VOL. 8, NO. 1

A AT JN E W S L E T T E R
February-March 2019

MESSAGE FROM THE PRESIDENT
ACTFL学会に出席された方々に、盛 大な拍 手を送ります！内容の濃いセッションでたくさん勉
強させてもらい、AATJ
総会、ティーチャーアワ
ード昼食会などでの皆Suwako Watanabe さんの交流する姿を見て、とても嬉しく思いま渡辺素和子
した。ACTFL学会担当のディレクターの先 生
方、Exhibit Hallでお手伝いくださったローカルアフィリエイトの方々、
またExhibit Hallにブースを出展
してくださったベンダーの皆さんに感謝いたします。

れ、あるいは、地元のニュースレターに投稿する、学術研究、委員会に参加する、近所の人に日本語のことを話すなど、どんなことでもアドボカシーの力が潜在していて、私たちの行動が周りの人に何らかの影響を与えているわけです。
そんなことを学んで帰途につきました。
AATJ 春の学会は、
３月２１日にコロラド州デンバーで開催されます。皆さんの発表から多くのことを学びたいと期待しています。
デンバーで会いましょう。
渡辺素和子
Congratulations to those of you who attended
the ACTFL convention. I attended a number ofsessions with a good quality, and I was happy
to see many participants networking during
the AATJ general meeting, the Teacher Award
Luncheon, and the break time. Thank you goes tothe fall conference directors, some local affiliates’
members who helped at the exhibit hall, and thevendors who put out tables in the exhibit hall.

２月１４日と１５日には 、アドボカシ ー ディレク
ターの山下一美先生とともに、 National Joint
Committee on Languages & National Council
for Languages and International Studies 主催による Language Advocacy Day 2019 のミーティングに出席しました。
まず、参加者は、言語教
育、留学プログラム、ネイティブアメリカン諸言語保存、
シール・オブ・バイリテラシーを支援する法案や提案について深く学びます。そのあと、州ごとのグループに分かれて、割り当てられた議員の事務所に行っ On February 14 and 15, Kazumi Yamashita,て、教育や外交問題担当のスタッフさんと会います。 Advocacy Director, and I participated in the
私たちの役目は、
そのスタッフさんたちに、言語教育 Language Advocacy Day 2019 in Washington,に関わる法案などを説明し、サポートをお願いするこ DC, organized by the National Joint Committee onとです。
この国会議員の事務所訪問を含めて、
このミ Languages and the National Council for Languages
ーティングはとても勉強になり、また勇気づけられま and International Studies. I learned about various
した。
これらの法案についてスタッフに語ったり、他の bills that have been proposed to support language
参加者やスピーカーたちの話を聞くことで、私もアド studies, study abroad, conservation of American
ボケートとして少し進歩したような気持ちでいます。 native languages, and the Seal of Biliteracy.
Then, the participants divided into groups by
日本語を教えることであれ、地域イベントの開催であcontinued on next page

AATJNEWSLETTER ∙ FEB-MAR 20192state visited the offices of assigned senators andrepresentatives. Usually we met with the staffers
who are assigned to issues related to educationand foreign affairs, and they showed an interestin the issues that we raised. Our task was toinform the staffers of the importance and valuesof the bills and proposals that support language
education. The whole experience of participating in
the Language Advocacy Day was very educating
and inspiring, and I feel like I grew as an advocate
for language education by talking about the bills
to the staffers and listening to others’ talk on theissues at the national level.

Whether it is teaching, holding a community event,writing an article for a local publication, conducting
research, serving on a committee, or talking to
your neighbor about Japanese, it does have an
advocacy power affecting others. That is my takeaway from the meeting.
The AATJ Spring Conference will be on March 21
in Denver, CO. I look forward to learning manythings from the presentations. See you in Denver.
Suwako Watanabe2019 AATJ Annual Spring Conference

4

Conference Program5

Language Advocacy Day 201913

2019 AATJ “Year of the BOAR” NENGAJO Contest Results

14

Affiliate News: SEATJ Conference Report

15

J.LIVE Talk 2018 開催のご報告

16‘Japan Day’ at Old Dominion University

17

ALLEX Program

18

2019 MSU Workshop for Teachers of Japanese

19

2019 Summer M.A. Program in Japanese Pedagogy

20

M.A. in Global Communication & Applied Translation

21

Call for Submissions: Conference of Japanese Language Education in Africa

21

Survey Announcement

22

Flooant

23

Centre for Language Studies National University of Singapore

24

Job Announcements

25

AATJ Membership Application/Renewal

31

AATJNEWSLETTER ∙ FEB-MAR 2019

TABLE OF CONTENTS

3

AATJNEWSLETTER ∙ FEB-MAR 20192019 AATJ ANNUAL SPRING CONFERENCE
The 2019 Annual Spring Conference will be held on Thursday, March 21st, 2019, in Denver, Colorado, in
conjunction with the Annual Meeting of the Association for Asian Studies (AAS).
Advance registration has closed, but onsite registration will be available in Denver; the fee will be $100 (cashor checks only). The venue is the Downtown Denver Sheraton Hotel; our meeting rooms are in the Plaza Court
section of the hotel.
The Spring Conference program follows this article. A full day of paper and panel presentations is scheduled. The
keynote session will be a special presentation on teachers’ in Japanese language education profession.
The conference program is also posted on the AATJ website (links are at www.aatj.org/conferences-spring), in
two versions: the one included in this newsletter, and a second one that contains abstracts of all the presentations.
AATJ’s Classical Japanese SIG will meet on Friday evening (March 22nd), at 7:30 pm in Plaza Court 7. The SIG
has developed a description of the roundtable discussion; you can find a link at www.aatj.org/conference-spring.
We encourage those attending the AATJ Conference to also attend the AAS Annual Meeting, which takes place
March 22nd-24th. The AAS conference features dozens of sessions on Japanese (as well as other Asian) history,
culture, society, and language
AATJ will have a booth in the AAS conference Exhibit Hall in Denver; please visit us there at Booth 310! Exhibit
Hall admission is open and free to everyone.
Read more about the AAS Annual Meeting at www.asian-studies.org/Conferences/AAS-Annual-Conference/.
AATJ’s designated panel at the AAS Annual Meeting, “Diversity, Inclusion, and Professionalism in Japanese
Language Education,” will take place on Sunday, March 24th, from 9:00-10:45 am in Tower Court D (Tower Court
Building).

4

Sheraton Denver Downtown Hotel, Denver, Colorado

Meeting Rooms (Plaza Concourse Level): Plaza Court 1, Plaza Court 2, Plaza Court 3,
Plaza Court 4, Plaza Court 5, Plaza Court 6, Governor’s Square 14
Thursday, March 21, 8:30 a.m.–5:30 p.m.
(On-site Registration and Check-in: Plaza Concourse Lobby)
Papers whose titles appear in Japanese in the program will be delivered inJapanese; those with only English titles will be delivered in English

8:30 a.m.–10:10 a.m. — Session 1

SESSION 1-A: PEDAGOGY PANEL [ PLAZA COURT 1 ]Chair: Shigeru Osuka, Seton Hall University '&?79>6*1)<,'
Panel Title: N.>-58=302;>+<,=(4:>/!$&(Toward the Future of Japanese Writing Assessment in the Context of a Social Networking Approach: Case Studies on
Creative Relay Writing)

AATJNEWSLETTER ∙ FEB-MAR 2019

AATJ 2019 Annual Spring ConferenceN��������p��p����������f����piSk����m���mf�������ak�
(Cooperative evaluation for Japanese beginners’ creative relay writing )Aya Okada, University of Oklahoma

N � �� � p� � p� �� � �� � f� �� p iS kf � �� � � �� �� � �� � �� �� � �� m ak ��(Collaborative writing assessment: A case study on Japanese intermediate creative relay writing )Shigeru Osuka, Seton Hall UniversityN�����������������H������A���p��h�����cp��f��m��� (Students’ evaluation ofeffectiveness and issues in creative relay writing through critical thinking )Kiyoshi Noguchi, Sophia University; Kazuko Tanabe, Japan Women’s University
�DiscussantYuki Matsuda, University of Memphis

SESSION 1-B: LANGUAGE AND CULTURE SIG PANEL [ PLAZA COURT 2 ]Chair: Fumi Yamakawa, Toyo University

' =#" %?
Panel Title: Nthrough Japanese Language Study)

 #" (Diversify into Culture and CommunityN���cp���f����t�Experiential learning by diverse exchange students during study abroad in Japan)
Fumi Yamakawa, Toyo UniversityN�����Sf��m��f������p��������p��Mef�f�tpio�pf�f����
Teaching language and culture with TILT: Support diverse students to succeed in college and their futurelearning)
Akiko Takamatsu, Cascadia CollegeN���cp�������f����M���M������l�Sp���(Japanese culture to diversify: Hidden
performing arts, the purpose of using Taishu-Engeki (Theatre of/for the Masses) in Japanese language
education)
Yumiko Naito, Washington and Lee University�����l����������f���M����m��vio�p����(Diversify business Japanese withbusiness case studies, promote career exploration and community )Yoshiko Fujii Gaines, Baylor University

SESSION 1-C: SECOND LANGUAGE ACQUISITION PAPERS [ PLAZA COURT 3 ]Chair: Jae DiBello Takeuchi, Clemson University

5

AATJNEWSLETTER ∙ FEB-MAR 2019

�N����m��p����������M����f�����p���N������S�(Differences in‘noticing’ of learners of the Japanese language in learning taigu communication in the United States and Japan)�
Akiyo Sasaki, International Christian University
�“L2 Speakers and keigo: Problematizing what it means to be a speaker of Japanese”
Jae DiBello Takeuchi, Clemson University“Changing topics and non-native fluency in Japanese”
Natasha Rivera, New Westminster Secondary School (British Columbia)

