AATJ
Newsletter
Co-Presidents’ Message
A vision for the new American
Association of Teachersof Japanese

September, 2012
Volume 1,
No. 3

INSIDE THIS ISSUE
Co-Presidents’message1
Important Dates
2
AATJ Facebook
2
ACFFL Information
3
ACTFL Schedule
4
NJE Information
9
High School Corner
10
K-8 Corner11

Job Opening
Announcements
14

The newly re-organized “AATJ” is off to a terrific start thanks to the support of all of you, our members. We would also like to recognize the work of
the Board of Directors as well as Susan Schmidt,
Jessica Haxhi and Y.-H. Tohsaku
Executive Director, and Kathy Ajisaka, in our Boulder office. There have been many changes already in this transition and they have all done a
wonderful job.
It is time to lay out a new vision for this organization. This vision was presented to
the Board of Directors at our spring meeting in Madison and we have asked them to consider how their different areas of responsibility can help to fulfill this common vision. Thisis a vision for positive, continuous improvement in order to serve our members now and in
the future. There are four components:
Communication:
AATJ will support our members through communication that is streamlined, efficient, andinformative. We will become indispensible to our members through high-quality publications, website and Facebook pages, and email blasts. AATJ will be a source of information
about the K-16 Japanese language, literature and culture field for those outside the fieldsuch as businesses, government agencies, school districts, and parents. We will also assist
members in communicating with stakeholders by offering advocacy-related websites, workshops, and one-on-one advice. We will be a source of information, advice, and assistancefor affiliate officers. We will continue to offer contests and events that help teachers to actively promote their programs through student and teacher recognitions and awards.
Collaboration:
AATJ will foster collaboration among a wide variety of audiences, across all grade levels K16. We will encourage collaboration between similar levels and programs as well as vertical
articulation from elementary schools to colleges. We are excited to be able to bring together
literature teachers with language and culture teachers, heritage, immersion and FLES
teachers, and international teachers with teachers in the U.S. We see great potential forcollaboration with colleagues in other languages. We will assist our affiliates and individual
members in fostering collaboration in their own schools and geographic areas by pursuing
professional development grants, assisting with online meetings, informing them of local
conferences, and offering workshops for
networking purposes. It is exciting to think
about an immersion teacher sharing materials with an AP teacher, or a community
college class reading children’s books to a
local Japanese FLES program. These are
the types of relationships we hope to promote.
We will continue to partner withorganizations like the Japan Foundation(as administrator of the Japanese Language Proficiency Test, beginning in 2013)
and the US-Japan Bridging Foundation (asadministrator since 1999 of the Bridging
Scholarship Program for Study Abroad inJapan).
(Continued on Page 2)

Page 2

Important
Dates

Registration forJapanese Language Proficiency
Test Opens: September 4-October
2

AATJ National
Japanese Exam
Update: October 1

Scholarship Deadline for AP Workshop at ACTFL:
September 28

Increasing Membership:
The more members we have, the more colleagues we have to learn from and learn with. We arecommitted to bringing all teachers of Japanese language, literature, and culture into the AATJ
family and updating our services to meet everyone’s needs. We have many Special Interest
Groups (SIGs) in place (such as Heritage Language and Community College) already, and continue to add new ones to meet the needs of various member groups (such as a new AP Japanese
SIG coming soon).
AATJ currently has more than 1,200 individual members, at all levels of instruction (aswell as several hundred institutional members.) The more members we have, the more work we
can do to promote the Japanese field, offer professional development opportunities, and provide services, contests, and events that enhance Japanese programs.
Improving Instruction:
AATJ will offer workshops, events, and recognition programs that foster high-quality Japanese
instruction in all areas. With ACTFL, we will continue to offer a variety of sessions as well as
networking opportunities at the conference. Through our relationship with AAS (Association
for Asian Studies) and participation on its annual conference, we will continue to offer research-focused sessions at our full-day spring conference. We will pursue other avenues for professional development, such as webinars and workshops at local affiliate meetings. Our publications will support instruction by highlighting practical suggestions, current methodologies, andexcellent materials. Events, awards, and contests will recognize high-quality, standards-based
instruction in their requirements and structure.
This statement represents a vision for the future. We have made many changes alreadyto begin the journey toward realizing this vision. With the support of the Board of Directors, theExecutive Director, our Affiliate Officers, and most importantly, individual members, we hope
to continue forward and serve the Japanese field well into the future.
Jessica Haxhi jhaxhi@waterbury.k12.ct.us
Y.-H. Tohsaku ytohsaku@ucsd.edu

