May 2015

AATJNEWSLETTER

VOL. 4
NO. 2

President’s Message
Motoko Tabuse 田伏 素子

!!
!!
!

風薫る５月。皆様にはお元気でご活躍のことと存じます。３月末に行われたAATJの春の学会は、お陰様で、参加者が３００人を超え、最多記録を更新しました。	
  この学会の基調
講演には、ニューズレターで連載している
MOOCでおなじみのMIT／東京大学兼任の宮川繁先生にMOOCを含むOpen	
  Educationについてお話して頂き、ディスカッサントとしてワシントンD.Cから来て下さった	
  在米日本国
大使館の大鷹正人公使からは	
  興味深いお考えを聞かせて頂きました。これからも日本の大学や日本政府との恊働活動を続けていけれ
ばと切に思います。
尚、この特別セッションの実施に関しは、シカゴ領事館の皆様、イリノ
イ教師会の皆様、そしてAATJの春の学会のCo-­‐Directorsの森先生（ジョージタウン大学）、相川先生（MIT)に厚くお礼を申し上げます。
学期も終わりに近づき待ち遠しかった夏休みです。思う存分夏休みを	
  満
喫してください！
May has arrived with its spring beauty and its annual rejuvenation of life. I
hope you and your loved ones are getting outside to enjoy it! The AATJ Spring
conference in Chicago was a great success with a record number of participants(over 300). As the keynote speaker, Dr. Shigeru Miyagawa of MIT and the
University of Tokyo spoke about Open Education and MOOCs. Minister Masato
Ohtaka from the Embassy of Japan in Washington D.C. gave interesting insights
into the future of the Japanese language education from a diplomat’s perspective.
Our thanks go out to theConsulate General of Japan in Chicago
and Illinois ATJ. I also need torecognize AATJ Spring Conference
Co-Directors Yoshiko Mori(Georgetown University) and Takako
Aikawa (MIT) for their collaborationand hard work. We could not have had
the conference without you!
I am sure that you are looking
forward to enjoying the upcoming
summer break now that this academic
year is nearly over – Have a greatsummer!

!

Check out AATJ’s Facebook page, and “Like” usto receive updates and the latest news.
Click the link on our home page (www.aatj.org),or search for “AATJ-American Association of Teachers of Japanese” on Facebook.

AATJNEWSLETTER May 2015!
Table of Contents
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Pages

1

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3
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President’s Message
Special Interview Series: Dr. Shigeru Miyagawa

5

AATJ Announcements
・AATJ 2015 Fall Conference at ACTFL

10・AATJ 2015 Spring Conference Report

11・Marketing Your Language from the Inside Out
・Translating Haruki Murakami

12・Cheng & Tsui Professional Development Grants for 2015
・AATJ Special Interest Groups’ Reports- Study Abroad for Foreign Language Advancement SIG- Community College SIG

13

Job Opening Announcements!
18 AATJ Membership Information!
19 AATJ Member Application Form!
20 Support Our Sponsors
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2

Special Interview Series: Dr. Shigeru Miyagawa#4 - MOOC, Evolutionary Online Course.
by President Motoko Tabuse
Dr. Shigeru Miyagawa is a longtime member of AATJ and is currently Professor of Linguistics and KochiManjiro Professor of Japanese Language and Culture, MIT, and Project Professor and Director of Online
Education, University of Tokyo. He is jointly appointed by MIT and the University of Tokyo. The
following is the second article featuring an interview with Dr. Miyagawa.

!

2014年5月に東京大学宮川研究室にて宮川繁先生にMOOCについてインタビューをしました。宮川繁 先生
は、MITと兼務で、東京大学総合教育研究センター全学教育推進部門、特任教授、オンライン教育総 括
ディレクターに就任されました。東京大学(以後東大)は米国初の大規模公開オンライン講座 (MOOC:
Massive Open Online Course)「EdEx」に今年から参加し、英語でのオリジナル講義を無料公開す る!と発表しました。インタビュー記事は今回が最後回です。

!!

田伏：さて、話をアセスメントとMOOCに戻したいと思います。
宮川：MOOCのアセスメントは、非常に面白いです。
田伏：そうですか。データがたくさん集まると思うので、アセスメント以前にまず、参加者または学習者のプロファイリングが作れそうな気がするのですが。
宮川：そうですね。図書館が一杯になるほど大量のデータです。 MITが初のMOOCとして電子回路のコースを出した時にとれたデータは大変多く、分析に行く前に何が貴重なデータで何が重要ではないデー
タなのかを振り分けることをしています。
田伏：学習者に関するいろいろな調査•研究が期待されますね。それから、AATJでもJOINTというオンラ
インコースを提供しており、数年前にアボット斉藤先生と私が教えた「ビジネスの日本語のカリキュラム」というコースでは学習者が今日の授業のどこが面白かったとかどの部分が今すぐ使えそうだ
とか、自分の（学習の）振り返りをしました。それがとてもよいformative assessmentの一つだった!

のですが、今までのMOOCコースでも自分の学習の振り返りをしたのでしょうか。

宮川： 学習の振り返りがMOOCのコンテキストで、どれだけの効果や見返りがあるかは、まだ時期的に早いので分からないです。まさにこれからしなければいけない一つの大きな仕事です。それとは違い、MOOCを提供していると、世界規模で優秀な学習者を見つける事できるんです。MOOCは無料
でだれでも登録ができます。例えば、先ほどの電子回路の授業は１６万人でスタートして、終了したのは２万人。そのうちの３４０人が満点をとりましたが、満点を取ったラーナーが どこにいるかデータで分かるんです。そのうちの一人がモンゴルのウランバートルの高校で勉強していた１６歳の青年だったんです。今では彼は正式な入学過程を経て今MITで勉強しています。彼はモンゴルでもいい教育を受けたと思いますが、MOOCがなかったらMITに来なかったでしょう。 そういう優秀な学生たちをMIT、ハーバー
ドや東大に連れてくるというのはいい事だと思います。このように世界規模で本当に優秀な若者を発掘するというのもMOOCの一つの特徴だと思います。
田伏：そうですね。そういう人たちが技術とかノウハ
ウを学んで自分の国に帰り、学んだ事を発揮しIn front of the Akamon
at the University of Tokyo in May 2014.