N���p�p�������N���piSk�(The effects of prompts on learning Japanese as a foreign language)
Megumi Fujio, California Institute of Technology

SESSION 1-D: LANGUAGE AND TECHNOLOGY PAPERS [ PLAZA COURT 4 ]Chair: Takako Aikawa, Massachusetts Institute of Technology

�Twenty years of Japanese CALL: A review of major findings and suggestions for future directions
Abigail McMeekin, University of Lethbridge; Erica Zimmerman, United States Naval Academy
�“Changing teachers’ role(s) in language education: Myths associated with machine translation
Takako Aikawa, Massachusetts Institute of TechnologyN������M�����M��M����p���������(Enhancing motivation to learn and teach throughe-mails and Zoom meetings between the US and Japan)
Yoshiko Shakal, University of Wisconsin, Superior; Yoko Ikeda, Ibaraki University

SESSION 1-E: LINGUISTICS PANEL [PLAZA COURT 5 ]Chair: Mutsuko Endo Hudson, Michigan State University

Panel Title:N���p�����m���m����(Grammar-Pragmatics Interface in Japanese)N��������p������M����m�������(Pragmatic factors and morphological markedness inJapanese transitive/intransitive pairs)
Wesley M. Jacobsen, Harvard University“Grammar and gender in context: The case of Japanese daroo and deshoo in informal conversation”
Michiko Kaneyasu, Old Dominion University“The reason markers kara and node in Japanese
Mutsuko Endo Hudson, Moichigan State University“Japanese negative suffix nai: Its structural fixedness and involvement in conversation”
Misumi Sadler, University of Illinois, Champaign-Urbana

SESSION 1-F: PEDAGOGY PAPERS [ PLAZA COURT 6 ]Chair: Jun Xu Colorado State University

N�M�p��v����p��p�����mp��������f���(Pronunciation instruction tointermediate and advanced learners of Japanese: examination of instruction content and challenges ofpronunciation instruction from learners’ perspectives)
Jun Xu, Colorado State University

N���MN��Sf������M�����������������������M���af���MN�
��(Implementing active learning classes through debates: enhancing students’ language and logical thinking
skills)Junko Tokuda Simpson, University of California, San Diego

N�����M�p���N��p������N�mp������(Learners’ reflections on “autonomous learning
projects” in an advanced Japanese course)
Ibuki Aiba, Dickinson CollegeN������M���M�p�����������p�����(Writing instructions for intermediate andadvanced level learners of Japanese: Scaffolding for improving writing skills)
Sachiko Hiramatsui, Brown University

10:20 a.m.–12:00 p.m. — Session 2

6

Chair: Ken-ichi Miura, Franklin & Marshall College

Panel Title:N���o������������������������(Considering Learners’ Diversity: Japanese
Language Instruction Focusing on Individuality)
�“Acquisition of the Japanese genderlect among intermediate learners”
Natalia Konstantinovskaia, Stanford UniversityN��o������b������(Providing learning environments based on students’ personal traits )Chikako Hirayama Cooke, University of Texas, Austin
�“Student as teacher: Finding oneself through teaching Japanese”
Hiroo Aridome, Bowdoin College
��DiscussantKen-ichi Miura, Franklin & Marshall College

SESSION 2-B: LANGUAGE AND CULTURE SIG PANEL [ PLAZA COURT 2 ]Chair: Noriko Sugimori, Kalamazoo College

Panel Title: N���c����No��p��kk�����l�N������o�k�re����nT�T��
(Towards an Understanding of the Increasingly Diverse Japanese Society: Why Cover Social Justice Topics inJapanese Language Education? How Should They Be Incorporated?) ��N��N�N�������r���o��l�������eo��(Why teaching social justice in Japanese
language classrooms is necessary)
Hiromi Miyagi-Lusthaus, Boston University

AATJNEWSLETTER ∙ FEB-MAR 2019

SESSION 2-A: PEDAGOGY PANEL [ PLAZA COURT 1 ]�N���S������No�����akk��������k�lo�N������p�c�������o���(Integrating social justice and language education: Toward a deeper understanding of contemporary
Japanese culture and society)
Naemi McPherson, Brown University�N��o������c��l�N��������u�����������(Learning about social justice throughstudying diversity in Japan: Projects for elementary and intermediate levels)
Noriko Sugimori, Kalamazoo College
��Discussant
Yoshiko Saito-Abbott, California State University, Monterey Bay

SESSION 2-C: SECOND LANGUAGE ACQUISITION AND SIG PAPERS [ PLAZA COURT 3 ]Chair: Mariko Wei, Purdue University

�“Bilingualism and heritage language maintenance: Perspectives of minority-language parents of children with autism
spectrum disorder”
Mariko Wei, Purdue University
�“The acquisition of giving and receiving verbs by Japanese heritage children: Language socialization approach”
Kiyono Fujinaga, State University of New York at Buffalo
�“Community-based course development: Professional Japanese interpretation”
Etsuyo Yuasa, Ohio State UniversityN����TpeTpohf��r�������k��������������o����(Who felt like crying?:
Reading Kawabata Yasunari's Izu no Odoriko in a translation course for advanced learners of Japanese)
Nobuko Chikamatsu, DePaul University; Miho Matsugu, Independent Scholar

SESSION 2-D: PEDAGOGY PAPERS [ PLAZA COURT 4 ]Chair: Yoshihiro Hanai, University of Wisconsin, Oshkosh

��“A comparison of oral proficiency engendered through online and face-to-face courses among novice-level Japanese
as a Foreign Language Learners”
Jeff Peterson, Purdue UniversityN��������o�����������c��(Reevaluating flipped classroom instruction from the perspectiveof curricular design)
Kasumi Yamamoto, Williams CollegeN���o������o�����K���r���o�����������akS���(Assessment of students’learning at an 8-week summer intensive program: Its equivalency to a year-long curriculum)�
Nobuaki Takahashi, Elizabethtown College; Erika Hirano, Pennsylvania State University; Mayumi Hirano, University of
Nevada, Las Vegas; Wakana Maekawa, Massachusetts Institute of Technology; Kazumi Hatasa, Purdue University

7

AATJNEWSLETTER ∙ FEB-MAR 2019

N����ka�mT�am��nT������f��maS����f���(Can we retain students by helping
them retain information? Our experience developing and implementing a new text with a new approach)
Yoshiro Hanai, Shoko Emori, and Christopher Schad, University of Wisconsin, Oshkosh

SESSION 2-E: LINGUISTICS PAPERS [ PLAZA COURT 5 ]Chair: Koji Tanno, University of Kentucky

HH“Interrelation between competence of speech acts and identity of Japanese-English bilinguals”
Chikako Takehara, University of Arizona
HHH“Ambivalent identities: Strategies of linguistic (re-)framing among contemporary Japanese university students”
Judit Kroo, Vassar College
HHH“A study of the discourse-pragmatic usages of ichioo in Japanese conversations”
Yan Wang, Carthage College
HH“Japanese discourse marker tteiuka/toiuka and its functional developments”
Koji Tanno, University of Kentucky

SESSION 2-F: LITERATURE PANEL [ PLAZA COURT 6 ]Chair: Roberta Strippoli, Stanford University

Panel Title: Power, Prestige, and Practice: Rhetorics of Resistance in Premodern Japanese Texts“‘Til death do us part: Taiheiki and the rhetoric of war”�
Jeremy A. Sather, Illinois Wesleyan University“In the shadow of the Kokinshū: Poetic prestige and the Second Imperial Anthology”
J. Christopher Kern, Hamilton College“To mourn or not to mourn: Ritual, practice, and lament after the death of Yūgao
Beth M. Carter, High Point University
DiscussantNaomi Fukumori, Ohio State University

12:00 p.m.–1:00 p.m. — Lunch BreakH

1:00 p.m.–2:40 p.m. — Session 3

SESSION 3-A: PEDAGOGY PAPERS [ PLAZA COURT 1 ]Chair: Tomoko Hoogenboom, University of Maryland, Baltimore CountyN�����f����������f�������lp�����f����(Enhancing Japanese learners’
awareness of their own learning: Cultivating lifelong learning skills beyond the classroom)
Masami Ikeda, Massachusetts Institute of TechnologyN�p�������n��������m���ECH��BEA�CH��J�EA�C�T�����������f���H(Mindfulness and contemplative practices in the Japanese classroom)
Mieko Kawai, University of VirginiaN���f���p��p�����mr��H��m��f��f���(What can fulfill the needs of learners inJapanese education?: Japanese language and culture lab)
Soichiro Motohashi, Western Carolina UniversityN�������p��p����f���(Effect of collaborative learning in a sixth-semester Japanese course)
Tomoko Hoogenboom, University of Maryland, Baltimore County

8Chair: Motoko Tabuse, Eastern Michigan University

Panel Title:N����������������������m�����m�����������(2018 JSP Survey:
Incorporating 21st Century Skills and New Pedagogy)N��p����m�����������������������(Business Japanese programs in the United States:2018 survey report)
Tomoko Takami, University of Pennsylvania
N��������m�aS�����"��("���������� (21st century skills and new GEN-J program topromote networking among industry, government, and education)
Hideki Hara, Japan Foundation, Los AngelesN���������"��(G2C2�2C�2H�C�����f��������������(Creating JSP syllabi with 21st century
skills and J-CAN initiatives)
Motoko Tabuse, Eastern Michigan University