AATJ Spring Conference Proposal
Submission Deadline: November 2

ACTFL: November
16-18

Japanese Language Proficiency
Test: December 2

Support Our Sponsors
Nippon Express Travel USA is a new corporate sponsor of AATJ. Nittsu Travel
wants to help teachers take students to Japan. Find out more about their services at
http://www.nittsutravel.com/e_index.php .
Tuttle Publishing is an AATJ corporate sponsor. Visit http://
www.tuttlepublishing.com for information on Japanese language textbooks(including “Beginning Japanese”) and other books on Japan’s society, history, and culture.
Kodansha USA is a sponsor of AATJ’s annual conferences. Visit http://
www.kodanshausa.com for information on the newly published “Guide to Japanese
Adjectives and Adverbs” and other books on Japan’s culture, language, and arts.

AATJ Spring Conference: March
21, 2013** “Like” AATJ on Facebook! **Check out AATJ’s Facebook page, and “Like” us to receive updates and the latest news.
Click the link on our home page (www.aatj.org), or search for“AATJ-Association of Teachers of Japanese” on Facebook.

2012 AATJ Fall Annual Conference at ACTFL
The 2012 American Association of Teachers of Japanese (AATJ) Annual Fall Conference willtake place November 15-18 in Philadelphia, Pennsylvania, in conjunction with the American Council on
the Teaching of Foreign Languages (ACTFL) Annual
Convention and World Languages Expo.
Information on registration and housing
for the conference can be found at www.actfl.org. Current members of AATJ can register at ACTFL member
rates ($195 from July 12 - October 24; $290 onsite).
Register online or by completing a paper
registration form (available on AATJ’s website) andmailing or faxing it to the ACTFL office. WHEN YOU
REGISTER FOR THE CONFERENCE, PLEASE BE
SURE TO INDICATE THAT YOU ARE A MEMBEROF AATJ, SO THAT OUR ORGANIZATION AND
OUR FIELD WILL GET CREDIT FOR YOUR ATTENDANCE.
The ACTFL Convention's venues will be
the Pennsylvania Convention Center and the Philadelphia Marriott Hotel.
• This year, AATJ will sponsor three concurrent sessions at the Philadelphia Convention Center, including 12 panels and 27 paper presentations. Please take a look at the AATJ-sponsored session program on pages __ - __ of thisnewsletter or posted online at http://www.aatj.org/conferences/fall/ACTFL2012AATJSessionSchedule.pdf.
• Four AATJ Special Sessions include the General Membership Meeting (Saturday), Making the Most of AATJ
Membership (Friday), Special Panel 1: Advocacy and the Future of Japanese Language Programs, and Special
Panel 2: A Vision for Japanese Education in the U.S.: Articulation, Collaboration, and Innovation.
• The Japan Pavilion in the Expo (Exhibit) Hall will feature entertainment, exhibits by publishers, travel agents,
universities, and other companies and services related to our profession.
• Tickets for the AATJ Luncheon (Saturday) will be $44 in advance and $54 after October 24. AATJ strongly recommends that you purchase a luncheon ticket when you register for the conference. If you have already registeredwithout purchasing a luncheon ticket, you can go back to the online registration site, log in again, and look for asection at the bottom called “Update/Upgrade Reservation,” where you can add the luncheon. Or you can contact
ACTFL by phone at 508-743-8561 or fax at 508-743-9626 (have the confirmation number you received when you
first registered available), or purchase your luncheon ticket from the on-site registration desk in Philadelphia.
• The AATJ Reception will be held from 6:45 pm to 8:45 pm on Saturday.
• An Affiliate Council meeting will be held from 12:00 pm to 1:00 pm on Friday in room 109A in the Pennsylvania
Convention Center.
Two of AATJ’s Special Interest Groups will hold meetings during the convention. The newly formed Proficiency Assessment SIG will hold its first meeting on Friday from 12:00 -1:15 p.m.; the Community College SIG will holda social networking meeting for community college teachers on Saturday from 3:00 – 4:30 p.m. Please see the schedule and the conference website for details.