3

AATJNEWSLETTER May 2015てくれればいいですね。
宮川：MOOCというと新しい感じがしますが、オンライン教育は前からあります。MOOCはアメリカだけではなく、ヨーロッパでも非常に盛んです。
田伏：どんな教科を提供しているんですか。
宮川：色々な教科です。ヨーロッパの場合はEUのシステムがあるでしょう。それにうまく乗っかって行っているので、MOOC以前からOpen CoursewareやE-learningはヨーロッパでは非常に盛んです。
田伏：ヨーロッパの人たちの言語の考え方、外国語としての言語の学習の考え方は面白いと思います。「仕事」と直結しているなというのが私の感想です。例えばトルコの人がドイツに行ってそこに住む事になったとして、その人がどんな仕事につけるのかというのを言語能力を通して探るというのが面白い。国としても大切な事だと思います。アメリカでの言語教育はどちらかというとアカデミックですよね。
宮川；そうですね。Liberal Artsですね。
田伏：その辺、我々も刺激を受けて変らなければいけないなと思うんです。
宮川：おっしゃる通りですね。教育の色々なレベルで考え直すことが必要ですね。オバマ政権は今コミュ
ニティーカレッジに注目していますね。
田伏：ええ。Early Childhood Educationもその一環なのでしょうか、、。所で、最近は格差社会が取り沙汰されていますが、MOOCの中でもThe Haves and Have notsの差がもっと大きくなるのではないかと懸念されるのですが。
宮川：格差社会の傾向に対してMOOCは平等でだれでもいい教育に触れる事ができるようになると願っています。それと同時に、やはり教育というのはそこで、その場でフェーストゥーフェースで行い、地域性を持たせたものとも思います。
田伏：それからもう一つ、日本を始め、いろいろな国がかかえている問題の中に「引きこもり」がありますが、「引きこもり」の人たちは家にずっといて、インターネットを通して他の世界を知るという事をしているんではないかと思うんですが、そういう人たちの「ひきこもり」の度合いが増し、人と人とのインターアクションが全くできなくなってしまうのではないかという懸念が、MOOCでな
くてもE-Learningでもあると思うのですが。
宮川： そういう人たちがMOOCがなかったら外に出て行って教育を受けるというそういう状況ではないと思います。場合によっては、MOOCがあるからこそ、普通だったら勉強しない人たちも、勉強する機会が与えられるかもしれない。
田伏：そうですね。ま、オンラインを通して他の人たちとのディスカッションもありますよね。
宮川：MOOCのディスカッションボードはかなり活発ですよ。
田伏：そうですね。学習意欲がある人が取るっていうのが一番大きな点ですよね。ある高校の授業など、生徒が寝ている時があるようです。それで、寝ていた理由は何かと聞くと、生徒が「入りたかった
マーチングバンドやオーケストラに入れなかったからガイダンスカウンセラーに日本語のクラスに入れられた」というケースもあるそうです。または中国語かスペイン語を勉強したかったけれど、人数が多すぎて日本語に回されたとか。実際にそういう事があるんですよ。
田伏：所で、MITのMOOCで１６万人が登録して結果的には１０％の人たちが修了書をもらったという事ですが、どうして続けなかったのかというデータはあるんですか。
宮川： さっき言ったようにだれでも登録できるからなんとなく登録して、実際に始めない学習者が半分ほどです。また、一週目でついていけないと判断して、また半分になります。
田伏：何が大変なんでしょうか。
宮川：ペースとレべルでしょうね。かなり速いペースです。MITの授業ですからレベルも高くて難しい。
特に電子工学はそれなりの基礎知識が必要ですが、人文関係はそれほど必要でもないのので、もしかすると分野によってdropout rateが異なるかもしれませんね。ただ、全体的に１週目から３週目に渡って学習者の数は急激に減るんです。これは仕方がないですね。入り口は非常に広いですから。

4

逆に入り口が狭いとDropout rateは下がるけど、それが果たしてMOOCかどうかですよね。
田伏：それで、無事に修了書をもらった人たちの満足度は測られたんですか。
宮川：測っています。例えば、（インタビューの後で）2014年の秋に提供したMIT-Harvard共同の
edXMOOCは、最後の評価が「満足した」と「非常に満足した」を合わせて97%でした。
田伏：一度、そういう修了書をもらった人は「ここをもっとこうすれば、自分にとってもっとよかった」というのは必ずあると思うんです。ま、Individual differencesになってしまうかもしれま
せんが。MOOCというのはお話を聞いているとDifferentiated Instructionというのはしないという事ですか。
宮川： あまりにも学習者が多いので、今のところindividual differentiationはコースデザインでは難しいですが、学習者が自発的にdifferential learningをする例はあります。例えば２年前にミシガン大学のEric Labkin先生が”Fantasy and Science Fiction”という文学のコースを教えました。毎週readingの宿題を出しました。そのコースで何が起こったかというと、例えば韓国語の話者
はお互いを探して、グループを作って韓国語で意訳を読みディスカッション をしたそうです。これは彼がそういう事をしなさいと言った訳ではなく、自発的に目の前でそういう事が起こったので、面白かったと言っていました。
田伏：なるほど。タスクがグループ分けをさせた。学習者自身がその方法が一番てっとり早い（効率のよい）方法だと思ったわけですか。
宮川：そういう事ですね。かなり読む量があったと思うので、ついていけないと思ったんでしょう
か。で、まず意訳を自分の言語で捜して対応する。
田伏：ついていけないと思ったら、私もそうするだろうと思います。まだまだお話したい事はたくさんあるのですが、あっという間に時間が経ってしまいました。今日はお忙しい中、お時間!

を作って頂き、本当にありがとうございました。

＊＊＊＊連載終り＊＊＊＊

AATJ 2015 Fall Conference at ACTFL
by Kazue Masuyama, Mieko Avello (AATJ ACTFL Co-Directors)
The AATJ Fall Conference will be held during theAmerican Council on the Teaching of Foreign Languages(ACTFL) Annual Convention and World Languages Expo,
Friday, November 20 through Sunday, November 22, 2015,
at the San Diego Convention Center in San Diego, California.
The ACTFL Annual Convention and World Languages Expo
will feature over 700 educational sessions covering a wide
spectrum of the language profession addressing the theme
Inspire. Engage. Transform. The ACTFL Convention is aninternational event bringing together over 6,000 language
educators from all languages, levels and assignments within theprofession.

!Online registration and housing is now open.