SESSION 3-C: JSP, PROFESSIONAL DEVELOPMENT, AND STUDY ABROAD SIG PAPERS [ PLAZA COURT 3 ]Chair: Akiko Murata, Hosei University“Work as Japanese?: Language use and identity formation of transnational staff at a Japanese restaurant in Toronto”
Hae Ree Jun, University of Wisconsin, Madison

N��aS������Sf��)��������������G(Using PBL style "Yassashi Nihongo" translation withina teacher training course)
Yusuke Yoda, Masatoshi Takeuchi, Toyo Gakuen University

AATJNEWSLETTER ∙ FEB-MAR 2019

SESSION 3-B: JAPANESE FOR SPECIFIC PURPOSES SIG PANEL [ PLAZA COURT 2 ]N������������������������p��c��mr� (The impact of study abroad experiences inJapan on the development of students’ intercultural effectiveness)
Makiko Fukuda, University of Texas, San AntonioN������� ��2����pmhk�N����������(The significance of Japanese language learning in
English as medium of instruction courses (EMI)Akiko Murata, Hosei University

SESSION 3-D: PEDAGOGY PAPERS [ PLAZA COURT 4 ]Chair: Yoshiko Mori, Georgetown UniversityN����p������To��������m�����������rn��ToTo��������Mn��
ToTo������c���(The role of peer feedback in oral communication activities: What types of
feedback do students want and provide?)
Yoshiko Mori, Georgetown University
GN���������������������������f�����o�����m����(Community
involvement project viewing from the framework of a social networking approach)
Tomoko Shibata, Princeton UniversityN���������m������m���N-IBCCCG��G�2CCB2CCC�2BI������ Results and issues of the joint
project by students of Japanese and American universities: Report on the "Humans of Minamisanriku" project)
Yuko Prefume, Baylor University; Kaori Shimasaki, Tohoku UniversityN�������v���������m���p�c�������m������������(The Interview
Project: Learners’ perceptions and the roles of the instructor as a facilitator)
Junko Hatanaka, University of Texas, Austin

SESSION 3-E: LINGUISTICS PAPERS [ PLAZA COURT 5 ]Chair: Miho Fujiwara, Willamette University

��Use of negative questions in Dairy Taster Brunch conversations”
Polly Szatrowski, University of Minnesota
GG“From connective particle to stance marker: Indexical field of particle shi in Japanese”
Noriko Noma, University of Arizona
� “Gendered meta-commentary on sentence-final expression usage: A historical perspective”
Hannah Dahlberg-Dodd, Ohio State UniversityN������m������������N�o��������(Analysis of the use of kana by learners ofJapanese and native speakers of Japanese)
Miho Fujiwara, Willamette University

9

AATJNEWSLETTER ∙ FEB-MAR 2019

SESSION 3-F: LITERATURE PAPERS [ PLAZA COURT 6 ]Chair: Charo D’Etcheverrry, University of Wisconsin, Madison“Somehow, dialogic: The dialogic self and the rejection of the modern in Nantonaku, kurisutaru”
Christopher Smith, University of Florida

N�����p��c�p����c��LN�mN�mN��mN�c�������L��(On the relationshipbetween the oppressor and the oppressed in the representations of the colony in Japanese post-World War II"repatriate literature")
Fang Xie, Tokyo University of Foreign Studies“Can we talk? Untying Sagoromo’s undersash”
Charo D’Etcheverrry, University of Wisconsin, Madison“The wa/kan/yō triangulation and the formation of modern Japanese identity "Jing Wang, University of Toronto

2:50 p.m.–4:30 p.m. — Session 4

SESSION 4-A: PEDAGOGY PANEL [ PLAZA COURT 1 ]Chair: Shinji Sato, Princeton University

Panel Title: NP�������c������c�c��(“Community Involvement in Japanese Language Education”
and Hereafter)NP�������c������c���m�c��p�cNp�������ms���c��p�
(Revisiting “community involvement in Japanese language education”: Possibilities of “civic engagement” throughlanguage education)
Yuri Kumagai, Smith College; Neriko Doerr, College of RamapoN�������p��p��c������p�����c�p�c�tc���m����(Communication intelecollaboration: Potentiality and co-creativity in learning through participation and beyond)
Momoyo Shimazu, Kansai University; Shinji Sato, Princeton University

NN�aS�����ccmmST����cc�m���������c�����(“Learning a new language is liketaking a journey”: Community involvement from the very first day of learning)
Saeri Yamamoto, Yamaguchi University
�N��p��p�t�S����ic���c������������� (Learning together and creating society bycollaboration with local government, academia, private sector� Action research on an intercultural event forparents and children”
Jumpei Miyo and Makiko Fukumura, Musashino Art University

SESSION 4-B: SIG PANEL: JAPANESE AS A HERITAGE LANGUAGE (JHL) [ PLAZA COURT 2 ]Chair: Asako Hayashi-Takakura, University of California, Los Angeles

Panel Title: N��p��c�������Ncc���������m��M��������M�����c����������(Reevaluation of Heritage Japanese Learners in North America: Data from Two-way Immersion,
University HL Class, and Hoshuko)N������m�������p��c����Nm�����Nc�����(Acquisition of pronunciation by
Japanese heritage and foreign language learners in a two-way immersion program)�
Tetsuo Harada, Waseda University
�“Japanese-American heritage language learner reflections: Key themes for informing bicultural student educational
experience ”
Mary Ann Triest, University of California, Los Angeles

NN������N�����N��p���������������p�c�����cc���(From “hoshuko”
to “the hoshuko biliteracy model”: Reevaluation of hoshuko education based on the data from North America)
Kazuko Nakajima, University of Toronto

Discussant
Asako Hayashi-Takakura, University of California, Los Angeles

10Chair: Shinsuke Tsuchiya, Brigham Young University

Nf�����p�p���l������������t������p�c�����(How complaints are taught
in Japanese elementary and intermediate textbooks: Analyses of contexts and relationships among speakers)
Akiko Imamura, Swarthmore College; Yumiko Shibata, University of California, Davis; Yuki Arita, University of DenverN�������p�p�������u���m������(Pragmatics-focused instruction under the new
curriculum: Students’ and teachers’ views)
Yumiko Tateyama, University of Hawai’i, Manoa
��"The role of explicit instruction in immersion programs”
Shinsuke Tsuchiya, Brigham Young University“Japanese loanword acquisition – A transcription and interpretation analysis for future instruction”
Nozomi Imai, Indiana University

SESSION 4-D: LANGUAGE AND TECHNOLOGY PAPERS [ PLAZA COURT 4 ]Chair: Yoshihiro Mochizuki, University of MichiganN�����������f����l��uN�������(Learning Japanese prosody in context: Finding andcreating one's voice)
Asami Tsuda and Fumiko Nazikian, Columbia University

AATJNEWSLETTER ∙ FEB-MAR 2019

SESSION 4-C: PEDAGOGY PAPERS [ PLAZA COURT 3 ]N����������������(���A��(8����a��af����������������������(Examination of an intercultural project for advanced-level Japanese learners using the online video chatprogram "TalkAbroad")
Yumiko Matsunaga and Mariko Hacke, University of Colorado, Boulder

�“Engaging students in collaborative writing assignments using Google Docs”
Izumi Matsuda-Kiami, University of WashingtonN��p�p������������������m0(�����������Integrating Bibliobattle-like book review
micro presentations and Kahoot gaming in extensive reading)
Yuki Yoshimura, University of Massachusetts, Amherst

SESSION 4-E: LINGUISTICS AND PEDAGOGY PAPERS [ PLAZA COURT 5 ]Chair: Sayaka Abe, Middlebury CollegeN������N�����������p�p��������m������S� (JLF interaction in contact
situations: L1 Japanese speakers’ intention and Japanese learners’ confusion)
Mitsuko Takei, Hiroshima Shudo University

�N����m�����m��������������uN��N��mN��N�����ak�(Analyzing theprocess of mutual agreement based on utterance chains and turns: Comparing contact situation with Japanesenative language situation)
Etsuko Yoshida, Mie University
�“A pedagogical approach to the instruction of the Japanese particles wa and ga”
Miyuki Takeuchi, Middlebury Institute of International Studies at Monterey
�“Learning linguistics through Japanese and Japanese through linguistics: Developing “threshold concepts” for an
inclusive course setting”
Sayaka Abe, Middlebury College

SESSION 4-F: LITERATURE AND PEDAGOGY PAPERS [ PLAZA COURT 6 ]Chair: Monika Dix, Saginaw Valley State University

�“Performing salvation: Music and Buddhism in Japanese Buddhist tales”
Monika Dix, Saginaw Valley State University“Female desire and visual subjectivity in Edo period erotica”
Michael Toole, University of Wisconsin, Madison�

NN���o����(Dangerous Nakajima Atsushi)
Nobuko Yamasaki, Lehigh University
��“Reading critically, reading between the lines—How to facilitate Japanese learners’ literature reading”
Nobuko Koyama, University of California, Davis

11

AATJNEWSLETTER ∙ FEB-MAR 20194:40 p.m.–5:30 p.m. — Keynote Session (Governor’s Square 14)
Keynote Panel: Exploring Who We Are and Who We Aspire to Be: The Results of the Fall 2018
Survey on Teachers’ Attitudes Toward and Beliefs About Japanese Language Education
Panelists: Junko Mori, University of Wisconsin, Madison; Atsushi Hasegawa, University of Kentucky; Jisuk Park,
Columbia University; Kimiko Suzuki, Haverford College

This keynote presentation provides an initial look at the results of the online survey on teachers’ attitudes and beliefs toward
Japanese language education that we conducted in the fall of 2018. The purpose of the survey was to gather Japanese language
educators’ perspectives on the issue of diversity and inclusion in our profession, which will serve as a basis for candid andconstructive dialogues. While the diversity of students in the Japanese language classroom has been discussed in recent
publications and conference presentations, in our opinion, the diversity of Japanese language educators, or the lack thereof, has
not yet received sufficient attention. The decline in the number of Japanese language educators in North America, noted inrecent years (Japan Foundation 2015), further adds urgency to the examination of the current state of affairs in this respect andpossible future courses of action.
More than 350 Japanese language educators from North America (approximately 79% of them are female; 73 % first language
speakers of Japanese; 63% MA holders; 50% with teaching experience of more than 16 years; 60% working in higher
education) participated in the survey to share their viewpoints on Japanese language and culture, beliefs about teacher
qualifications, and perspectives/experiences with teacher diversity. The results indicate both convergent and divergent viewson various aspects of our professional practices. This presentation will highlight some notable trends and patterns thatemerged out of our preliminary analysis of the data. The implications of these results and potential actions to be taken in the
future will be discussed further during the AATJ- sponsored roundtable session at AAS, scheduled at 9:00-10:45 AM on Sunday,
March 24, and joined by the panelists, Mahua Bhattacharya (Elizabethtown College), Kimberly Jones (University of Arizona),
Ryuko Kubota (University of British Columbia), and Suwako Watanabe (Portland State University).