Scholarships Available for November AP Workshop at ACTFL
The Japan Foundation will offer funding for a College Board workshop for teachers of AP Japanese Language
and Culture. The workshop will be held Thursday, November 15, before the ACTFL Convention in Philadelphia. There are 15 slots for secondary teachers. The deadline to apply for a scholarship is September 28. Information and application forms are posted on AP Central: http://apcentral.collegeboard.com/apc/public/
repository/ACTFL_AP_Japanese_scholarship_application_2012.pdf

Page 6

Page 7

BRIDGING SCHOLARSHIP NEWS
Applications Now Being Accepted for Spring 2013 Bridging Scholarships
The US-Japan Bridging Foundation and AATJ, will award scholarships to at least 20 undergraduate students to
help with the expenses of studying abroad in Japan in Spring 2013. For information and application forms, go to
http://www.aatj.org/studyabroad/scholarships.html . Brochures will be mailed in early September to all AATJ members
who teach at post-secondary institutions.
90 Students Receive Bridging Scholarships for Study Abroad in Japan in Fall 2012
Ninety undergraduate students from colleges and universities across the United States have been named recipientsof Bridging Scholarships for Study Abroad in Japan. The list of students can be found online at http://www.aatj.org/
studyabroad/scholarshipsfall2012.html .
The winners will receive awards of up to $4,000 to assist with their living expenses while they study in Japan during
the Fall 2012 semester of the 2012 Japanese academic year. Since the program began in 1999, 1,250 scholarships have been
awarded to students studying abroad in Japan.
The US-Japan Bridging Foundation (www.bridgingfoundation.org) was established in 1999 by the federal agency
the Japan-US Friendship Commission to accept contributions to the scholarship fund. The goal of the Bridging Project is topromote study abroad in Japan by larger numbers of American undergraduate students. The scholarship program is administered by AATJ.
Contributors to the 2012 Bridging Scholarship fund include Aflac, Amway International, Bank of America-Merrill
Lynch, Bloomberg LP, the Bridging Scholars Alumni Fund, Stephen and Sally Butters, Chartis Insurance, Citigroup Japan,
Deloitte Touche Tohmatsu, Estee Lauder, Exxon Mobil G.K., the Freeman Foundation, Goldman Sachs Gives, Ichigo AssetManagement, JP Morgan Japan, Lockheed Martin, Kathy Matsui, Mitsubishi Corporation (Americas), Morgan Stanley Japan, Oak Lawn Marketing, ORIX USA, Thierry Porte, George and Brad Takei, Temple University-Japan Campus, theTerasaki Foundation, Toyota Motor Corporation, and Kouji Yamada.
Bridging Scholars hail from a variety of schools–public and private, large universities and small colleges–in 32
states. Their majors range from computer science to fine art, but they share a common interest in Japan, its language, andits culture. Their destinations also vary, from giant campuses in Tokyo to intimate consortium programs in rural Japan.

Call for Proposals: AATJ 2013 SPRING CONFERENCE
The 2013 AATJ Spring Conference will be held in San Diego, California, March 21, 2013, in conjunction with the Annual Meeting of the Association for Asian Studies (AAS).
Proposals are invited for individual papers and panels. A proposal must be in one of the following areas/
categories: (1) pedagogy, (2) literature, (3) linguistics, (4) second language acquisition, or (5) special
interest groups*. Individual papers are 20 minutes long with an additional 5 minutes for discussion. Organizedpanels are 100 minutes long and are limited to four active participants (four paper presenters, or three presenterswith one discussant).
An abstract for an individual paper should be no more than 300 words in English or 700 characters in Japanese.
For organized panels, a maximum 300-word or 700-character abstract is required from each participant, in addition to a maximum 300-word or 700-character abstract for the panel itself.
Proposals will be evaluated based on the following characteristics: contribution to the field, originality, practicality, methodological or conceptual soundness, and clarity of writing.
The submission deadline for all proposals is 5 p.m. Pacific time, Friday, November 2, 2012. Individuals may submit only one proposal, as presenters, co-presenters, or panel members. This includes participation
in SIG panels and presentations.
Only AATJ members may submit proposals; if your membership is not up to date, you will be contacted andasked to renew.
For complete details, and to submit a proposal online, click the link on AATJ’s AATJ home page(www.aatj.org), or go directly to
http://www.aatj.org/conferences/spring/index.html