5

AATJNEWSLETTER May 2015

Registration:

Early-Bird Registration By Wednesday, July 8, 2015
Advance Registration
By Wednesday, October 28, 2015
OnsiteAfter Wednesday, October 28, 2015
Early bird(by 7/8/15)

Advance(by 10/28/15)

Late/Onsite(after 10/28/15)

MemberNon-Member
ACTFL Student/Retired Member
DAILY REGISTRATION

$210
$320
$140

$225
$335
$155

$320
$430
$175

Member – One Day
Non-Member – One Day

$180
$275

$185
$280

$280
$375

FULL CONVENTION REGISTRATIONTo register for the ACTFL Convention, please go to the website (http://www.actfl.org/conventions/
2015-actfl-convention-registration). PLEASE REMEMBER TO INDICATE THAT YOU ARE AN
AATJ MEMBER WHEN YOU REGISTER, IN ORDER TO GET THE MEMERS RATE AND SO
THAT WE WILL GET CREDIT FOR YOUR ATTENDANCE.

!Housing:

For details regarding hotel reservations, please look at the website (http://www.actfl.org/conventionexpo/housing).
Official Hotels: San Diego Marriott Hotel (ACTFL HQ Hotel) $214 Single/Double
Hilton Bayfront Hotel$212 Single/Double
Omni Hotel$199 Single/Double
Embassy Suites Hotel$189 Single/Double
All rates are per room and are subject to 12.58% occupancy tax (subject to change).
The cutoff date for this rate is October 28, 2015.
General Membership Meeting and Reception:
The AATJ General Membership Meeting and Reception will be held from 6:30-9:00PM on Sat, 11/21.

!Scholarship Opportunities:

ACTFL offers three different scholarship opportunities to assist world language teachers in attending
the 2015 ACTFL Convention. Applications must be submitted no later than Wednesday, July 8, 2015.
To apply, go to (http://www.actfl.org/convention-expo/2015-actfl-convention-scholarships).

!Luncheon:

The AATJ Luncheon will be held from 12:30-1:45PM on Sat, 11/21. This year, students of Tsuboi Riesensei (San Dieguito Academy-High School) will perform two popular dances: ようかいウォッチ 体操& 恋するフォーチュン クッキー. Tsuboi-sensei will also teach us how to dance. It will be a lot of fun!
The tickets are $46 in advance (before October 28); after that they are $53. Please purchase theluncheon tickets when you register for the conference. AATJ will not sell tickets at our booth. If you
have already registered but did not request a luncheon ticket, please contact ACTFL or purchase yourluncheon ticket from the on-site registration desk.

!Presentation Sessions:This year, AATJ sponsors three concurrent sessions including 15 research paper presentations and 23
one-hour learning sessions (see schedule below).

6!

2015 ACTFL-AATJ Schedule
FRIDAY, November 20
Room 1

8:30am -10:00am
10:00am-11:00am

11:00am-12:00pm

Room 2
Opening General Session
Exhibit Hall Opening/Welcome Coffee
AATJ Research Paper Session I
A Gaming Approach to Classical Japanese
Sustainable Long-Distance Articulation
GrammarCatherine Ryu, Michigan State University
Projects through Online Tools
Mako Nozu, University of South Florida
Eiko Isogai-Williams, University of Miami
Yasuo Uotate, University of Florida
Shinji Shimoura, Purdue University

Expanding the Instructional Resources for
Teaching Particles in Japanese
Suyu Kuo Flynn, University of Pennsylvania
Naoko Sourial, City University of New York,
Baruch College
Noriko Murata, San Fernando Valley Japanese
Language InstituteEffect of Flipped Classroom in a Third
Semester Japanese Course
Tomoko Hoogenboom,
University of Maryland Baltimore County
12:00pm-1:00pm

1:15pm-2:15pm

AATJ Local Affiliate Council Meeting
AATJ Research Paper Session II
An Analysis of Japanese Tweets
Takako Aikawa, Massachusetts Institute of
Blended Learning: Transform Daily Class
Technology
into an Engaging Learning Environment
Masahiro Tanaka, United Nations International
SchoolKazuo Tsuda, United Nations International
SchoolTomoko Graham, Noble and Greenough School

A Study of Advanced Learners’ Reading
Comprehension of an Academic Text
Ryu Kitajima, San Diego State University

Semantic Transfer from L1 Chinese to L2
Japanese: Analysis of Vocabulary
Hironori Nishi, University of Iowa
Jun Xu, University of Denver

Integrated Performance Assessments:
Show Me What You Can Do
2:30pm-3:30pm

Kei Tsukamaki, Kentlake High School
Yoshitaka Inoue, Kamiak High School

AATJ Research Paper Session III
CALL Meets JFL: A Case Study ofJapanese Learning in a 3D Virtual World
Kasumi Yamazaki, The University of Toledo

Designing an Online Japanese-English
Intercultural Community
Mariko Kawaguchi, Michigan State University

Design Implications for Collaborative andAutonomous Blended Learning
Wha-Chu Kim, Foreign Service Institute

7

AATJNEWSLETTER May 2015!

Incorporating the iPad into the 21stCentury Japanese Language Classroom
3:45pm-4:45pm

Kyoko Shoji, Notre Dame High School

AATJ Research Paper Session IV
Challenges and Changes in Japanese
Politeness Behavior of a Level 3 Class
Karen Curtin, Ohio State University

Conversation-Based Authentic Materials
for Active Listening
Vera Hanaoka, University of Hawai'i at Manoa

Generating Knowledge with Parents: The
Case of Japanese Mothers in Montreal
Rika Tsushima, McGill University
Martin Guardado, University of Alberta

Harvest Festival at a Saturday Heritage
School: Project by K-12 Students
5:00pm – 6:00pm

Kiyomi Chinen, California State University,
Long Beach
Hiromi Kishimizu, Orange Coast Gakuen
Miyoko Foutch, Orange Coast Gakuen
Sachiko Iwami, Orange Coast Gakuen

AATJ Research Paper Session V
Beyond Classroom Discourse: Changing
Participation in classroom Interaction
Saori Hoshi, University of Hawaii At Manoa

Evaluative Expressions in Persuasive
Essays by L2 Learners and Natives
Kazumi Matsumoto, Ball State University

Theme-based Genre Approaches toJapanese Academic Writing throughImitation
Nobuko Koyama, University of California, Davis

ACTFL Awards Ceremony
AATJ Board Meeting

6:30pm – 7:30pm
7:30pm – 9:30pm

SATURDAY, November 21

8:00am – 9:00am

Myths about Community College: What
ALL Japanese Teachers Should Know
Eiko Ushida, University of California, San Diego
Shingo Satsutani, College of DuPage
Fukumi Matsubara, North Central College

9:00am -10:00am

10:00am-11:00am

8

Instruction That Will Engage andTransform the Japanese Classroom
Leslie Birkland, The Laurasian Institution
Hitomi Kameyama, North Central High School
Tomoe Nakamura, North Central High School

Exhibit Hall Visit Free Time
Proficiency, Authenticity and Practicality
in Japanese Instruction

Blending Technology into Instructional
DesignKen'ichi Miura, Franklin & Marshall College
Tomoko Takami, University of Pennsylvania
Kumi Omoto, Franklin & Marshall College
Mayumi Ishida, Dartmouth College

Ayako Anderson, Noble and Greenough School /Global Online Academy
Etsuko Barber, St. Mark's School of Texas /Global Online Academy!

