the senseis and to allof the people behind this marvelous journey.
Arigatou Gozaimashita!
Nikka Annia R. NatadStudent, Davao City National High School
Great and countless learnings mixed with ariver of blood, sweat and tears.
A life changing Japanese Speakers’
Forum immediately welcomed me as I arrived
at Bali, Indonesia. Aside from traveling out of thecountry, it was also a first time for me to interact
with other Southeast Asians and communicate
with them using Nihongo. Each day, I found it
difficult to cope up with their Japanese proficiency
in tackling topics and in sharing my ideas. Beinga part of it was surreal, seemingly clueless as towhat was going on, most especially during thosetimes when we interviewed and reported. But
as time went by and through their やわらかい
こころ, adjusting to such environment became
possible. If given the chance to take part inanother Nihongorelated program, I’ll
definitely seize andmake the most outof every moment
because not allopportunities
come twice.
Phoebe Zoe A. Quiros
Student, Compostela Scienceand Technology High School (Cebu)
To be invited to the JS Forum as one of
the representatives of my beloved country,
the Philippines, gave me the mixed feelings ofexcitement, a bit of nervousness, and a great
quantity of happiness. Since the forum would beheld at Bali, Indonesia, my heart could not containthe overflowing joy that I felt. To be honest, I felt
agitated, thinking about my first time to travelalone overseas, and at the same time giddy
when I imagined the representatives from othercountries becoming friends with me.
The first day of the forum was a bit
hard because I was still trying to adjust at
the environment, wherein, everybody spokein straight Nihongo. I was shocked and a
perplexed at this phenomena that I challenged
myself to speak more Nihongo and be able
to catch up with them, and for me to try toshare my ideas. We did many activities like icebreaking games to get to know more about one
another. It was really fun and entertaining! After
that, we discussed and brainstormed about
the 21st century society of today, diversity,and tolerance. The task was a little hard but
interesting at the same time because we weretalking about the nihongojins of Indonesia,
Philippines, Malaysia, Vietnam, Thailand andthe nihonjins of Japan. We also had a school
visitation where we experienced the culture ofIndonesia. We danced with the guidance of avery graceful dance instructor and played theirtraditional musical instruments. It was very
interesting, exciting and amusing! I was alsoamazed by their devotion to their god just as
the same with the Philippines. Every day, they
always offer something to their god on their

Similar to English and Filipino subjects, enTree
lessons also uses 21st century skills focusing on
students’ creativity, collaboration, critical thinking
and communication in the learning process. I do
believe that each learner is curious, competent andable to take an active role in their own learning. A
positive, innovative learning environment empowers
the students to grow holistically.

School:Ramon M. Durano Sr. Foundation
Science and Technology 		
Education Center
Principal: Mr. Jorge A. Noya
Teachers: Catherine C. Teranaand Cleziel G. Gonzales
Grade levels: Grade 9 and Grade 10 (118 students)

Japan has a fascinating and multifaceted
culture. Because of its beauty, our students arereally interested to learn their culture as well as
their language.

small or big altar outside their homes. Theygave their god some rice, a candy, or any kindof food, and some plant for the offering. They
placed it on a coconut leaf formed into a box
and then put it on the altar.
In the whole week I stayed in Indonesia,
I learned how to write kanji that I was not yet
able to learn in our school. I have also learned
how not to be afraid or ashamed if I make awrong Japanese sentence or phrase because
after my mistake, they kindly taught me theright way on how to say or to write the word/phrase. For me, it was also a win-win situation
because of the give and take relationshipwherein they taught me nihongo and I taught
them the proper way of speaking and writing
through English.
On the last day of the forum, many
representatives that became my friends, cried,
because we knew that we would not see eachother again in a long time. But in the closing
message, one of our “senseis” told us that it’s okay
to forget about the things we discussed in thisunforgettable forum but never - ever forget the
memories we made together in this forum. There,
I realized, I have not just made new friends but wewere already a family in that forum.
Zildjan Alekhain Barcelona
Student, Muntinlupa Science High School
If there’s one word to describe my experiencein Bali, it’s すばらしい! Primarily, the ideas that wetackled during the week-long forum were totally
inculcated not just in my brain, but also in myheart. My perspective of the world changed as I
indulged myself into the knowledge I acquired.
But more than the learnings, one of the things
that I won’t forget is the cross-cultural program
wherein the delegates of each country shared agame, a chant, a song, and even a dance. I am justa normal high school student who accidentallychose Nihongo as my elective subject. Being adelegate to the Japanese Speakers’ Forum 2018is a great entitlement for a nihongo student
like me. It was a very unexpected once-in-alifetime opportunity, and I will surely treasure theexperience forever.