Page 9National Japanese Exam Update
The National Council of Japanese Language Teachers developed the Japanese National Exam as a way to promote Japanese language learning and excite students about their accomplishments.
For 2013, AATJ is making updates to the content and format of the exam, keeping in mind a standards-based, communicative approach to teaching and assessing students. There will be more elements of Japanese culture and subject content on theexam, as well as more audio/visual-based questions. These updates will appeal to students, reflect their real-world language abilities, and represent current teaching methodologies.
The updated content and format information, sample questions, and information about how you can ontribute as a testdeveloper will be available as of October 1 on our website:
http://www.aj.org/studentactivities/nationaljapaneseexam/index.html
Thanks so much to all the members of NCJLT who contributed to the success of this exam in the past, as teachers anddevelopers. We look forward to the continued excitement this exam generates for our students. If you have any questions in themeantime please contact the AATJ office.
NJE Development TeamCHAPLIN MEMORIAL AWARD
for excellence in Japanese language teaching
The Hamako Ito Chaplin Memorial Award will again be conferred in 2013, administered through the Association for Asian Studies. In accordance with the wishes of the Chaplin family, each year a prize of $1000
will be awarded to either a current graduate student or a full-time instructor of Japanese for excellence inJapanese language teaching. A full-time instructor who has completed graduate study within the last 3 years
in an area that directly involves Japanese language teaching is eligible. Possible academic fields of specialization are Japanese language pedagogy, linguistics, anthropology, or literature. Current graduate students
must demonstrate their intention to enter the teaching field in a North American university. Professor
Misumi Sadler, the University of Illinois at Urbana-Champaign, serves as Chair of the Selection Committee,
Professor Christine Yano, the University of Hawaii, serves as representative of the Northeast Asia Council of
AAS for the committee, and Professor George Chaplin serves ex-officio.
Individuals interested in applying—and faculty members interested in nominating a student—should write
to Professor Misumi Sadler, Department of East Asian Languages and Literatures, University of Illinois at
Urbana-Champaign, 2090 Foreign Language Building, 707 South Mathews Avenue, Urbana, Illinois 61801,
USA, or e-mail sadlerm@illinois.edu for application forms. Completed applications must be submitted by
February 8, 2013. The award will be announced in the AAS Newsletter.
Persons interested in contributing to the award fund should send their contributions to: The Hamako Ito
Chaplin Memorial Award, c/o Association for Asian Studies, 825 Victors Way, Suite 310, Ann Arbor, Michigan 48108.

High School Corner
A Report from the Field: The KIZUNA initiative of
Summer 2012
Lisa Berkson