11:15am-12:15pm

Creating an Environment to Use JapaneseOutside Class with ARIS

Inspire and Engage Learners Through
IPA from Beginning to Advanced

Yumiko Tashiro, Purdue University
Kazumi Hatasa, Purdue University
Shinji Shimoura, Purdue University

Yoshiko Saito-Abbott, California State
University, Monterey Bay
Yo Azama, North Salinas High School

AATJ Luncheon

12:30pm-1:45pm

2:00pm – 3:00pm

Make Your Own JRPG: Utilizing GameCreation in Japanese Instruction

Think Globally, Act Locally: the Power ofCollaboration and Action Plans

Bradley Wilson, Arizona State University

Yasuo Uotate, University of Florida
Teppei Kiyosue, Ohio State University
Masahiro Tanaka, United Nations International School
Marisa Bellini, American Fork High School

Exhibit Hall Visit Free Time

3:00pm – 4:00pm

Multi-Level Classroom Assessments for
Dual Focused Japanese Instruction

The Power of Kawaii: Transforming
Students to be Life-long Learners

Yoshihiro Yasuhara, Carnegie Mellon University
Keiko Koda, Carnegie Mellon University
Yasufumi Iwasaki, Carnegie Mellon University
Mamoru Hatakeyama, Carnegie Mellon University

Mieko Avello, Miami Palmetto Sr. High School
Kazue Masuyama, California State University,
Sacramento

Maximizing Students’ Learning of
Onomatopoeia through Hands-on
Activities

Maintaining a Successful Japanese Dual
Language Program in Culver City

4:00pm – 5:00pm

5:15pm – 6:15pm

Yuki Waugh, Texas A&M University
Junko Tokuda, University of Memphis
6:30pm – 9:00pm

Alice Horiba, El Marino Language School
Nori Nagumo, El Marino Language School

AATJ Membership Meeting and Reception

Additional Sessions
Electronic Poster Sessions
3:00pm – 4:00pm
Making an Assessment Form Using the Minna no Can-do Website
Kaori Tanaka, The Japan Foundation, Toronto

Are They Useful? Managing Online Learning Resources
Mami Saito, Alberta Education

Roundtables
4:00pm – 5:00pm

IPA in Novice Japanese: Effective Approaches and Scaffolding
Minori Inada, University of Minnesota
Ayui Mita, University of Minnesota

Linguistics and Language Education: The Journal of Japanese Linguistics
Masahiko Minami, San Francisco State University
Keiko Yukawa, Chabot College

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AATJNEWSLETTER May 2015!

SUNDAY, November 22

8:00am – 9:00am

9:00am –10:00am

10:00am-11:00am

11:15am-12:15pm

Teaching Academic Language in HighSchool Japanese Class

Formulaic Language: 'We Use This
Much Formulaic Language Every Day!'

Junko Hosoi, Aragon High School

Mayumi Ajioka, University of California, Los
Angeles
Yumiko Kawanishi, University of California,
Los Angeles

Exhibit Hall Visit Free Time with Coffee
Inspiring Japanese Learners Through a
Culturally-Driven Curriculum

Translation Approach with Verbal
Protocol for Improving Writing Skills

Erica Hashiba, Everett Alvarez High School
Tomoki Kuwana, Alisal High School
Minako Kamimura, Salinas High School

Masako Douglas, California State University,
Long Beach
Kiyomi Chinen, California State University,
Long Beach
Hiroko Kataoka, California State University,
Long Beach

Linking Films with Textbooks to TeachJapanese Language and Culture

Enhancing Student Learning throughEffective Multiple-Choice Questions

Ikuyo Yoshida, Bennington College

Noriko Fujimoto, South Kitsap High School
Yasu-Hiko Tohsaku, University of California

AATJ 2015 Spring Conference Report
The Annual Spring Conference took place Thursday, March 26, at the Sheraton Chicago Hotel and Towers, inconjunction with the annual conference of the Association for Asian Studies (AAS).

!Three hundred people attended the full-day conference, with panel and individual paper presentations on
topics in language pedagogy, linguistics, second language acquisition, and literature by more than 100
presenters.

!The evening session, hosted by the Japan Information Center of the Chicago Consulate-General of Japan,

featured a talk on open education and MOOCs by Professor Shigeru Miyagawa and comments by Minister
Masato Ohtaka from the Embassy of Japan in Washington, DC, as well as a networking reception. Our thanks
go to IACE Travel, Kintetsu International and the Illinois Association of Teachers of Japanese (IATJ) forsponsoring the reception.

!The 2015 Spring Conference program can still be viewed and downloaded at http://www.aatj.org/
conferences-spring.

10

Marketing Your Language from the Inside Out
新しいマーケティング・セオリー：遠方の者より身近な者を狙え!!
by William Matsuzaki (AATJ Advocacy Co-Director)
In April, I had a wonderful opportunity to be one of the guest speakers at the Central Association of Teachersof Japanese Conference held at the University of Findlay in Ohio. As budgets get tighter and foreign language
choices become more abundant for students, it is important for Japanese teachers to advocate for theirprogram so that they benefit from what we believe will give students a great experience. Ensuring highquality teaching, creating various events to showcase students’ achievements, communicating with thecommunity, creating an exchange program, and serving the community in various ways not only help give thestudents a great experience, but also be part of a vital member of the school and community.

!I tend to think of advocacy as an inside out process because what is happening on an everyday basis is themost important part of this cycle. Word of mouth promotion gives students who are in the process of signingup a great way of learning more about the program. One of the activities that I do in my classroom that I
shared at the conference was the Photoshop speaking activity. I Photoshop my students’ faces in various
pictures I find on the Internet and use that as a starter for conversations. No matter how many times I do thisactivity, I always have more than 90% of my students raising their hand. Getting the students excited about
learning is not only fun for me to see, but also helps spread that excitement throughout the community. Greatteaching also should include relevancy to their everyday life, individual connections with the students, andusing the target language as much as possible in an appropriate way.