Other AATJ-sponsored Events in Denver
Sunday, March 24, 9:00 – 10:45 a.m., Tower Court D

Diversity, Inclusion, and Professionalism in Japanese Language Education

This panel is part of the Association for Asian Studies program and requires registration for the AAS conference.
Chair: Junko Mori (University of Wisconsin, Madison)
Panelists:
Mahua Bhattacharya (Elizabethtown College)
Kimberly Jones (University of Arizona)
Ryuko Kubota (University of British Columbia)
Suwako Watanabe (Portland State University)

Friday, March 22, 7:30 – 9:30 p.m., Plaza Court 7Classical Japanese SIG Roundtable and Meeting (Registration Not Required)

Please join us for what will be a stimulating and helpful discussion of what works, what doesn’t work so well, and what ideas
we could all implement in the future to improve the teaching and learning of Classical Japanese and secure its place within theJapanese and humanities fields. The first hour will consist of a roundtable discussion, followed by thirty minutes of moderated
general discussion.

12

AATJ President, Suwako Watanabe and Advocacy Director, Kazumi Yamashita-Iverson participated in the JNCLNCLIS Language Advocacy Day 2019 on February 14th and 15th in Washington, D.C.
More than 160 attendees representing 42 states visited 120+ House Representatives and 80+ Senators on
February 14th. Some attendees also had external meetings such as a meeting with the U.S. Secretary of
Education Betsy Devos (by the ACTFL Teacher of the Year, Ms. Rebecca Aubrey), the Education and Labor
Committee, and more.
During the meeting the attendees advocated for language education and in support of legislation that is critical
for the field. The following are some of the legislative measures being advocated for:••••

The World Language Advancement and Readiness Act (WLARA) - HR1094
The Biliteracy Education Seal and Teaching Act (BEST Act)The Esther Martinez Native American Languages Preservation Act
The Senator Paul Simon Study Abroad Program Act

AATJNEWSLETTER ∙ FEB-MAR 2019LANGUAGE ADVOCACY DAY 2019

Please write to your Senators and House Representatives and ask them to support the above legislation.
For more information, please go to JNCL-NCLIS Website at: https://languagepolicy.org
You can also sign-up for the latest language news from them.
The keynote address was by Ms. Ann Friedman, the Founder and CEO of Planet Word. Planet Word is a new
Museum “where language comes alive”. It is planned to open in the Spring 2020 in Washington, D.C. The
preview that we saw was very exciting for our students and for us as teachers! You can visit the website for more
information: https://www.planetwordmuseum.org
We would like to thank JNCL-NCLIS staff and its Board of Directors – which our own Dr. Janet Ikeda is a partof – for organizing such an impactful day!

Remember: “ADVOCACY” is a part of our job to keep us flying!

@AATJ@AATJ14

Suwako with Allison Smithin front of Congresswoman
Suzanne Bonamici’s office13

AATJNEWSLETTER ∙ FEB-MAR 20192019 AATJ “YEAR OF THE BOAR”
NENGAJO CONTEST RESULTS
NUMBER OF CARDS SUBMITTEDBY LOCAL AFFILIATES:

Mio Nishimura
AATJ NENGAJOContest Director
Congratulations to all participants, especially the award
winners! AATJ’s NENGJO contest helps you teach culture
and advocate for your program.
Thank you to everyone who participated in the 2019 NENGAJOContest. We had 758 cards submitted by 126 teachers fromschools nationwide this year!
The tables show the number of members from each local
affiliate who submitted NENGAJO entries and the number ofcards submitted for each category and each school level.

NUMBER OF CARDS SUBMITTEDFOR EACH CATEGORY:# submitted

AFTJ

4

AITJ

3

AKATJ

1

ATJO

5

AzATJ

1

CAJLT

12

CJLEA

1

GATJ

5

HATJ

4

IMAJLT

2

IATJ

1

YEAR

ARTISTIC

COMICAL

ORIGINAL

CG

TOTAL

2019

237

212

234

75

758

2018

284

237

276

76

873

JTAM

2

2017

251

222

246

75

794

JTAT

6

2016

215

212

232

51

723

KAJLT

6

MAATJ

17

MCTJ

3

NCATJ

4

NECTJ

20

NJATJ

3

OATJ

4

NUMBER OF CARDS SUBMITTEDFOR EACH LEVEL:

14LOCAL AFFILIATE

LEVEL

ES

MS

HS

CL

2019

101

155

440

62

2018

111

158

514

89

2017

92

135

491

76

WATJ

16

2016

112

131

438

44

WiATJ

4

The winning cards were chosen by blind-anonymous judging. The Past President of AATJ, Dr. Yoshiko SaitoAbbott and my Japanese colleagues (Yo Azama, Cameron Chien, Erica Hashiba, Minako Kamimura, Michelle
Lupisan, Clayton Frederick, Hiroko Zeller) helped me select the finalists. I have confidence that the winning cards
represent each category very well.
All of the winners received an award certificate and an Amazon gift card ($25 for first place, $20 for second place,and $15 for third place) for their accomplishment. Some students received an Honorable Mention, which means
their card was one of the finalists, and all participants received certificates of participation. It was very difficult toselect the winners, since all the nominations were excellent and clearly show the hard work of your students andyour work as AATJ members.
I would also like to thank you for providing me with this opportunity as AATJ NENGAJO Contest Director. Cameron
Chien-Sensei of North Salinas High School will take over the position next year.
If you have questions or concerns, please contact Mio Nishimura at:sensei93905@gmail.com

AATJNEWSLETTER ∙ FEB-MAR 2019

AATJ NENGAJO CONTEST WINNERS

The winning cards’ images are on display in slide show format on the AATJ website:
https://www.aatj.org/nengajo-contest/2019

AFFILIATE NEWS: SEATJ CONFERENCE REPORTThe Southeastern Association ofTeachers of Japanese (SEATJ)
is pleased to announce that the2019 SEATJ Teacher of the Year
was awarded to Dr. Priya Ananth,
Associate Professor of Japaneseat Middle Tennessee State
University, at the 34th SEATJ
Conference on March 2nd at Wake
Forest University.
SEATJ also recognized outgoing
officers Yasuo Uotate (University
of Florida) and Mako Nozu
(University of South Florida), andthe conference keynote speakerYo Azama.

15

AATJNEWSLETTER ∙ FEB-MAR 2019

J.LIVE TALK 2018 開催のご報告
11月11日、第４回J.LIVE Talk (Japanese-Learning Inspired Vision
and Engagement) がジョージワシントン大学で開催されました。全米から選ばれた9人の大学生が延１40人を超える観客を前にライブ・プレゼンテーションを行い、日本語総合コミュニケーション力を競いました。
コンテストは、言 語 能
力別に３つに分けられ、それぞれ のレベルの金賞の副賞は、
賞金（300ドル）、南山大学、長沼
スクール東京校、国際キリスト教大学の協賛による 日本語夏期
集中講座受講資格、日本への ANA 往復航空券、および奨学金（2700~3300ドル）が与えられました。
また、有資格者（アメリカ
市民権または永住権保持者）の中から１名に日本国大使館、外務省主催のカケハシプロジェクト訪日ツアーに参加する権利が贈ら
れました。
さらに、
ワシントン日本商工会30周年を記念して、金賞受賞者の指導教官に、特別賞とギフトカードが贈られました。
審査員には、在米日本大使館広報文化班島田丈祐公使、JCAW日本語教育支援理事高井裕之様、南山大学山岸敬和
教授、
ジョージタウン大学医学部スティーン智子教授、
ジョージワシントン大学の卒業生で、ワンプラネット・コーポレ
ーションプロジェクトディレクターの、
ムンソン・クラーク様にお越し頂きました。結果は表の通りです。