lfberkson@mpsaz.org

3 a.m. and very dark outside. Half-awake students and parents gathered outside theairport security gates, luggage in tow. Everyone got their passport? はい、先生。
Checked in, we headed toward our gate. Parents waved and snapped photos. Counting
off 20, 21, 22. Who is missing? Panic moment #1. Our errant sojourner showed up anhour late, but, thanks to previous student-travel experience, I had allowed extra time for just that eventuality. We had plentyof time to line up for our flight to Narita.
The early-morning departure was the culmination of weeks of preparation, once we learned our school was a participant in
the KIZUNA program, a two-week study tour that included visits to areas affected by the 3/11 Great East Japan Earthquake.
The initiative was co-sponsored by the Laurasian Institution and the Japan Foundation, and supported by the Ministry ofForeign Affairs in Japan. The goal was to allow 1,000 American high school students to visit Japan, see the effects of natural
disasters, and interact first-hand with Japanese teenagers. In return, the U.S. students committed to host a group of Japanese students at some point during the following school year.
Our itinerary took us to some well-known spots (the Edo Tokyo Museum in Tokyo, and the Gion Corner and Kiyomizudera in Kyoto) andsome lesser-known spots (a strawberry farm near Sendai, and the Toyama Prefectural Suiboku Museum). The theme of the study tour,“disaster prevention”, brought us, for example, to the Ikebukuro Bosai
center 池袋防災館 and to the Disaster Reduction and Human Renovation Institution人と防災未来センター in Kobe. Our group visited
Sendai, hard-hit Natori City and vicinity, and the Sendai airport. The
study tour also included orientation sessions at both the outset andthe end of the session that gave us context and allowed the students
from schools across America to share experiences.
School visits were definite highlights of the tour. Our first visit was aculinary class at Meisei High School, in Sendai, where we learned
about the school’s focus on locally-produced products such as soybeans, hakusai, and miso. We enjoyed a locally-createdかみしばい and lunched on a jointly-prepared meal where every
product (even the ice cream!) included miso. In a short few hours, friendships were forged over kitchen stoves and dirty
dishes that led to hugs and exchanges of email addresses as we departed.
Our three-day homestay in Toyama was a huge hit as well. At school, we were invited to a tea ceremony and music and art
classes. After school, students went shopping and ate meals with their hosts; many came back the next day with プリクラ to
add to their collection of photos. Our departure at the train station was full of tears, more hugs, and promises to keep intouch.
It became clear to me that, as the years pass,
my American students will continue to cherish theircontacts with the people of Tohoku. All the U.S. students commented on how impressed they were by theattitude of the survivors of the 3.11 tsunami andearthquake: despite all the loss and tragedy, they remained upbeat and able to find happiness and joy intheir surroundings.
This final photo shows my students gathered before
an elementary school abandoned after the 3.11 tsunami, one of the many moving sites we visited. The
students were very grateful to have had this opportunity to see what life is like today for survivors of the
3.11 tragedy, and will be sharing their impressions
with their American classmates and friends.

Page 11

K-8 Corner
Integrating Tech Tools in the K-8 Classroom
Lynn Sessler Neitzel
Integrating technology into our Japanese language classrooms will enable
our students to not only communicate with a more global world but collaborate
and connect with others as well allowing students to be creative in order to takethe language out of the textbook and classroom to make it real.
Teaching Japanese at any level and integrating technology presents someunique obstacles when it comes to the written language portion. There is extra
step of teaching a specific and new keyboarding skill to produce characters on thecomputer. Besides the time this takes to teach to our students, younger elementary aged children do not have the basic keyboarding skills mastered in order to begin this task. And, at the elementary level, often classes are shorter than at the middle and high school level, leaving little time for any “extras”
that would take away from language learning time. So, finding technology to integrate into the Japanese language
classroom to enhance learning can be a challenge. Here are some Web 2.0 tools that are easy to prepare either foror by your students to enhance their learning of and skills in the Japanese language. The added bonus is that students are motivated by the use of technology in class. These are all tools that I have used with success in my K-5
classrooms, either in large group settings or for individual work at school and at home.
Voki: Voki enables users to express themselves on the web in their own voice using a talking character
called an Avatar. A student can customize a Voki to look like them or take on the identity of many other types ofcharacters: animals, monsters, anime, etc. A Voki can speak with the voice of the student, which is added via microphone, upload, or a simple phone call. Voki can be embedded into a blog or other social networking site to beshared with others or downloaded to add to a digital portfolio. Voki can be created individually by a student to perform a presentational communication task and used by others for an interpretive communication task. I have also
found success with my younger elementary students in using Voki to add their voices as a group singing the daily
songs and chants that we do in class which can then be embedded in our wiki space for students to show their parents and perform for them at home.
SonicPics: SonicPics is a very easy to use tool from Apple for turning your images into custom slideshow
movies that can be shared in many formats online! SonicPics lets you add images from your photo library or camera, arrange your photos, and then narrate the project to create an enhanced m4v video (complete with chapters).
SonicPics greatest feature is that the commands are very simple to use for even your youngest learners. Narrating
the photos is made simple by allowing you to flip to each image as you are ready to talk so the students choose thetiming. SonicPics makes slideshows on several Apple products, including iPhones, iPod Touch and iPad. When therecording is complete, the video can be uploaded automatically to YouTube or to your computer. Projects in classhave been self-introductions that were sent using personal student photos to sister schools in Japan and having
student narrate what they during their spring vacations. As an assessment tool, I have used this App for individual
students to assess their reading comprehension, either by reading Japanese characters or interpreting Japanese
text.
Google Voice: Google Voice is a free phone service offered through Google. You can sign up for a phone
number where your students can call you and leave you a voice message. The messages are saved online and you
can retrieve them via the computer. I’ve used this several times for homework assignments, where students willcall me and leave me a message with specific information or a task that mirrors what we are studying in class.
Tagxedo: Tagxedo turns words into a visually stunning word cloud that can be in specific shapes andsizes. Much like the more popular word cloud program “Wordle”, Tagxedo has the added feature of allowing theuse of Japanese characters in to the word clouds. Words can be individually sized appropriately to highlight thefrequencies of occurrence within the body of text. Tagxedo word clouds with Japanese characters can be used tofamiliarize students at the younger levels with different character sets, specific vocabulary word sets or as interpretive assessment activities. Because the words are literally embedded amongst each other, students need to use different skill sets such as flexibility and classification to figure out. I recently used Tagxedo to produce a shape of abutterfly for an integrated Science unit on Life Cycles with different words that would describe a butterfly, including many color words. The students, for an interpretive assessment task, needed to highlight each color vocabulary
word with the correct colored crayon. High school Japanese students also made several Tagxedo word clouds forour students as they needed to match characters for specific vocabulary tasks to introduce the concepts of characters as the written language of Japanese.