!At my school, we create Japan Times, which includes articles from students, alumni, teachers, administrators,

parents, and exchange students. The parents are able to learn more about the program and find out what
graduates do with their Japanese education. We also hold a Japan Fair which not only gives students
opportunities to experience some authentic Japanese activities like kingyo sukui and rice ball making, but also
an opportunity for different groups to talk about their experience in the Japanese program. Keeping theJapanese program alive in their head is an important concept in advocacy.

!Exchange programs help students use the language outside of the classroom, whether they travel to Japan laterin their studies or they talk to one of the students from Japan at their school. I talk to the students about theexchange program from an early age. By the time they are ready to apply, they are quite eager to go and havealready established some relationship with some of the Japanese students who have studied at our campus.

!Lastly, serving your school in different ways not only make you a more vital part of the community, but also
more opportunities to establish relationships with other students and teachers. This not only brings more
exposure to your program, but also will become harder for your program to be cut.

!I would like to thank Professor Kawamura of University of Findlay for this wonderful opportunity and thehigh quality of the conference.

Translating Murakami Haruki
Special Feature in AATJ Journal

The April 2015 issue of Japanese Language and Literature contains, in addition to articles and bookreviews, a special section with articles by seven translators of Murakami Haruki’s work into languages otherthan English. Titled ‘Beyond English: Translators Talk about Murakami Haruki,’ this special section will be ofinterest to literature specialists, translators, and students who are interested in the profession of translation.
If you have included a subscription to the journal as part of your AATJ membership, you will bereceiving your copy of this issue before the end of May. If you have not subscribed to the journal, and would
like to add it to your membership, you can pay the additional $10 online: go to http://www.aatj.org/store/
journal.
The complete contents of the April issue of the journal can be found at http://www.aatj.org/japaneselanguage-and-literature-vol-49-no-1-april-2015.

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AATJNEWSLETTER May 2015

Cheng & Tsui Professional Development Grants
for 2015
by Eiko Ushida (AATJ Professional Development Director)
The Cheng & Tsui Professional Development Grant offers financial assistance to Japanese language
teachers in grades K-16, especially those new to the field, for the purpose of attending training workshops,
seminars, conferences, and other local, national, or international in-service learning experiences. Teacher
training workshops and seminars attended by the applicant should be focused on pedagogy and issues ofteaching and learning. The grant may also be used to collaborate with a mentor teacher. The grant may NOT
be used to purchase textbooks.
Cheng & Tsui Publishers, the sponsor of the grant, has designated an annual amount of $1,000 to be
divided between at least two teachers each year; each recipient will receive a maximum of $500. Thoseinterested in applying for the 2015 Cheng & Tsui Professional Development Grant should submit thefollowing:
1. An application describing how they would use the grant (download from the application form fromhttps://www.aatj.org/prodev-cheng-and-tsui);	
  2. The amount of subsidy requested and a proposed budget (included on the application form);
3. A current Curriculum Vitae.
Applicants must be current members of AATJ. Recipients are also asked to write a brief report after
attending the event for which they were awarded money, summarizing their experience and what they learned.
Applications will be evaluated by a panel of reviewers selected by the American Association of Teachers ofJapanese and who have no professional or personal connections with applicants. The application form and CV
should be sent via e-mail attachment to aatj@aatj.org by September 10, 2015.
AATJ is grateful to Cheng & Tsui Publishers for their support of teacher professional development.

AATJ Special Interest Groups’ Reports
AATJ has established several Special Interest Groups (SIGs) through which members can discuss and explore
specific topics in greater depth than is possible in the Newsletter. The following messages are from
representatives of each SIG. Please visit http://www.aatj.org/sig to find out and join your favorite SIGs.

!
Study Abroad for Foreign Language Advancement SIG
by Mari Noda http://www.aatj.org/sig-study-abroad! There were two SAFLA SIG-sponsored panels at the AATJ Spring Conference in Chicago. For()

those who missed them and for those who want to revisit them, the presentations are available at thefollowing SIG site: http://www.aatj.org/sig-study-abroad.
The SIG also had its meeting during the AATJ Spring Conference with 11 people attending. We
noted there was a growing interest in what students do outside of classrooms. Some concerns wereexpressed about the shortening of study abroad programs that US students seem to show interest in.
We hope to support study abroad through research and reporting. Please consider proposing apresentation for the upcoming AATJ conference. Whether you present or not at AATJ conferences,
please consider posting your paper related to Study Abroad at this site! Contact Noda.1@osu.edu formore information.

!

Community College SIG

by Shingo Satsutani (http://www.aatj.org/sig-community-college)
There will be the following session during the ACTFL Convention in San Diego this fall. Pleasecome and join.
Myths about Community College: What ALL Japanese Teachers Should Know
Panelists: Shingo Satsutani, Eiko Ushida, Fukumi Matsubara, and Tomonori Nagano

12

Job Opening Announcements
The Japan Foundation, New York!The Japan Foundation, New York (JFNY) invites applicants for a part-time lecturer position in Japanese

language. The position will be effective July/August 2015, with teaching duties beginning in September
2015. With our many years of experience and achievementsin Japanese-Language Education, we, in
cooperation with The Nippon Club, offer an original Japanese language and culture course, JF Japanese
Language Course. Our course is based on the “JF Standard” which the Japan Foundation Headquarters inJapan has developed. We seek applicants who are committed to Japanese-language education and are open toteaching using the “JF Standard.”
Responsibilities:-- Teach up to three classes per week (assignment may include evening and/or weekend hours);-- Be actively engaged in the Japanese-language program, curriculum and instructional material development;-- Work in close collaboration with the staff at JFNY on additional relevant events and activities.
Qualifications:-- M.A or a higher degree in Japanese language, linguistics, pedagogy, literature, second-language acquisition,
education or related fields;-- At least three years of experience in teaching Japanese at various levels, including secondary and postsecondary educational institutions/programs, preferred;-- Native or near-native proficiency in Japanese and English;-- Flexibility and breadth to teach both language and culture preferred;-- Appropriate visa status to be legally able to work in the United States. (The Japan Foundation does notprovide assistance in obtaining visas.)
Salary:Commensurate with qualifications and experience based on The Japan Foundation’s rules and regulations.
To Apply:
Please submit (1) a cover letter written in English and Japanese; (2) curriculum vitae; (3) a sample syllabus
with lesson plans and teaching materials; and (4) contact information for three professional references; byemail to jpcourse@jfny.org or by postal mail toJapanese-Language Program
The Japan Foundation, New York152 West 57th Street, 17th Floor
New York, NY 10019.
Review of applications will begin immediately. Applications must be received by Monday, June 15, 2015.
Interviews will be held in New York. The Japan Foundation will not return any of the application materials toapplicants.
Established by the Japanese government in 1972, the mission of The Japan Foundation is to promoteinternational cultural exchange and mutual understanding between Japan and other nations. The JapanFoundation’s activities consist of three major programs: 1) Arts and Cultural Exchange; 2) JapaneseLanguage Education Overseas; and 3) Japanese Studies and Intellectual Exchange, including The Center for
Global Partnership (CGP). For more information, visit The Japan Foundation, New York and CGP websites atwww.jfny.org and www.cgp.org.