Ramon M. Durano Sr. Foundation - STEC
is very grateful for being one of the schools
offering Nihongo subject. Teaching Nihongo
becomes easier by using enTree lessons. enTree
lessons paves the way in enhancing the abilityof the students to engage them in a meaningfulinteraction in a linguistically and culturally
diverse global situations. We use enTree lessons
by creating a real - world connection to what
students are learning, wherein it will give themgreater understanding of why they need to learn
it. We usually let our students interact by using the
21st century skills that is highlighted in the entree
lessons.
We also use enTree to track the students’performance and improvement in learning
Nihongo using the J-tree. This also serves as theirdiary in their Nihongo journey. With all thesestrategies, learning becomes easy and fun when
we do all the best we can.

8

Merienda!

ESPESYAL 3

Yatte Mimasen ka?
Won’t you try using ZOOM?
By 小川靖子 (Yasuko Ogawa)Nowadays, online materials for Japanese
language education, such as Minato (https://minato-jf.jp/), have been on the increase. A lotof online classes and conversation lessons canalso be found on the internet. There are various
online communication tools such as Skype,
Hangout, Zoom, etc., but this time, I would liketo briefly introduce Zoom.
Zoom is a web conferencing systemdeveloped in the United States that has various functions for web
conference, and as of December 2018, supports eight languages
including English and Japanese. In Zoom, the operator/organizer ofa meeting (or in the case of Japanese language education, an event
such as a class, lesson, workshop etc.) is called the “host”, while theparticipant is called the “guest”. The “host” can set up, manage anddesign meetings.
Zoom is just one of the many online communication
tools, each with its own characteristics, but using Zoom overthe past few years both as a host and as a guest, I have foundit to be convenient. Below are characteristics and functions
that I think are useful for language education, daily tasks, etc.
Easy to connect! Easy to participate inParticipants (guests) do not need to create accounts. Just
click on the URL sent by e-mail from the operator (host) andyou can join. Clicking the URL will automatically install and connect
the application. You can also connect from PC (Windows, Mac),
smartphone (Android, IPhone), tablet (Android, IPad), Linux.

Application/Usage Examples•
Online Lessons / Lectures•
Online Trainings / Workshops•
Online Exchanges•
Online World Café•
Online Reading Groups / Study Groups•
Meetings among remote persons /remote locations, joint projects.
For example, for online classes and trainings, it is possible
to handle people from various locations, numbering from just a
few up to a large number (100 people). For online exchanges andonline world cafés, it is possible to connect the world outside to the“insides” of the classrooms. It can be a venue for not only Japanesenative speakers in Japan but also for those in other locations tohave exchanges and dialogues with Nihongo learners… using themerits of the internet and Zoom, various activities, including
personal exchanges, can be conducted based on any idea one
can come up with.
This was a brief introduction of Zoom, but if you would liketo try it as an operator (host), it may be good to try using thefree version first. The table below is a simple comparison of thefree version and the paid version (Pro).
Also, if it is difficult to use Internet in your school’sclassroom environment, or, if hosting seems to be too high ahurdle, it may be good to join as a guest. There are various online
workshops, online reading groups, etc., using Zoom. It will also leadto your own learning.
At any rate, why don’t you try using Zoom?

Sound quality, Image quality, Stable connection
Because sound quality, image quality, and connection is stable,communication goes smoothly and there is less stress.

Free version

Paid version (Pro)

Participation in large numbers is possible
Currently, it is possible for up to a 100 people to participate. Even
with a large number of participants, the sound quality, image quality,
and connections are unlikely to become unstable. In addition, since
the host can control the screen and audio of the guests, it is easy to
manage guests who are unfamiliar with the system.