Page 12

Report on JNCL-NCLIS Annual Delegate Assembly and Legislative Day
Mamiya Worland (AATJ Co-Director for Advocacy)
DELEGATE ASSEMBLY
The 2012 Delegate Assembly of JNCL-NCLIS (The Joint National Committee for Languages – The National Council for Languages and International Studies) met over two half days: From Sunday afternoon, May 20, through the morningof Tuesday, May 22, with Legislative Day taking place on May 21 (see below).
Delegates were privileged to hear presentations by a number of persons representing governmental agencies andprograms with ties to world languages and international education. Extended briefings were given by government representatives from programs including STARTALK, Title VI/Fulbright-Hays, the National Security Language Initiative for
Youth, and the Language Flagship. Briefers covered the operations of the programs, perspectives on future directions, andpotential threats to these programs.
The Delegates honored J. David Edwards for his 31 years of service as the Executive Director of JNCL-NCLIS. Edwards retired from his position as of June 30, 2012.
The new Executive Director, William P. Rivers, was introduced; he began his term on July 1, 2012. Dr. Rivers has
more than 15 years of research, development, policy and program evaluation, and management experience in culture andlanguage for economic and national development.
The results of the elections for the 2012-2014 Officers were also announced:
President – Dr. Ray Clifford, Brigham Young University
Vice President - Martha G. Abbott, American Council on the Teaching of Foreign Languages
Secretary: Dr. Antonia Schleicher, National Council of Less Commonly Taught Languages
Treasurer: Dr. Peter Krawutsche, American Translators Association
At Large (2): Dr. Jayne Abrate, American Association of Teachers of French
LEGISLATIVE DAY
On Legislative Day (Monday, May 21, 2012) the organizational representatives of JNCL- NCLIS met on Capitol Hillin the Cannon House Office Building. The morning of Legislative Day was devoted to presentations about the current
status of world languages and international education in the 112th Congress. Recurring themes in the presentations were
the recent cuts to foreign language programs and the difficulty finding support for foreign language funding in the challenging fiscal climate of the 112th Congress.
The focus for the advocacy of JNCL-NCLIS within the 112th Congress is the following:·Restoration of FLAP (Foreign Language Assistance Program) (Department of Education): The Foreign Language Assistance Program was the only national program supporting foreign language education at the elementary andsecondary levels. Funding for the FLAP program was eliminated in the final Fiscal Year 2012 Budget enacted by Congress.
OBJECTIVE: Restore the funding to FLAP so it continues as an independent competitive grant program.
·Title VI of the Higher Education Act and Fulbright-Hays (Department of Education): Title VI of the Higher
Education Act, Foreign Language and International Studies, and its overseas component, the Fulbright-Hays Program wasrecently reduced by 40% ($50 million). For more than 50 years, these programs have helped students gain expertise in
more than 200 foreign languages. OBJECTIVE: Restore the previous funding level of $125.8 million to Title VI.
·Language Flagships Program (Department of Defense): Language Flagships is a national model for designing andimplementing language programs at the K-12, undergraduate, and graduate levels. Currently the Language Flagships Program funds 24 centers of intensive language instruction at universities across the country and K-16 language programs thatoffer pathways to superior proficiency starting in the early grades. OBJECTIVE: Provide a minimal funding increase sothat the Flagships Program can double in size and scope.
·STARTALK Program (National Security Agency): STARTALK runs K-16 summer programs for language teachersand students. STARTALK’s goal is to provide innovative language instruction, train language teachers, facilitate 21st century curriculum development, and create effective assessments. · OBJECTIVE: Provide increased funding to expand theprogram.
·National Security Language Initiative for Youth and the Critical Language Scholarship (CLS) Program(Department of State): The National Security Language Initiative for Youth provides merit-based scholarships to students in grades 9-12 to learn critical need languages through overseas summer and academic-year immersion programs.
The CLS Program provides scholarships for intensive overseas summer immersion language programs in thirteen criticallanguages for US undergraduate and graduate students. OBJECTIVE: Increase the funding for both programs in order toreach more students.
SENATE HEARING ON FOREIGN LANGUAGE CAPABILITIESThe focal point of Legislative Day was the Senate Hearing on “A National Security Crisis: Foreign Language Capabilities in the Federal Government” before the Senate Committee on Homeland Security Governmental Affairs, Subcom-