!!
Maloney Interdistrict Magnet School, Waterbury, CT!The Japanese language teacher at Maloney Interdistrict Magnet School will teach Japanese language andculture to multiple grade levels PreK-5 using the target language 95-100% of instructional time. This person
is responsible for collaborating with Japanese teacher colleagues, creating lesson plans and materials, andusing technologies to enhance instruction. Duties include but are not limited to writing student progress
reports, holding various special events, encouraging parent involvement and promoting the Japanese language
program both within and beyond the school.

!SPECIFIC EXAMPLES OF DUTIES:

1. Teach 7-10 classes of Japanese language per day in multiple grades Prek-5. Classes range from 20-40
minutes in length.

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AATJNEWSLETTER May 2015

2. Create lessons that are engaging, culturally-relevant and related to regular classroom content, following theestablished Japanese Language and Culture Curriculum and keeping with the national Standards for Foreign
Language Learning and the CT World Languages Framework.
3. Assess and report on progress for 250+ students per year. Administer yearly extended oral/written
assessments for second/fifth graders.
4. Organize various parent-involvement events and other international events such as pen pal projects, native
speaker visits, International Education Conference, etc.
5. Use a set of iPod Nanos, student laptops, interactive whiteboard, iPads, and any other newly available
technology to enhance language instruction.
6. Correspond with parents and students via the Japanese program website, brochures, email, letters, and otherteacher-created materials.
7. Participate in school-wide events, faculty meetings, committees, etc.
8. Perform all required duties of an elementary school teacher as described in the WTA Contract.

!MINIMUM QUALIFICATIONS:

1. Bachelor’s Degree in Japanese Language or closely related field.
2. Connecticut Certification to teach Japanese language in the elementary school (024/101) or CT elementary
school certification, or ability to qualify for a Durational Shortage Area Permit for Japanese language.
3. Experience teaching Japanese language and/or working with elementary school-level children preferred.
4. Knowledge of PowerPoint, iTunes, Web 2.0 resources, and website maintenance preferred. Familiarity withinteractive white board use also preferred.

!SALARY/BENEFITS/WORK YEAR: According to WTA Contract, salary commensurate with experience.
TO APPLY:
http://www.applitrack.com/waterbury/onlineapp/default.aspx
If you have a question, please contact Kazumi Yamashita-Iverson at: kyamashita@waterbury.k12.ct.us.

!!
University of California, San Diego!The Program in Japanese Studies (http://japan.ucsd.edu/) within the Department of History (http://

historyweb.ucsd.edu/) at the University of California, San Diego, is committed to academic excellence anddiversity within the faculty, staff, and student body and invites applications for a full-time lecturer positionin Japanese language starting July 1, 2015. The initial appointment is one year with the possibility of
renewal on a yearly basis based on performance and funding availability.

!Qualified candidates must have native or near-native proficiency in Japanese and English and have extensive

experience in teaching all levels of Japanese language courses a nd in supervising and training teachingassistants. The successful candidate is expected to work with existing faculty members to design and develop
content-based courses, thematic-based courses and/or Japanese language for special purposes. Successful
candidates will demonstrate strong or potential accomplishments in areas contributing to div ersity, equity andinclusion, and a desire to play a leadership role in advancing UC San Diego's commitment to achieving
excellence and diversity.

!The Program in Japanese Studies coordinates a variety of campus offerings related to the culture, history,

political economy, and language of Japan and offers students the opportunity to major or minor in JapaneseStudies. It offers six levels of Japanese language courses, including advanced Japanese and Written Japanese.
A Ph.D. is desirable, but not required.
Salary is commensurate with teaching experience and is based on University of California salary scales.
Review of applications will begin on April 1, 2015 and continue until the position is filled.

!Applications will be accepted electronically at https://apol-recruit.ucsd.edu/apply/JPF00768. Submit cover

letter, CV, three letters of recommendation, course evaluations, and personal statement summarizing past or
potential contributions to diversity (see http://facultyequity.ucsd.edu/Faculty-Applicant-C2D-Info.asp for
further information).

!The University of California is an Equal Opportunity/Affirmative Action Employer. All qualified applicants
will receive consideration for employment without regard to race, color, religion, sex, national origin,disability, age or protected veteran status.

14

University of Macau!The University of Macau is a leading higher education institution in Macao, with English as its working

language. In recent years, the University has made great progress in various areas, with increasing
international recognition of its excellence in teaching, research and community service. The Times Higher
Education World University Rankings 2014/2015 ranks the University among the world’s top 300
universities. With the beautiful new campus (20 times larger than the old one) becoming fully operational, thelaunch of Asia’s largest residential college system, the establishment of new faculties, and the increasing
numbers of students and faculty members recruited from around the world, UM possesses great potential andprovides exciting new possibilities for growth and development.

!The Centre for Japanese Studies of the Faculty of Arts and Humanities invites applications for the position ofProfessor of Japanese Language and Pedagogy.
The Centre for Japanese Studies is an established and lively scholarly community with a strong international
tradition for the teaching of Japanese language. In addition to its undergraduate BA programme in JapaneseStudies, the Centre offers an undergraduate Minor in Japanese Studies, as well as possible PhD supervisionacross the range of the department’s expertise. The Centre has particular strengths in Japanese linguistics andanthropological approaches to Asian studies. In addition to undergraduate language teaching, graduate-level
teaching and supervision may be expected to develop within Japanese Studies or related areas.