Price

Free

US$ 14.99 (monthly)

Number of participants

100 people

100 people

Time Limit

3 or more group

None

Breakout Room (Breakout Session)
Using this function of the host, it is possible to do group work
like those done in classrooms and workshops. It is very similar
to the atmosphere of group works being done offline. Dialogue
among participants of small numbers or group works leads to active
participation of the guests.
Screen sharing, Whiteboard
With screen sharing, you can share computer
screens of the hosts and guests, so discussions canbe done while sharing Power Point, etc. In addition,
Zoom has a convenient Whiteboard function where
all participants can write to share information otherthan video and audio.
*To use Zoom smoothly, upgrade to always keep it up to date, and use
earphones or headset to prevent howling.

meetings; 40 minutes
Chat

〇

〇

Breakout Room〇〇

Screen sharing〇〇

Whiteboard Function〇〇

Video Recording

PC Recording

PC Recording
Cloud recording

https://zoom.us/pricing (As of Dec.2018)* Participant (Guest): Free. No fee will be incurred by participants using Zoom.
References
Zoom (English, Spanish, German, Chinese, French, Portuguese, Japanese,
Russian) https://zoom.us/
Zoom Revolution (Japanese only) Detailed usage of Zoom and examples
of its use https://zoom-japan.net/

9Magkape Muna TayoTOMOKO NAKAMURAETSUKO EMORI

はじめまして。11月に着任しました、中村友子（なかむらともこ）です。2011年に国際交流基金に入社して東京で働いたあと、子どもを育てる
ために3年間ノルウェーで暮らしました。寒い国から暑い国へ来て、環境の変化を楽しんでいます。休日には子どもたちと海に行ったり、山に行ったりしてみたいです。
よろしくお願いします。

はじめまして。江森
悦子（えもりえつこ）
です。2018年8月にマニラに来ました。
EPA研修を担当しています。はじめてのフィリピン生
活ですが、のびのびとした明
るい雰囲気と人々の大らかなやさ
しさがとても心地いいです。日本
語がつなぐ出会いと縁を大切にこれから頑張っていきたいと思います。どうぞよろしくお願いします！

TETSUYA KOIDE

MARISTEL M. MIGUEL

みなさんのおかげで、フィリピンでの仕事も生活もとっても楽しかったです。 本当にありがとうございました。 また、
日本やフィリピンでお会いしま
しょう！ Thanks to all of you,marami akong magandang
alaala sa Pilipinas.
Maraming Salamat po.
See you in Philippines
and Japan! Mabuhay!

Jennelyn Arroyo
はじめまして。I am Jennelyn
Arroyo. I’ve been working
as a part timer for JapanFoundation before, such
as JLPT helper and
JPEPA assistant. And
now, I am here! Thankyou for the opportunity
to be one of you. 頑張ります！よろしくお願いします。

MARIE STEPHANIE O. GABICA
A huge thank you to my
JFM Family. Thank you forthe 1 and a half years ofexperiences. It might just bea short time but I learned
a lot of things. I’m goingto miss you all. I’mwishing you all the
best! どうもありがとうございました。

EPA Batch 5 to Batch
10. Marugoto A1 to
A2/B1. 6年間大変お世話になりました。
さまざまなことを学びました。Maraming
salamat po! また会う
日まで!

Urawa
UpdateThe program is designed to provide
teachers of the Japanese-language
working abroad an opportunity to
improve their Japanese
language skills and teaching
methodology and to deepen theirknowledge of Japan.
It is being conducted at The JapanFoundation Japanese-Language
Institute in Urawa, Saitama, Japan.

36 Nihongo teachers from all over the world pose on the grounds of the JapanFoundation-Urawa during the Short-Term Summer Institute from June to August, 2018.

Lanie V. Garcia (LVG Language Tutorial
Center, Metro Manila) Final Presentationof Speech Taikai

Janice F. Dais (A nurse by profession.
She has taught Nihongo to JPEPA
batches 8-10 and currently to ongoing
Batch 11.) Experiencing Japaneseculture by wearing the traditional
summer yukata.
Group 1 Class of Short Term Summer Teacher training 2018

10

Sapin-sapin

先生の輪は、日本語教師の交流の場です。
もっと楽しく、もっとおもしろく一緒に日本語教育について勉強しましょう！

“Sensei no Wa” is open to both experienced and neophyte Japanese-language
teachers, and offers a platform for information exchange with one’s peers. It is forthe further encouragement of Japanese Language Education and aims to support
professional enrichment and network expansion through interactive learning.

Let’s join Sensei no Wa

Incorporating Speeches
In Your Classroom
August 4, 2018
Mr. Hideaki Ishida
Japanese Language Education Adviser,
The Japan Foundation Manila

Dictogloss: Teach “giving and receiving”
using dictogloss method
October 20, 2018
I learned new strategy that is very beneficial
to the students. I was able to understandthe process by experiencing the actual
dictogloss method.