金賞受賞者二人の指導教官として参加されたペンシルバニア大学の伊藤欣司講師は、「セミ・ファイナルラウンドに選出された頃から本格的に発表の準備を始め、意見交換の出来る場を週に数回設けた。
自信を持って、
自分の経験や意見を話す学生を見て、とても誇らしく思った。
また、『努力は必ず報われる』ということを学生が実感している瞬間を目の当たりにし、
これから彼女らが歩む人生の大きな糧になるはずだと確信することが出来た。
また来年も日本語学習者を連れて来たい」と語ってくださいました。
会場では、日本出版株式会社による日本語書籍の販売、松河屋老舗による和菓子のデモンストレーション販売及び講義、南山大学、JET、
日米学生会議によるインフォメーションブースに加え、地元教師会やアドボカシーグループ
J-LEARNによって日本の小物などがカラフルに展示され、訪れた皆様の目を引いていました。

continued on next page16

本年度は、
日本メディアからのご参加もいただき、J.LIVE Talk は、産経新聞ウェブ版及び１３日付の紙面で「規模が年々拡大している」意欲的な大会として紹介されました。今後とも皆様のご支援・ご理解のもと、
日本語・日本文化教育の意義を広く周知できる大会として成長して行きたいと思っておりま す。
全国より応募者をご推薦くださった先生方には心から御礼を申し上げるとともに、引き続き、
ご支援とご協力を賜りますよう、謹んでお願い申し上げます。

AATJNEWSLETTER ∙ FEB-MAR 2019

コンテスト終了後は、同会場で、J.LIVE Talk のアウトリーチプロジェクトとして国際交流基金のご支援により映画「武士の献立」の無料上映会を行いました。
こちらは、J.LIVE Talk 参加者に限らず、一般公開されましたが、皆様の告知へのご協力により、本大会同様、全ての席が「完売」で、多くの方に日本語・日本文化教育の重要性についてアピールする機会となったのではないかと思います。

なお、
イベントの写真及びビデオは、こちらのリンクよりご覧いただけます。
https://eall.columbian.gwu.edu/jlive-talk-2018-report
文責：ジョージワシントン大学

浜野祥子・辻岡孝枝‘JAPAN DAY’ AT OLD DOMINION UNIVERSITY
by Minori Marken‘Japan Day’ was held at old Dominion University, Norfolk, VA on Sunday March 3. It was a grassroots project
supported by the Embassy of Japan. It was a great success. The objectives were as follows:
1. To promote Japanese culture and start a grassroots relationship between community members in thisarea and Japanese people in and outside of Japan.
2. To have local Japanese businesses recognized by the local community
There were approximately 600 attendees, from elementary schoolers to college students, from the community
and those affiliated with the college, and people who lived in Japan during their military service.
Workshops on Kendama, Furoshiki, and flower arrangement were held, allowing the attendees to experiencehands-on activities, which made the event worthwhile. A long line was made in order to put on Yukata at a cornerof the room; at another corner there were many people waiting for their turn to have their favorite words written
in kanji by a calligraphy instructor. Splendid performances by a local Taiko group and a professional Kendamaplayer fascinated the audience.
Moreover, three local Japanese businesses (Mitsubishi Chemical Composites America, Inc., Yupo Corporation,
and NGK-Locke polymer Insulators, Inc.) made a presentation and had opportunities to communicate what
they do to the attendees. Additionally, the quiz competition, whose theme was local Japanese businesses andJapanese language education, made for a good opportunity for the people who participated to learn more about
Japan.

continued on next page17

AATJNEWSLETTER ∙ FEB-MAR 2019

There were many volunteers and the tasks were allotted in advance, so the event was handled well. It would nothave been possible without the help of the volunteers. We are so grateful for their help.
The event was broadcast on the local television news:
https://drive.google.com/file/d/1t101OQ4fAB5caOSIB4nv0AQz821zaoaR/view?usp=sharing‘Japan Day’

Furoshiki Workshop

Business BoothALLEX PROGRAM
Host an ALLEX Teaching Fellow or Instructor at Your Institution
We provide professionally trained Chinese, Japanese, and Korean teaching fellows and instructors touniversities who teach in exchange for financial support to take courses.
www.allex.org
ALLEX (Alliance for Language Learning and Educational Exchange) will provide your institution with aprofessionally trained native speaking teaching fellow or instructor who will teach for two years in exchange forfinancial support to pursue a Master’s or second Bachelor’s degree.
Alternatively, for institutions which already have established Asian language programs, the ALLEX Foundation
also offers a one-year option designed as a cost-effective way to expand course offerings, add drill instructors,
staff adjunct positions, or replace faculty on leave. Teaching Fellows in the one-year plan teach in exchange forroom, board and tuition to take one or two classes, either for credit or as auditors. They are not degree seeking.
This program has run successfully since 1988 at more than 200 universities all over the U.S. Schools currently
using ALLEX instructors include Boston University, Colby College, Florida Institute of Technology, Indiana
University at Bloomington, Texas Tech University, University of Montana, Vanderbilt University, Wesleyan
University, Wellesley College, and Wichita State University.
The distinctive feature of the ALLEX program is the 7 weeks of Chinese, Japanese, or Korean language teacher
training that our teaching fellows and instructors undergo at Washington University in St. Louis during the summer
before they begin teaching. It is taught by some of the nation’s foremost experts in Asian language pedagogy,
with faculty drawn from Cornell, M.I.T., Ohio State, Washington University, and Williams College.
The ALLEX admission process is rigorous and selective: we personally interview all of the candidates in Taiwan,
China, Japan, and Korea, and only about 15-20% of applicants are admitted to the program. ALLEX instructors
are bright, dynamic native speakers of their language with very good English skills. Once we make the assignment,
you have the final say in accepting or rejecting the candidate we recommend to you.
Please contact us for more information: www.allex.org or david@allex.org or 978-401-0085

18

Scholarships available to study intensive Chinese or Japanese at Washington University in St. Louis
this summer with the ALLEX Foundation.
Study Chinese or Japanese: http://www.allex.org/summer
The WUSTL-ALLEX Intensive Chinese and Japanese Institute will offer intensive beginning level classes inJapanese and Mandarin Chinese at Washington University in St. Louis for seven weeks this summer. Eachclass meets for 2 hours per day, 5 days a week for 7 weeks. The course is intensive and requires 3-5 hours of
mandatory self-managed study per day.
This program is designed to train students to speak and listen to Chinese or Japanese, and to introduce students
to reading and writing the language. At the end of the course students will be expected to perform in all four
skills—speaking, listening, reading and writing—at a basic level of proficiency. Students will not only learn tospeak the language; they will also develop an understanding of Chinese or Japanese interpersonal behavior.
The ultimate goal is to teach students not just to speak Chinese or Japanese, but to function successfully in
Chinese or Japanese culture—to present yourself as an intelligent person in the culture using the language.
Students will learn to speak and perform correctly in a variety of social situations.

AATJNEWSLETTER ∙ FEB-MAR 2019

ALLEX Intensive Language

Scholarships are available.
For more information please visit http://www.allex.org/summer or call 978-401-0085.

2019 MSU WORKSHOP FOR TEACHERS OF JAPANESE
Date:		Time:		Location:

Saturday, May 18th, 20198:30 am – 4:40 pm (6 SCECHs pending for Michigan certified teachers)
B-125 Wells Hall, Michigan State University, East Lansing

Theme:
Presenter:“Building Reading Proficiency through Whole-Class Writing”
Tina Hargaden Sensei, Portland Oregon Public Schools

Content:
The presenter will demonstrate how to write a whole-class text based on a class discussion. Then, she will
demonstrate some Reading Options that allow teachers to use these class-created texts to build student literacy
in Japanese from the beginning levels. The overall goal of this workshop is to introduce teachers of Japanese
to whole-language literacy strategies that allow writing to be taught right away, in context. Upon completion ofthis workshop, teachers will have practiced a literacy strategy called Write and Discuss and Reading Options.
They will be able to use these strategies daily to provide closure for their lessons and contextualized, meaningful
literacy each day of class.
“The strategies that Tina teaches are engaging and easy to put into practice. She will have us out of our seats andtrying out her methods. She genuinely cares about teaching language in a way that most benefits the student.”
There is NO registration fee, but please register by May 4th, 2019, as seats are limited (A light breakfast andlunch will be provided).
https://goo.gl/forms/N78kWRnVqC3PnzRo1 -OR- http://linglang.msu.edu/degree-programs/japanese/
If you have questions, please contact: M. Endo Hudson (endo@msu.edu)
Professor of Japanese and Linguistics, and Director of the Japanese Program, MSU

19

AATJNEWSLETTER ∙ FEB-MAR 20192019 SUMMER M.A. PROGRAM IN JAPANESE PEDAGOGYAT COLUMBIA UNIVERSITY
The Graduate School of Arts and Sciences (Department of East Asian Languages and Cultures) invites
applications for the summer M.A. program in Japanese Pedagogy. The 2019 program will begin on Monday,
June 3rd and last until Friday, August 2nd, during which the following courses will be taught:
I. Three-week Pedagogy Course (6/03-6/21):• Intermediate/Advanced Japanese Pedagogy, Prof. Mariko Moroishi Wei of Purdue University and Dr.
Fumiko Nazikian of Columbia University
II. 3 MA Courses (6/24-8/02):• Cognitive Linguistics,Prof. Seiichi Makino of Princeton University• Teaching Japanese Through Literature, Prof. Janet Ikeda of Washington and Lee University• Sociolinguistics, Prof. Kenjiro Matsuda of Kobe Shoin Women’s University
Degree candidates may fulfill the requirements for the M.A. degree in three consecutive summers or in any threesummers within a period of six years by taking eleven courses and writing an M.A. thesis. The thesis is required
to have a focus on a particular area of Japanese pedagogy. Students take courses for six weeks in one summer
and nine weeks during the other two summers. The 2019 new M.A. students will take only three M.A. courses
this summer (6 weeks, 6/24-8/02).
We also welcome non-degree students for the three-week Intermediate/Advanced Japanese Pedagogy course
by non-degree candidates with years of experience teaching Japanese at the college level.
Special Admission Requirements: B.A. or equivalent from an accredited institution in the U.S., Japan orelsewhere, proficiency in English (for native Japanese speakers: 570/IBT88/CBT230 TOEFL or above) orJapanese (for non-native Japanese speakers/ACTFL: Advanced-High or above).
More information is available at the following websites:
http://ealac.columbia.edu/program/language-programs/japanese/jlp-summerprograms/
https://gsas.columbia.edu/degree-programs/ma-programs/japanese-pedagogy
Application Deadline: February 15th, 2019.
Online Application: https://gsas.columbia.edu/degree-programs/admissions
Successful applicants will be notified of their admission by the middle of March. On-campus housing is available
during the summer.
Contact:
Shigeru Eguchi		Administrative Director of the 2019 Summer M.A. Program in Japanese Pedagogy
		