Page 13

mittee on Oversight of Government Management, Chaired by Senator Daniel K. Akaka (D-HI). Three panels of witnesses,organized by JNCL-NCLIS and several of its members, testified on the importance of language learning for national security
and the global economy, the shortage of foreign language professionals in the military and government agencies, and theneed to increase funding for the array of federal programs that constitute the vital pipeline for foreign language at all levels.
The first panel consisted of witnesses from the US Department of Education, the US Department of State, the Federal bureau of Investigation, and the US Department of Defense. All of these witnesses spoke about the value of foreign language to their Departments and to the national interest. The representatives from the Department of Defense, the FBI, andthe State Department spoke at length about the specific programs funded by their departments, and how those programs relate to the overall national need for highly skilled foreign language speakers.
The second panel provided a forum for the private and educational sectors to respond. Dr. Dan Davidson, Presidentof JNCL-NCLIS, testified on behalf of the need to retain the programs outlined above. Dr. Allan Goodman, President of theInstitute for International Education, spoke about the need for skilled speakers of foreign languages, based on his participation in the task force of the Council on Foreign Relations. Mr. Andrew Lawless, representing the Globalization and Localization Association, gave testimony on the size and activity of the language industry in the US, and gave extensive statistics on
its contribution to the nation’s economy. The language services industry generates more than $15 billion per year in revenue,
employs some 190,000 full-time workers averaging $81,000 year, and enables more than $1.5 trillion of the US economy.
The third panel illustrated the pipeline of federal programs, with witnesses who had participated in foreign language
programs from elementary school (FLAP), high school (National Language Security Initiative for Youth - NLSI-Y), and college (NSEP). The panel was in essence a living reminder of the pipeline, starting with Shauna Kaplan, a fifth-grade student
from Fairfax County, VA; she spoke about her very positive experiences in her Chinese classes and her desire to use Chinese
in her career. Ms. Michelle Dressner and Mr. Jeffrey Wood, who studied in Russia and China, respectively, on the NSLI-Y
program under the auspices of the American Councils for International Education (a long time JNCL-NCLIS member) testified about their experiences and how their perspectives have changed fromtheir sojourns abroad. The panel concluded with testimony from Army Major
Gregory Mitchell, who was a Boren Fellow in the mid-1990s and has continued to sue language throughout his career.
To view the entire Hearing or download testimony: visit theHomeland Security and Governmental Affairs website to view the video of the
Hearing or to download the testimony of each of the twelve witnesses, visit
http://www.hsgac.senate.gov/subcommittees/oversight-of-governmentmanagement/hearings/a-national-security-crisis-foreign-languagecapabilities-in-the-federal-government.
There is a wealth of information on this site that can be used for advocacy forworld languages.
RECEPTION HONORING SENATOR AKAKA
Senator Daniel K. Akaka (D-HI) has been a long-time friend and supporter of foreign languages and international education. At the end of
Senator Daniel Akaka with AATJ Co-President
2012, he will retire from the Senate seat that he has held since 1990. FolYasu-Hiko Tohsaku at the JNCL Reception
lowing his last Senate Hearing (See Senate hearing on foreign language
capabilities above), JNCL-NCLIS honored Senator Akaka with a reception in his honor held in the Hart Senate Office Building. He was presented with a book of tributes written by teachers and students who had participated in programs he had supported while a Senator.