“Oshaberi Salon” is a free event for Nihon enthusiasts held at theJapan Foundation, Manila. During each session, the participants try
to complete a task on their own or collaborate with others using
Nihongo. The participants not only discover something new about
Nihon or Nihongo, but they can also try their Nihongo skills, get a lotof inspiration, and form a new network. If you know someone
who is a Nihon enthusiast, “Oshaberi Salon” might be ideal!

The course is very helpful. I gained
knowledge about basic teaching methods andpractice. The Japanese way of teaching is
simple yet very effective because it is very
systematic.

Ms. Janice F. Dais
Worked in Japan as EPA Nurse Candidate(1st Batch). Studied Japanese Language
at AOTS Osaka. Three- time Japanese
Language Teacher to EPA Candidates.
Attended the Short -Term Summer Training
for Foreign Japanese Language Teachers at
The Japan Foundation Japanese Language
Institute, Urawa.

ライフストーリー My Life Story
July 13, 2018

For more information, please visit the JFM website. (www.jfmo.org.ph)

雨の日 Rainy Days
September 7, 2018

作ろう！俳句 (はいく) Let’s Make Japanese Poems
November 9, 2018

11

Banana Q
め だ ま ややあつ

目玉焼きが焼けるほど暑い！！㻌 By㻌 Nami Murakami
あつなつ

フィリピンもそろそろ暑 い夏 がやってきますね！㻌
ひ ゆ

つか

あつ

ひょうげん

タイトルは、比喩（メタファー）を使 って、暑 さを 表 現 してみました！㻌 㻌
ひ ゆ

ほか

ことば

い

つ

くわ

Glossary
for theSeriousNihongoTeacher

つか

比喩は、他 の言葉にかえて言ったり、付け加 えたりして使 います。㻌
ひ ゆ

ひょうげん

ぶん

こうか

それから、比喩には、 表 現 や文 がイメージしやすくなる効果があります。㻌
した

ひ ゆ

つか

下 に比喩を使 ったクイズがありますから、チャレンジしてみましょう！㻌
㻰㼕㼞㼑㼏㼠㼕㼛㼚㻦㻌㻲㼕㼘㼘㻌㼕㼚㻌㼠㼔㼑㻌㼎㼘㼍㼚㼗㼟㻚㻌㻯㼔㼛㼛㼟㼑㻌㼠㼔㼑㻌㼏㼛㼞㼞㼑㼏㼠㻌㼍㼚㼟㼣㼑㼞㻌㼒㼞㼛㼙㻌㻭㻙㻰㻌㼕㼚㼟㼕㼐㼑㻌㼠㼔㼑㻌㼎㼛㼤㻚㻌
て

な

だ

あか

㻯㼔㼛㼕㼏㼑㼟㻦㻌 㻌 㻭㻚手㻌 㻌 㻮㻚ガラス㻌 㻯㻚泣き出し㻌 㻰㻚明 るい㻌
かれ

①

けいざい

かれ

彼 は㻌 経 済 に㻌 㻌 㻌 㻌 㻌
かれ

②

し

も

ぬし

かれ

きず

せいかく

彼 は㻌 㻌 㻌 㻌 のハートの㻌 持ち主 㻌 㻌 㻌 （＊彼 は㻌 とても傷 つきやすい性 格 だ 㻴㼑㻌㼔㼍㼟㻌㼍㻌㼢㼡㼘㼚㼑㼞㼍㼎㼘㼑㻌㼜㼑㼞㼟㼛㼚㼍㼘㼕㼠㼥㻚㻕㻌
いそが

た

ひと

いそが

すく

忙 しくて㻌 㻌 㻌 が㻌 足りない㻌 㻌 㻌 㻌 㻌 （＊ 忙 しくて、人が少ない㻌 㼃㼑㻌㼍㼞㼑㻌㼟㼛㻌㼎㼡㼟㼥㻌㼠㼔㼍㼠㻌㼣㼑㻌㼍㼞㼑㻌㼟㼔㼛㼞㼠㻙㼟㼠㼍㼒㼒㼑㼐㻚㻕㻌
人