Department of East Asian Languages and Cultures (EALAC)
		
407 Kent Hall, Columbia University
		
New York, NY 10027
		Email: se53@columbia.edu
		Tel: (212) 854-8345
		
FAX: (212) 678-8629

20

Carnegie Mellon will launch a new MA program in Global Communication and Applied Translation this fall. The
application deadline is April 1st.
The Master of Arts in Global Communication and Applied Translation is a one and one-half year program thatprovides students with training in the principles and practices of professional translation, localization, and global
communication. Students will build expertise through:a) coursework in theories and approaches to translation, cross-linguistic and cross-cultural analysis,computer-assisted technologies, and field-specific domains (e.g., localization, editing and proofreading,
project management, comparative stylistics)b) project-based collaborationsc) internships
Our program, an interdisciplinary effort coordinated by the Departments of English and Modern Languages, isuniquely situated in Pittsburgh and at CMU to offer a professional degree that can train students who will facilitate
the sharing of ideas across different national contexts and traditions. In recent years Pittsburgh has become atruly global city, home to more than 400 high profile international organizations and companies representing 37
countries. Carnegie Mellon University, a vibrant global university with a community of individuals from numerous
different countries, is known for its innovation and impact on the real world.

AATJNEWSLETTER ∙ FEB-MAR 2019

M.A. IN GLOBAL COMMUNICATION & APPLIED TRANSLATIONAT CARNEGIE MELLON UNIVERSITYCALL FOR SUBMISSIONS: CONFERENCE OF
JAPANESE LANGUAGE EDUCATION IN AFRICA
The Japanese Language Teachers’ Association in Ethiopia (JLTAE) is organizing the 1st Conference of Japanese
Language Education in Africa, to be held on September 27th-29th, 2019 at Addis Ababa University, Ethiopia.
This conference succeeds the “Conference of Japanese Language Education in East Africa,” which was held six
times (organized by the Japanese Teachers’ Association of Kenya/Madagascar).
Conference Theme: Japanese Language Education for the Development of Africa
The conference will be attended by people involved in Japanese language education and outstanding students
from sub-Saharan African countries, but the organizers would also like to encourage the participation of people
who so far have not worked with sub-Saharan African countries.
Abstracts for research and practice reports are being accepted online.
Submission Deadline: April 30th
Please refer to the website of JLTAE for more details. Links are below to the English and Japanese websites:
English: http://www.jltae.ml/conference.php?lang=en
Japanese: http://www.jltae.ml/conference.php?lang=ja

21

AATJNEWSLETTER ∙ FEB-MAR 2019

SURVEY ANNOUNCEMENT
Dear Japanese language teachers,
I’m writing to invite your participation in a survey of teachers of Japanese as a foreign language (JFL) on beliefs
and opinions about keigo (Japanese honorifics). As you know, keigo is a frequent topic of research both inJapanese linguistics and in the field of JFL pedagogy. Numerous studies have examined JFL learners’ beliefs
about keigo. However, less attention has been given to the beliefs and opinions of JFL teachers, despite the factthat research has shown that teachers’ beliefs have a significant impact on classroom practice. With this study, I
hope to contribute to a better understanding of these issues.
I would be grateful if you would participate in this study by completing the questionnaire (available at: https://clemson.ca1.qualtrics.com/jfe/form/SV_1WXubhW6G0FIcst). All responses will remain confidential. Results ofthe study will be shared in academic publications and presentations. The questionnaire will take approximately
10-15 minutes. I hope completing the questionnaire will be interesting and provide an opportunity to reflect on
your views and teaching practice. The survey will be available until March 17th, 2019.
If you have any questions or concerns about this research study, you can contact me, Jae Takeuchi, at jtakeuc@clemson.edu. You can also contact the Clemson University Office of Research Compliance (ORC) at (864) 6560636 or irb@clemson.edu. If you are outside of the Upstate South Carolina area, please use the ORC’s toll-freenumber, (866) 297-3071.
Jae DiBello Takeuchi
Dept. of Languages, Clemson University
313 Strode Tower
Clemson, SC 29634
jtakeuc@clemson.edu(864) 656-3393

22

Flooant is hiring
NATIVE JAPANESETEACHERS!

AATJNEWSLETTER ∙ FEB-MAR 2019

On Demand Foreign Language Practice. With Native Speakers● Earn $15 per hourpart-time● Flexible Work Schedule● Work from home, overthe phone

Apply at: Flooant.com

Contact: info@flooant.com
www.flooant.com/teacher-application
23

AATJNEWSLETTER ∙ FEB-MAR 2019

Faculty of Arts & Social Sciences
Centre for Language Studies

Centre for Language Studies
National University of Singapore
Starting July 2019
The National University of Singapore (NUS) invites applications for thefollowing full-time faculty position in the Centre for Language Studies:

Lecturer for Japanese Language
The Centre, a centre under the Faculty of Arts and Social Sciences, currently
teaches thirteen languages, mainly to undergraduates at elementary,intermediate and advanced levels.
Applicants for the position should have at least a Master’s degree in Teaching
Japanese as a Foreign Language, or Applied Linguistics, or any Japanese
language related field. At least a few years of experience in teaching Japanese
as a foreign language and in curriculum development at the tertiary level isrequired. The appointee’s duties will include teaching, curriculum
development, module coordination as well as administrative duties.
Appointment will be made on a three-year contract, renewable subject to mutual
agreement.
Remuneration will be commensurate with qualifications and experience.
Relocation, leave, medical and housing benefits are provided in accordancewith the applicable NUS regulations. Applicants may contact the Centre if they
have any queries.
Applications are to be made in English. Those interested in the position should
submit a cover letter, a CV, a brief teaching philosophy statement (in both
English and Japanese), copies of educational certificates, samples of selfdeveloped materials, and the names and contact information (postal and e-mailaddresses) of three academic referees. Applicants should preferably provide a
video
recordingof
theirclassroom
teaching.
link
toSkills/knowledge/experience in the application of IT to language teaching
and/or research in Japanese as a foreign language would be an advantage.
Application and all supporting documents are to be sent to:
Chair, Japanese Language Lecturer Search Committee,
Centre for Language Studies
Faculty of Arts & Social Sciences
National University of Singapore#02-05, AS4, 9 Arts Link
Singapore 117570
Tel: 6516-6346
Email: clssec@nus.edu.sg
The closing date for application is 31 March, 2019.
Only shortlisted candidates will be notified.
Visit our websites at http://www.fas.nus.edu.sg/cls/ for information on theCentre and http://www.nus.edu.sg for information on the University.

24Binghamton University, SUNY
The Department of Asian and Asian American Studies at
Binghamton University of the State University of New Yorkinvites applications for a full-time Lecturer of Japanese
language. This three-year renewable appointmentcommences in Fall 2019 (classes begin August 21st). We
seek candidates who are committed to Japanese language
education, open to new methodologies and technologies,
and wish to join a growing program that offers a major, minor,
and an M.A. in Japanese Studies.
Duties include teaching elementary to advanced level
Japanese language courses. Teaching load: 3 courses/
sections per semester. Salary commensurate withqualifications and experience. At the time of appointment,
the candidate needs to have an M.A. in Japanese language
pedagogy, linguistics, or related field; teaching experience

at college level in the U.S; ability to independently teachfirst through fourth year Japanese sequence courses andJapanese reading and writing courses; and native or nearnative fluency in Japanese and English.
To apply, submit an electronic application, including cover
letter, CV, statement of teaching philosophy, and three
confidential letters of recommendation from individuals who
can speak authoritatively about the applicant’s candidacy.
All documents should be submitted to: http://binghamton.
interviewexchange.com
Review of applications begins immediately and will continue
until position is filled. The State University of New York is an
Equal Opportunity/Affirmative Action Employer.

AATJNEWSLETTER ∙ FEB-MAR 2019JOB OPENING ANNOUNCEMENTS

Chicago Public Schools
Chicago Pioneers Hiring of International Teachers
Faced with a critical shortage of world language teachers,
Chicago Public Schools has begun a program of recruiting
teachers from several partner countries. Current partnercountries are Spain, China, Japan, and Ecuador. If
candidates have credentials to teach in their own country,
sufficient English ability, and experience teaching theirlanguage to K-12-age students, the city will waive thelicensure requirement and hire them for a 3-year period
under J-1 visas. In 2018, four out of nine applicants fromJapan were accepted, and two of them are teaching in
Chicago Public Schools.
Information on this program can be found at http://www.cps.
edu/internationalteachers.

Concordia Language Villages
Deep in the North Woods of Minnesota, Concordia Language
Villages creates a place that is both culturally authentic
and uniquely our own. At Mori no Ike, everything from themusic played to the dishes used in the dining hall reflect
Japanese culture, both traditional and modern. Students
come from all over the U.S. to learn Japanese language andculture together in an immersion environment. The staff is
a community of learners and educators from all corners of
the globe, passionate about learning every minute of theday. Everyone—from PhD-level instructors with years oflanguage-teaching experience, to former villagers returningas counselors for the first time—brings a unique expertise inlanguage and culture. Come join us to grow in your Japanese
language teaching career.
SUMMER LANGUAGE TEACHER (“CREDIT TEACHER”):• Teach small classes of 6-8 students, including lesson
planning and assessment.
• Ensure each “villager” has completed a minimum of 180
hours of instruction and has complied with AdvancEd
accreditation guidelines.
• Write final evaluations of each villager, along with acourse summary.