!Qualifications: Applicants must hold a PhD in Japanese Studies or in a related area. Applicants should havean excellent record of tertiary teaching and supervision experience and a distinguished record of research andpublication at an international level. Academic specialization is open but applicants with research
specialization in curriculum design, language assessment or language instructional strategies areespecially welcome. Applicants should have native or near-native fluency in Japanese along with extensive
experience teaching Japanese as a second/foreign language. A good command of English is also preferred.
Applicants with administrative experience are especially welcome.

!The selected candidate may assume duty as early as August 2015.

Remuneration and appointment rank offered will be competitive and commensurate with the successful
applicants’ academic qualification, current position and professional experience. The current local maximum
income tax rate is 12% but is effectively around 5% - 7% after various discretionary exemptions.

!Application Procedure: Applicants should visit http://www.umac.mo/vacancy for more details (click on"Faculty of Arts and Humanities), and apply ONLINE at https://isw.umac.mo/recruitment (Ref. No.: FAH/
PJS/09/2015). Review of applications will commence on 15 April 2015 and continue until the position isfilled. Applicants may consider their applications not successful if they were not invited for an interview
within 3 months of application.

!The effective position and salary index are subject to the Personnel Statute of the University of Macau inforce. The University of Macau reserves the right not to appoint a candidate. Applicants with lessqualification and experience can be offered lower positions under special circumstances.
* Personal data provided by applicants will be kept confidential and used for recruitment purpose only.
** Under the condition of equal qualifications and experience, priority will be given to Macao permanent
residents.

!!
University of Nevada, Reno
!The Department of World Languages and Literatures at the University of Nevada, Reno (http://www.unr.edu/

cla/fll/) invites applications for two full-time, non-tenure-track, continuing lecturer positions in Japanese.
The department offers a minor in Japanese Studies, in addition to an array of programs in other languages andopportunities for studying abroad.

!Duties include: teaching 24 credits per academic year in first- through third-year language courses, as well asa culture class. In addition, successful applicants will advise and evaluate students, participate in curriculum
development, and engage in service-related activities of the department.

15

AATJNEWSLETTER May 2015

UNR is the State of Nevada’s historic land-grant institution; it serves approximately 20,000 students. The
university is ranked as a Tier 1 institution by “U.S. News and World Report” and offers an array of degree
programs at all levels. Reno is located at the foothills of the Sierra Nevada, a 30-minute drive from Lake
Tahoe. Reno/Tahoe is recognized as a world-class outdoor recreation area. Additional areas of interest in theproximity include: the Black Rock Desert, Sacramento, Yosemite National Park, Napa/Sonoma, the Bay Area,
and San Francisco. University homepage: http://www.unr.edu/.

!Required Qualifications: M.A. degree in Japanese or equivalent; native or near native fluency in Japanese andEnglish; college classroom experience in teaching the Japanese language and culture; knowledge andexperience in instructional technology is highly preferred.

!Contact Information for this position:

Search Chair, Elizabeth Raymond, raymond@unr.edu
Search Coordinator, Esmeralda Aguilar, esmeraldaa@unr.edu
Search Coordinator, Joshua Martinmaas, jmartinmaas@unr.edu!All applications must be submitted electronically. Upload a letter of interest outlining your qualifications,curriculum vitae, and evidence of teaching effectiveness (such as recent teaching evaluations), along with thenames, addresses, and contact information for three professional references. Finalists must supply unofficialtranscripts. All applications must be received by May 8, 2015.
For more information and to apply visit: http://apptrkr.com/602427.

!A background check will be conducted on the candidate(s) selected for hire. HR will attempt to verify

academic credentials upon receipt of hiring documents. If the academic credentials cannot be verified, HR
will notify the faculty member that an official transcript of their highest degree must be submitted within
thirty days of the faculty member’s first day of employment.

!The University of Nevada, Reno is committed to Equal Employment Opportunity/Affirmative Action in

recruitment of its students and employees and does not discriminate on the basis of race, color, religion, sex,age, creed, national origin, veteran status, physical or mental disability, and sexual orientation, or genetic
information, gender identity, or gender expression. The University of Nevada, Reno employs only UnitedStates citizens and aliens lawfully authorized to work in the United States. Women, under-represented groups,
individuals with disabilities, and veterans are encouraged to apply.

!!
University of North Texas!The University of North Texas is seeking to fill a one-year full-time position in Japanese to begin

September 1, 2015 (classes begin 8/24/15). The position of Lecturer comes with full benefits.
Duties: Teach four undergraduate courses in Japanese language per semester. Active participation in
Department activities and committees is expected.

!M.A. in Japanese language, literature, or culture, or related field; native or near-native proficiency in Japaneseand English. College/university level teaching experience in Japanese language is required.
!As the nation's 25th largest public university and the largest, most comprehensive in the Dallas-Fort Wortharea, UNT is dedicated to providing an excellent educational experience to its 36,000 students while powering
the North Texas region, state and nation through innovative education and research. A student-focused publicresearch university, UNT graduates 8,500 students each year from its 12 colleges and schools and offers 97
bachelor's, 81 master's and 35 doctoral degree programs, many nationally and internationally recognized.
UNT's ultimate mission is to give a green light to greatness by helping its students, region, state and nation
excel.

!The Department of World Languages, Literatures and Cultures is a fast growing, dynamic, and vibrant unit.
With 36 full---time faculty, it enrolls over 60 graduate students and 300 undergraduate majors, and serves
over 11,000 students annually. It offers courses in eight languages including minors in Arabic, Chinese,
Italian, Japanese, and Russian; bachelor's degrees in French, German, and Spanish; and master's degrees in
French and Spanish.

16For complete qualifications and application information, please visit facultyjobs.unt.edu, and search for World
Languages or facultyjobs.unt.edu/applicants/Central?quickFind=52151. Screening of applications will begin
June 8, 2015 and continue until the position is closed.

!With a population over six million, the Dallas-Fort Worth-Denton metroplex is home to a diverse populationand offers a broad range of cultural activities. Further information regarding the Department may be obtainedby visiting our website (www.worldlanguages.unt.edu) or by contacting Dr. Carol Anne Costabile-Heming,
Chair, Department of World Languages, Literatures, and Cultures; email:carolanne.costabileheming@unt.edu, phone: 940-565-2404.

!The University of North Texas is an EOE/ADA/AA institution committed to diversity in its employment andeducational programs, thereby creating a welcoming environment for everyone.
!!
University of Oklahoma!The Department of Modern Languages, Literatures, and Linguistics at the University of Oklahoma invites

applications for a full-time, one-year position in Japanese for the 2015-16 academic year, with a possibilityof renewal. Start date is August 16, 2015 (arrival in Norman, Oklahoma by August 2) through May 15, 2016.
Duties include teaching three Japanese language courses per semester, as well as participating in andorganizing activities for the Japanese Language Program.