③

いま

④

けいざい

㻌 㻌 㻌 㻌 㻌 （＊彼 は㻌 経 済 について㻌 よく知っている㻌 㻴㼑㻌㼕㼟㻌㼒㼍㼙㼕㼘㼕㼍㼞㻌㼣㼕㼠㼔㻌㼑㼏㼛㼚㼛㼙㼕㼏㼟㻚㻕㻌

そら

あめ

ふ

そら

今 にも㻌 空 が㻌 㻌 㻌 㻌 㻌 そうだ㻌 㻌 㻌 㻌 㻌 㻌 （＊雨 が降りそうな空 だ㻌 㼀㼔㼑㻌㼟㼗㼥㻌㼘㼛㼛㼗㼟㻌㼍㼟㻌㼕㼒㻌㼕㼠’s㻌㼓㼛㼕㼚㼓㻌㼠㼛㻌㼞㼍㼕㼚㻌㼍㼚㼥㼠㼕㼙㼑㻌㼟㼛㼛㼚㻚㻕㻌

1D, 2B, 3A, 4C
㻌㻌This issue of “MERIENDA” features investigative novels and short stories by Kazuo Ishiguro - the2017 Nobel Prize Awardee in Literature. The genius author of the “Remains of the Day” is aJapanese-British novelist known for his science fiction, fantasy, mystery, drama genres. Seven of
his novels have been adapted into films; his works have been translated into forty languages andwon him prestigious awards including the Booker Prize.

㻌㻌The library is open to
researchers/borrowers from 10:00
a.m. - 7:00 p.m., Mondays to Fridays,
and from 9:00 a.m. - 1:00 p.m. on
Saturdays. It is closed on Sundays& Holidays. Just present an ID
card at the Charging Desk.
For those who wish to know
more about the library, visit
http://jfmo.org.ph/library/ orcall (02) 811-6155 – 58.

“A Pale View of Hills” is the first highly acclaimed novel by Kazuo Ishiguro.
The book deals with World War II as relived by a Japanese woman, Etsuko, now
living all by herself in London and trying to deal with the recent suicide of her
daughter Keiko.
“When We Were Orphans” is a crime/mystery fiction set
during the Sino-Japanese War in the 1930s. The story is about
a guy who was born and happily lived in Shanghai until thealleged kidnappings of his father and mother. More than 20
years after leaving Shanghai, Banks is now a well-known detective in London.
Traveling back to his childhood place to discover the disappearances of his
father and mother but the war makes it difficult for him to do
the investigation and to trust the people around him.
The “Remains of the Day” - “one of the best books of the decade” - Boston
Globe.
The novel (1989) and adapted into film (1993) is about an elderly English
butler serving Lord Darlington for three decades. At the end of his service,
Stevens embarked on a country drive and he looked back over his career andthe person he served.
Other collection of novels and short stories by Kazuo Ishiguro are available at the JFM
Library.

JFM Courses & Workshops
February to June 2019

Courses for Nihongo Teachers
Marugoto Elementary 1 (A2) Module 1
February 4 – March 13 (Mondays & Wednesdays)
6:20 – 8:30 p.m. (24 hrs.)
Tuition fee: Php 5,000 (Inclusive of textbook)
Marugoto Starter (A1) Module 1
February 7 – March 19 (Tuesdays & Thursdays)
6:20 – 8:30 p.m. (24 hrs.)
Tuition fee: Php 4,900 (Inclusive of textbook)
Marugoto Intermediate 1 (B1) Module 1
February 12 – March 26 (Tuesdays & Thursdays)
6:20 – 8:30 p.m. (26 hrs.)
Tuition fee: Php 6,320 (Inclusive of textbook)
Marugoto Elementary 1 (A2) Module 2
March 25 – April 24 (Mondays & Wednesdays)
6:20 – 8:30 p.m. (20 hrs.)
Tuition fee: Php 4,500 (Inclusive of textbook)
Marugoto Starter (A1) Module 2
March 26 – May 2 (Tuesdays & Thursdays)
6:20 – 8:30 p.m. (20 hrs.)
Tuition fee: Php 4,400 (Inclusive of textbook)
Marugoto Intermediate (B1) Module 2
Aoril 23 – June 4 (Tuesdays & Thursdays)
6:20 – 8:30 p.m. (26 hrs.)
Tuition fee: Php 6,320 (Inclusive of textbook)
Marugoto Elementary 2 (A2) Module 1
May 13 – June 26 (Mondays & Wednesdays)
6:20 – 8:30 p.m. (28 hrs.)
Tuition fee: Php 6,000 (Inclusive of textbook)
Marugoto Elementary 1 (A2) Module 1
May 21 – June 27 (Tuesdays & Thursdays)
6:20 – 8:30 p.m. (24 hrs.)
Tuition fee: Php 5,000 (Inclusive of textbook)
Marugoto Starter (A1) Module 1
June 11 – July 23 (Tuesdays & Thursdays)
6:20 – 8:30 p.m. (24 hrs.)
Tuition fee: Php 4,900 (Inclusive of textbook)*Marugoto Starter (A1) Module 1(Katsudou and Rikai)
10:00AM – 12:10NN
Katsudou – Communicative Language Activities
June 5 – July 17 (Mondays & Wednesdays)
Tuition fee: Php 4,900 (Inclusive of textbook)
Rikai – Commuicative Language Competence
July 22 – Sept. 4 (Mondays & Wednesdays)
Tuition fee: Php 4,900 (Inclusive of textbook)*Possible to take Katsudou only.
Courses for Nihongo Teachers
Practice Teaching Course
March 23 (Saturday) 9:00am – 5:00pm
March 24 (Sunday) 9:00am – 3:00pm
March 30 (Saturday) 9:00am – 5:00pm
Venue: The Japan Foundation Manila
Tuition fee: Php 1,200
Minna no Nihongo Brush-up Course (L28-32)
April 15 – May 22 (Mondays & Wednesdays)
Tuition fee: Php 2,200
MINATO Online courses
Kanji Course
February 1 – March 27
Tuition fee: (TBA)