• Work under the direction of the dean and credit facilitator.
• Assume responsibility for counseling duties, as
designated by the dean, and participate in the total
Village program.
Employment period is five (5) weeks.
Summer Dates:
First session June 9th - July 14th
Second session July 8th - August 18thCompensation:
Paid orientation period; professional development inimmersion methodology; ongoing observation, feedback
and teacher coaching; starting salary of $420/week, plus
room & board.
Link to complete information and to apply:
https://hr.cord.edu/postings/5190
For questions, please contact:
Mark Chen (mchen@cord.edu)

25

AATJNEWSLETTER ∙ FEB-MAR 2019

Earlham College
Earlham College, a residential liberal arts college, invites
applications for a Language Fellow position in theJapanese language program for the 2019-2020 academic
year (renewable). The Language Fellow will assist in the
beginning and intermediate Japanese courses in a variety
of ways. The Language Fellow receives a stipend of $7,500
and free room and board on Earlham College campus forthe academic year. The Language Fellow may also attend
in up to two courses per semester at the college for free.
An M.A. in Japanese linguistics, pedagogy or other related
fields is preferred, but candidates without an M.A. will beconsidered. It is a great opportunity for the Language Fellow
to develop language pedagogy and enhance the knowledgeof various aspects of the Japanese language program.

Review of applications will begin immediately and continue
until the position is filled. Earlham College is an affirmative
action, equal opportunity employer and is committed todiversity in all areas of the campus community.

Georgia Institute of Technology
The School of Modern Languages at the Georgia Instituteof Technology in Atlanta invites applications for a tenuretrack assistant professor in Japanese. This position isfull-time with a 2/2 teaching load, with an anticipated startdate of August 1st, 2019.
The successful candidate will have (1) a PhD conferred
no later than the anticipated appointment start date ofAugust 1st, 2019; (2) native or near native fluency inJapanese; (3) an active research and publication agenda;
and (4) documented evidence of successful instruction
and teaching of Japanese language, culture, and media,
particularly at advanced or graduate levels, including
applied language and content-based courses. Preferredareas of expertise include Japanese literature, film studies,
media studies, intercultural studies, and science andtechnology studies. Interest and/or experience in service
learning, sustainability, digital humanities, experiential
learning, undergraduate and graduate advising, andstudy abroad is preferred. Candidates are expected todemonstrate an exceptional commitment to the teaching
and mentoring of students. The candidate will be expected
to teach courses at the undergraduate and graduate level
in Japanese culture as well as specialized courses. The
candidate will be eligible for consideration for a leadership
opportunity to develop graduate programming, including
but not limited to, recruitment and career-oriented
programs.
The School of Modern Languages emphasizes interactive
learning and interdisciplinary study of languages andcultures. We offer an innovative BS degree in Applied
Languages and Intercultural Studies (ALIS) as well as
degrees in Global Economics and Modern Language(GEML) and International Affairs and Modern Languages(IAML). We have recently launched two Master’s
programs, an MS in Applied Languages and Intercultural
studies and an MS in Global Media Cultures. The school
is home to approximately 60 full- and part-time faculty
members. The Ivan Allen College of Liberal Arts is
recognized nationally and internationally for teaching and26

To apply, please electronically send a letter of application,
CV, and three letters of reference to: Yasumi Kuriya(kuriyya@earlham.edu), Associate Professor of Japanese,
Department of Languages and Cultures.

research examining the human context of engineering,science, and technology. Georgia Tech is a top-ranked
public research university situated in the heart of Atlanta,
a diverse and vibrant city with great economic and cultural
strengths. The Institute is a member of the University
System of Georgia, the Georgia Research Alliance, and
the Association of American Universities. Georgia Tech
prides itself on its technology resources, collaborations,high-quality student body, and its commitment to diversity,
equity, and inclusion.
Applicants should submit a letter of application, curriculum
vitae, a statement of research interests, a teaching portfoliothat includes their advising and mentoring philosophy,
a recently published writing sample, and the names
and contact information for at least three references.
Application materials should be submitted as one PDF file
to japanesehire@modlangs.gatech.edu. Finalists will be
asked to submit original transcripts from their PhD-granting
institution. Please ask three recommenders to send their
letters of recommendation separately to japanesehire@modlangs.gatech.edu. Requests for information may bedirected to the chair of the search committee, Dr. Masato
Kikuchi at masato.kikuchi@modlangs.gatech.edu.
Applications will be considered beginning March 6th,
2019, and the search will continue until the position isfilled. An earned doctorate is required by the start of theappointment, and a background check must be completed
prior to employment.
Georgia Tech is an equal education/employment
opportunity institution dedicated to building a diverse
community. We strongly encourage applications fromwomen, underrepresented minorities, individuals withdisabilities, and veterans. Georgia Tech has policies topromote a healthy work-life balance.

Kalamazoo College invites applications for a one-year
full-time non-tenure-track Japanese language teachingposition to be filled at the Visiting Assistant Professor
or Visiting Instructor level, beginning August 26th, 2019.
At least an MA or higher degree in language pedagogy or
related field, fluency in Japanese and English, demonstrated
strong teaching skills at the college or university level, andfamiliarity with current language pedagogy are required.
Candidates are expected to have high aptitude and interestin undergraduate teaching, a commitment to the liberal
arts, and a desire to involve undergraduate students inscholarship both inside and outside of the classroom.
Kalamazoo College has made a commitment to inclusive
excellence. We especially encourage applications fromcandidates whose intellectual and pedagogical approaches
to the discipline will be effective in attracting and retaining
historically underrepresented students.

is a member of the Posse Program and home of the Arcus
Center for Social Justice Leadership. The campus is locatedin a diverse and vibrant city in southwestern Michigan,
midway between Chicago and Detroit, and is the home of theKalamazoo Promise. The Kalamazoo area encompasses a
community of 335,000, which supports several college anduniversity campuses along with numerous civic arts andcultural associations. Thirty-five miles from Lake Michigan,
the area offers many opportunities for outdoor activities.

The successful applicant will demonstrate a strong
commitment to working with students, faculty and staff
from diverse social, cultural, and economic backgrounds.
Teaching responsibilities will include six courses (2-2-2, in
three terms). Courses will range from beginning to thirdyear levels of Japanese language. There will also be an
opportunity to teach content course(s) in the field of expertisedepending on the needs of the program.

Review of completed applications will begin March 15th,
2019, and will continue until the position is filled. Applicantsshould submit a cover letter, curriculum vitae, a statement ofteaching experience and philosophy, a statement addressing
commitments, content, and pedagogical approaches
designed to foster the success of underrepresented
students, and undergraduate and graduate transcripts(unofficial is acceptable), in PDF format at https://www.kzoo.
edu/search/japanese/. Please have three confidential lettersof recommendation sent to JapaneseSearch@kzoo.edu,
using the applicant’s name as the subject line: lastname_firstname. A teaching demonstration video will be requestedof semi-finalists, but is not necessary for initial applications.
For more information about the Japanese program or the
East Asian Studies major, please visit http://kzoo.edu/
Japanese or http://www.kzoo.edu/asia.

Kalamazoo College is a nationally known liberal arts
college of approximately 1,450 motivated students, offering
an integrated undergraduate experience that weaves
a traditional liberal arts curriculum into domestic andinternational educational experiences (www.kzoo.edu). It

Kalamazoo College encourages candidates who willcontribute to the cultural diversity of the College to apply
and to identify themselves if they wish. We are an Equal
Opportunity Employer. Questions can be addressed toJapaneseSearch@kzoo.edu.

AATJNEWSLETTER ∙ FEB-MAR 2019

Kalamazoo College

New Paltz, SUNY
The Department of Languages, Literatures & Cultures at
SUNY New Paltz is accepting applications for a part-time
instructor for 2-3 lower-division undergraduate courses
in Japanese language. These 4-credit courses meet threedays a week. Duties to include course preparation, teaching
using department approved objectives following ACFTL
guidelines, grading and assessment of student achievementof learning outcomes, meeting with students during officehours and communicating with students outside of classthrough blackboard, e-mail or telephone. There is no work
visa available for this position.
Qualifications:
Master’s degree, near-native fluency in English and thetarget language, and teaching experience required. Useof technology in and out of the classroom and studentcentered, communicative based teaching philosophy are
preferred. Evidence of successful teaching is also desirable.
Contact Information:
Electronic submissions required. Please submit a cover
letter, curriculum vitae and contact information for threeprofessional references to fitzpatp@newpaltz.edu.

Individuals with disabilities who need assistance with theapplication process should call (845) 257-3675.
Deadline:
Applications will be accepted until the position is filled.
Other important information about this vacancy:
The State University of New York at New Paltz is a highly
selective, public college that is recognized regionally forthe strength of its academic programs. It is located in thebeautiful Hudson River Valley with easy access to New York
City and other nearby recreational and cultural amenities.
All qualified applicants will receive consideration for
employment without regard to age, race, color, religion,sex, national origin, disability, or protected veteran status.
Candidates who bring diverse cultural experience and whoare especially qualified to mentor and advise all members ofour diverse student population are especially encouraged toapply.

continued on next page27

AATJNEWSLETTER ∙ FEB-MAR 2019The State University of New York at New Paltz is an AA/
EOE/ADA employer.
Federal law and regulations require notice to all prospective
employees regarding crimes that have occurred on campus

in the current three-year period. Please refer to the University
Police Web site for the complete Annual Security Report(“Clery Report”) at www.newpaltz.edu/police/securityact.
html.