!Requirements: M.A. degree in Japanese Pedagogy, Foreign Language Pedagogy, Second Language

Acquisition or a related field; experience teaching Japanese language to English-speaking students at thecollege level; native or near-native fluency in Japanese; and excellent command of English.

!To apply: Please send/have sent electronically a cover letter; curriculum vitae; transcripts; full sets of recent

teaching evaluations; and three letters of recommendation under separate cover from former supervisors and/or professionals in the field to Shizuka Tatsuzawa (statsuzawa@ou.edu), Japanese Language Coordinator.
Review of complete applications will begin immediately and will continue until the position is filled. Women,
minorities, protected veterans, and individuals with disabilities are encouraged to apply. The University ofOklahoma is an equal opportunity institution (www.ou.edu/eeo).

!!
Wadell Language Academy, North Carolina!The language immersion programs at Waddell Academy offer students in grades Kindergarten–5 and 6–8 theopportunity to become fluent in a second language while mastering all the elements of the North Carolina
Standard Course of Study (NC SCOS). The teacher must prepare student to learn and communicate in aforeign language environment, and ensure that learners acquire the fluency needed to deal with all subject/content areas without difficulty. Only the target language (L2) is used in the language immersion classroom.
Most students at Waddell Academy are native English speakers with no second language background at home.
Waddell Academy is seeking a language immersion teacher to teach Japanese at 2nd grade elementary or
4/5th grade elementary immersion level.

!Job Requirements:• Native or near-native fluency in Japanese with a high level of proficiency in listening, speaking, reading andwriting in both Japanese and English;• Professional preparation or experience as a teacher; if J visa is needed, two years of experience teaching isrequired;• Ability to design and deliver content-based Japanese instruction for North Carolina Standard Course of
Study for 2nd grade or 4/5th grade;• Knowledge of a variety of strategies for delivery of the curriculum in Japanese; background in second
language acquisition theory (ESL) or language immersion pedagogy is desirable;• Excellent interpersonal skills and the ability to work as part of a team.

!Duties:• Teach all academic subjects covered by the NC SCOS; all instruction is provided in the second language,
although the NC/CMS curriculum standards and pacing guides are in English;

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AATJNEWSLETTER May 2015

• Provide an engaging, learner-centered classroom environment that captures the culture and language bothorally and in print; help students increase their sensitivity to and understanding of the language, values,
customs and traditions of others;• Conduct assessments of student progress; design interventions to ensure continuous academic growth
toward meeting grade-level expectations. Student achievement is assessed in English by the standardized
NC End-Of-Grade tests (grades 3-8), although instruction is provided in Japanese;• Develop specialized instructional materials in Japanese to support the NC SCOS; make extensive use ofvisual aids, real objects, and manipulative materials to assist students in associating Japanese with thecurriculum;• Actively involve parents in supporting their children’s progress in the language immersion program;• Attend and actively participate in various meetings such as staff meetings, PTSA (parent-teacher-student
association) meetings, grade level committees, etc.

!For more information please contact Ms. Ynez Olshausen (Principal, E.E Waddell Language Academy) and
Mr. Bob McCarthy (Director, Educational Partners International).
Email: ynez.olshausen@cms.k12.nc.us
bmccarthy@teachwithepi.com

AATJ Membership Information
Have You Renewed Your AATJ Membership?

!Please take a moment to renew your AATJ membership for 2015.
!

Renewing online is easy; go to http://www.aatj.org/membership .
Or use the membership form that is printed on page 19 of this newsletter.

If you are not sure whether you need to renew, please contact the office at aatj@aatj.org, and wewill be happy to check for you.

!Don’t miss the many benefits of membership: student participation in the National JapaneseExam, the Nengajo Contest, and the Japanese National Honor Society; conference attendance atmember rates; publications and professional development activities.

18

AMERICAN ASSOCIATION OF TEACHERS OF JAPANESE
1424 BroadwayUCB 366Boulder, CO 80309-0366
303-492-5487/Fax 303-492-5856 aatj@aatj.orgwww.aatj.org

Membership Application/Renewal
Membership in AATJ is on a calendar-year basis and entitles you to:• receive four issues annually of the AATJ Newsletter and other publications• present research at and attend the annual AATJ Conferences in conjunction with AAS and ACTFL• nominate students for induction into the Japanese National Honor Society• read and post job opening announcements and other information on AATJ website• participate in activities of regional/state affiliates and Special Interest Groups• benefit from the Association's ongoing efforts to promote Japanese studies and enhance the quality ofeducation in Japanese language, literature, linguistics, and culture.
The categories of membership and the corresponding dues are indicated below. Please return the form with yourcheck (US dollars) or VISA/MasterCard number to the address above. Online registration is also available atwww.aatj.org/membership.html.
Name (print):

Date:

Address:Tel:
E-mail (personal, to avoid institutional blocking of messages):
School/Organization where you work:

Area of specialization:! Language Teaching! Linguistics! Literature
Membership Category (check):

Special Interest Groups:

Regular Member:!

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Student Member:! $20
Optional: Japanese Language & Literature (2 issues):! $ 10Institution:(includes all publications)
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$60

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Total Payment (U.S. Dollars)!

Check Enclosed!

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Alaska (AKATJ)
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Michigan (JTAM)
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Texas (JTAT)
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I live outside of the U.S.

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AATJNEWSLETTER May 2015

American Association of Teachers of Japanese, Inc.
1424 Broadway, Campus Box 366
University of Colorado
Boulder, CO 80309-0366!

Support Our Sponsors
Nippon Express Travel USA is a corporate sponsor of AATJ. Nittsu Travel wants to help teachers takestudents to Japan. Find out more about their services at http://www.nittsutravel.com/e_index.php .

!

JTB USA is a sponsor of AATJ’s annual conferences. Visit http://www.jtsusa.com to find out about thecompany’s travel services focusing on travel to and within Japan.

!

Nagoya University is a corporate sponsor of AATJ. Visit http://admissions.g30.nagoya-u.ac.jp to find out
about Nagoya University’s Global International Programs taught in English.

!

Yamate Gakuin is a sponsor of AATJ’s professional development activities. Visit http://www.yamategakuin.ac.jp to find out about Yamate’s exchange programs for high school students.