2019
The Nihongo Fiesta is an annual event heldby The Japan Foundation, Manila, whichshowcases the Japanese language, arts andculture through various activities and events
such as the Nihongo Speech Contest, Nihongo
Quiz Bee and many more.

February 23, 2019 (Saturday)
Shangri-La Plaza Mall
Mandaluyong City
SHANGRI-LA PLAZA CINEMA 2
46th Nihongo Speech Contest
10:20 a.m. - 12 :15 p.m.

Hiragana A1 course
February 16 – March 20
Tuition fee: Php 1,000
Katakana A1 course
March 23 – April 27
Tuition fee: Php 1,000
Regular Events (Free Admission)
Oshaberi Salon
March 8 (Friday)
6:20p.m - 8:00p.m.

SHANGRI-LA PLAZA CINEMA 2
11th Nihongo Quiz Beefor High School Students
Organized in cooperation with the
Association of Filipino Nihongo Teachers(AFINITE)
2:15 p.m. - 4:30 p.m.

The above schedules are tentative. Please check the JFM website (www.jfmo.org.ph)or Facebook page (www.facebook.com/jfmanila) for updates.

2018 JAPANESE LANGUAGE PROFICIENCY TEST
December 2, 2018 (Sunday)
Number of Applicants

Manila
Cebu
Davao
Total

N1
165
31
28
224

The Japan Foundation, Manila Nihongo Teachers’ Newsletter*The program is subject to change without prior notice.
For latest updates, please check
The Japan Foundation, Manila Facebook page.
(www.facebook.com/jfmanila)

July 7, 2019
Manila, Cebu, Davao

N2
N3
N4
N5 Total
555 1,059 4,159 1,964 7,902
74 185667
351 1,308
84 156 1,088
559 1,915
713 1,400 5,914 2,874 11,125

Merienda!

THE 1st JAPANESELANGUAGE
PROFICIENCY TEST 2019

Online registration period:
Feb. 6 to Mar. 13, 2019
Please visit the JFM website(www.jfmo.org.ph)or Facebook page(www.facebook.com/jfmanila)
for more details.

EDITORIAL STAFF
JENNELYN ARROYOKELI BISCARRAMICHIKO IMAMURAYASUJIRO TAKEISAYAKA MIYAZAWA

C.E.J. AQUINOTARO NARITOMIEMERIE LO
NAMI MURAKAMI

29th

The
Philippine Nihongo
Teachers’ ForumMay 2019
WATCH OUT FOR DETAILS!

Published by The Japan Foundation, Manila(JFM) located at the 23rd Floor, Pacific Star Building,Sen. Gil Puyat Avenue, cor. Makati Avenue, Makati
City 1226, with telephone numbers (632) 811-6155 to 58,
fax number (632) 811-6153; and email address atemail@jfmo.org.ph. • www.jfmo.org.ph