University of British Columbia
The Department of Asian Studies at the University of British
Columbia (Vancouver Campus) is accepting applications for
one Lecturer position in teaching Japanese as a second/
foreign language, commencing September 1st, 2019.
This is a full-time position for a term of up to three years,
which entails a probationary first year. Lecturer positions
are appointments without review (i.e. non-tenure track),
renewable for successive terms, subject to availability offunds and demonstration of excellence in teaching andservice, in accordance with the Collective Agreement
between UBC and the UBC Faculty Association. The
workload for these positions includes teaching plus service.
The successful candidates will be expected to teachundergraduate Japanese Language courses.
A full-time Lecturer in the Faculty of Arts is responsible for
24 teaching credits (i.e., eight 3-credit courses) and service
assignments, based on a 3-3 load in the Winter sessions
and 2 courses in the Summer sessions.
Successful applicants must have native or near-native
fluency in Japanese and English; a Master’s degree in
Teaching Japanese as a Second/Foreign Language,
Japanese Language Education, Japanese Linguistics orrelated fields is preferred; extensive experience in teachingboth lower and higher level Japanese language courses
at the college/university level in North America; evidenceof excellent teaching ability; a strong track record of fullparticipation in team work and program affairs. Training
and experience in computer-assisted teaching, communitybased learning, student-centered learning, task-based
instruction, and curriculum development; experience withteaching higher level topic-specific language courses,
including business Japanese, Japanese media, readings inmodern Japanese Literature, topics on Japanese language,
culture and society is an asset. The successful candidates

will be expected to maintain an excellent record of teaching,active engagement in professional development and teambased curriculum design/development of teaching materials,
perform instructional responsibilities in coordination withother instructors in parallel sections and other levels, as well
as fully participate in program affairs and service.
Salary will be commensurate with qualifications andexperience. This position is subject to final budgetary
approval.
The application dossier should include an application
letter, curriculum vitae, statement of teaching philosophy,
sample teaching videos for two different levels of Japanese
language courses and two lesson plans for the classes inthe video, and other evidence of teaching effectiveness.
Applicants should also provide the names and contact
information for three referees who could provide confidential
letters of recommendation. Applicants are required to upload
their teaching demos to YouTube and to send the links aspart of their application submission. All application materials
should be submitted online at http://asia.ubc.ca/careers.The
deadline for receipt of application materials is March 31st,2019.
Equity and diversity are essential to academic excellence.
An open and diverse community fosters the inclusion ofvoices that have been underrepresented or discouraged. We
encourage applications from members of groups that havebeen marginalized on any grounds enumerated under the
B.C. Human Rights Code, including sex, sexual orientation,
gender identity or expression, racialization, disability,
political belief, religion, marital or family status, age, and/or
status as a First Nation, Métis, Inuit, or Indigenous person.
All qualified candidates are encouraged to apply; however,Canadians and permanent residents will be given priority.

University of Denver
The Department of Languages and Literatures at the
University of Denver invites applications for a Teaching
Assistant Professor of Japanese. This is a non-tenure
track position with full benefits and initial three-year
contract; contract is renewable and promotion is possible.
Appointment begins in Fall 2019. The successful candidate
will contribute to diversity and Inclusive Excellence throughtheir teaching and service.
Essential Functions:• Teaching load is eight classes distributed over three28

academic quarters, focusing on the first-year Japanesecurriculum.
• Coordination of first-year Japanese language program• Mentoring first-year teaching team, including adjuncts• Assessment of first-year program• Active collaboration with Japanese program faculty• Participation in departmental programming and service• Participation in extracurricular program promotional
activities

continued on next page

Review of applications will begin immediately and continue
until the position is filled. For best consideration, pleasesubmit your application materials by 4:00 pm (MST)
Monday, February 18th. Inquiries regarding this position may
be addressed to ingrid.weyher@du.edu.
The University of Denver is committed to enhancing thediversity of its faculty and staff. We are an Equal Opportunity/
Affirmative Action Employer. All qualified applicants will
receive consideration for employment regardless of age,
race, color, national origin, religion, sex, sexual orientation,
gender identity, disability, military/ veteran status or any
other status protected by law.

Please see full job description at www.du.edu/jobs fordetails. Candidates must apply online through www.du.edu/
jobs to be considered. Only applications submitted online
will be accepted. Once within the job description online,
please click New Resume/CV at the bottom of the page tobegin application.

AATJNEWSLETTER ∙ FEB-MAR 2019

Minimum Qualifications:• MA at time of application with a specialization in
Japanese Literature, Japanese Language Education, or
related field (e.g., second-language acquisition), or an
MA in Education with specialization in Japanese.
• Record of excellence and effectiveness in teaching
Japanese language to a diversity of students at thecollege or university level.
• Experience as a program coordinator or team leader inan educational context.
• Native or near-native proficiency in Japanese andEnglish.
• Demonstrated experience or evidence of a commitment
to incorporating Inclusive Excellence teaching methods
and/or pedagogies to effectively engage broadly diverse
student populations.

University of Oregon
The University of Oregon’s East Asian Languages andLiteratures Department invites applicants for a Lecturer
position in Japanese Literature to begin in fall of 2019.
The area of specialization is open; however, preference will
be given to candidates with the ability to teach premodern
and modern undergraduate literature survey classes. The
workload includes 6 courses per year, student advising, andsome service. Required is a PhD in Japanese literature or
related field in hand by time of appointment, and native ornear-native fluency in English as well as Japanese.

Candidates must apply online, with application review to
begin on March 3rd, 2019. Please see http://hr.uoregon.edu/
jobs for the complete position announcement and application
instructions. UO is an EO/AA/Veterans/Disability institutioncommitted to cultural diversity.

Vanderbilt University (Full-Time Lecturer in Japanese)
The Asian Studies Program at Vanderbilt University invites
applications for a full-time lecturer position in Japanese
language starting Fall of 2019. The appointment is one year,with the possibility of renewal on a yearly basis based on
performance and availability in funding. The anticipated startis August 15th, 2019.

Application Instructions:
Please submit via Interfolio (http://apply.interfolio.com/60578)
an application letter, curriculum vitae, statement of teaching
philosophy and interests, teaching evaluations, a link to ateaching demo video, and three recommendation letters, atleast one of which speaks to teaching abilities.

Qualifications:
Candidates for the position should have at least an M.A.
(Ph.D. strongly preferred) in Japanese Pedagogy, Applied
Linguistics, Second Language Acquisition, Education,
Humanities, and/or other related fields. Native or nearnative fluency in spoken and written Japanese and a strong
command of English are required. Candidates should haveexperience teaching Japanese at an American college oruniversity. The ability to teach a proficiency-based curriculum
and familiarity with team-teaching are
preferred qualities.

Review of applications will begin March 15th, 2019, andcontinue until the position is filled.
Vanderbilt University has a strong institutional commitment
to recruiting and retaining an academically and culturally
diverse community of faculty. Minorities, women, individuals
with disabilities, and members of other underrepresented
groups, in particular, are encouraged to apply. Vanderbilt is
an Equal Opportunity/Affirmative Action employer.

29

AATJNEWSLETTER ∙ FEB-MAR 2019

Vanderbilt University (Senior Lecturer in Japanese)30

The Asian Studies Program at Vanderbilt University invites
applications for a full-time, non-tenure-track SeniorLecturer in Japanese language for a one-year term, withthe possibility of renewal. The anticipated start is August
15th, 2019.
The successful candidate will serve as the Japanese
Language Program Coordinator. Experience in program
coordination, curriculum development, and teaching
Japanese at all levels at an American college or university ishighly desirable.
Qualifications:Applicants should have by time of appointment a Ph.D.
degree in Japanese language pedagogy, second language
acquisition, linguistics, literature, or related fields, andpossess native or near-native fluency in both Japaneseand English. Opportunities to teach non-language culture
courses possible based on language staffing and demand.

Application Instructions:
Please submit via Interfolio (http://apply.interfolio.com/60559)
an application letter, curriculum vitae, statement of teaching
philosophy and interests, teaching evaluations, a link to ateaching demo video, and three recommendation letters, atleast one of which speaks to teaching abilities.
Review of applications will begin March 15th, 2019, andcontinue until the position is filled.
Vanderbilt University has a strong institutional commitment
to recruiting and retaining an academically and culturally
diverse community of faculty. Minorities, women, individuals
with disabilities, and members of other underrepresented
groups, in particular, are encouraged to apply. Vanderbilt is
an Equal Opportunity/Affirmative Action employer.

1424 Broadway・UCB 366・Boulder, CO 80309-0366
303-492-5487/Fax 303-492-5856 aatj@aatj.org・www.aatj.org

Membership Application/Renewal
Membership in AATJ is on a calendar-year basis and entitles you to:�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�participate in activities of regional/state affiliates and Special Interest Groups�
benefit from the Association's work on behalf of education in Japanese language, literature, linguistics, andculture.
The categories of membership and the corresponding dues are indicated below.
Please return the form with your check (US dollars) or VISA/MasterCard number to the address above.
Online registration is also available at www.aatj.org/membership.
Name (print):

Date:

Address:

E-mail:AATJNEWSLETTER ∙ FEB-MAR 2019

AMERICAN ASSOCIATION OF TEACHERS OF JAPANESE

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31

AATJNEWSLETTER ∙ FEB-MAR 2019

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

If you have any news to share on our Social Media, please email Kazumi Yamashita-Iverson at:
kyamashita@waterbury.k12.ct.us