Registration Is Open for the 2012 Japanese Language Proficiency Test
The 2012 Japanese-Language Proficiency Test (Nihongo Noryoku Shiken) will be administered at 13 testsites around the United States (including new sites in Houston, TX, and Ann Arbor, MI) on Sunday, December 2. Registration for the test (paper and online) is open from Tuesday, September 4, to Tuesday, October 2.
Please encourage your students to test their skills by taking the JLPT. Information on registering and samples of past tests are online at http://www.jflalc.org/jlpt.html .

Page 14

Job Opening Announcements
Brandeis University
The Department of German, Russian and Asian Languages and Literature at Brandeis University invites applications
for the position of Lecturer in Japanese, beginning Fall 2013. Initial appointment to this full-time position would be forthree years, though the position is renewable contingent upon excellent performance. In addition to teaching six undergraduate language courses each academic year, the successful candidate would also serve as the Director of the Japanese Language
Program. We are a small, research-active, friendly department with varied scholarly and teaching interests.
Candidates should show commitment to language teaching and have native or near-native proficiency in both Japanese and English. Those with advanced degrees in Japanese, language pedagogy, or a related field are especially encouraged toapply. Extensive experience teaching Japanese at the college level is required.
Applications, which should be submitted through AcademicJobsOnline at https://academicjobsonline.org/ajo/jobs/1821, should include a letter of application that includes a short description of teaching philosophy, a CV, three letters ofrecommendation, examples of curricular development and teaching materials, and evidence of teaching excellence. First consideration will be given to applications received by November 1, 2012.
Brandeis University is an equal opportunity employer, committed to building a culturally diverse intellectual community, and strongly encourages applications from women and minorities.
George Washington University
The Department of East Asian Languages and Literatures at The George Washington
University (http://departments.columbian.gwu.edu/eall/) invites applications for an open-rank, tenure-track or tenured faculty position in Japanese Language and Literature, anticipated to start in Fall 2013.
Basic Qualifications: A PhD degree in Japanese literature or a related field, native or near native fluency in Japaneseand English, and evidence of excellence in teaching Japanese literature at college level, as demonstrated by evaluations, andresearch, as indicated by scholarly publications. The successful candidate is expected to maintain an active research and publication agenda in modern Japanese literature and to teach all levels of Japanese language, literature, and culture courses. Academic rank, contractual status and salary will be commensurate with qualifications and experience.
To Apply: Complete the online faculty application at http://www.gwu.jobs/postings/10160 and upload a cover letter,
CV, samples of scholarly publications, statement of teaching interest, course evaluations and a teaching portfolio (whichshould include sample syllabi and teaching materials). In addition, candidates invited for interviews will be asked to send at
least three letters of recommendation to: Dr. Young-Key Kim-Renaud, Chair, Dept. of East Asian Languages & Literatures The
George Washington University, Rome 469, 801 22nd St. N.W., Washington, DC 20052.
Review of applications will begin October 1, 2012 and will continue until the position is filled. Only complete applications will be considered. The George Washington University is an Equal Employment Opportunity/Affirmative Action Employer.
Haverford College
Haverford College (Haverford, PA 19041) invites applications for an experienced Japanese language instructor
position beginning September 2013. The position will be filled at the level of Senior Lecturer. The initial term of appointment
will be three years, with the possibility of renewal. Minimum requirements include the M.A. or M.S. in foreign language pedagogy, linguistics, or a related field; candidates with the PhD are also welcome to apply. The candidate should have native ornear-native proficiency in Japanese, demonstrated teaching and leadership experience, and the ability to instruct a diverse
student population in all levels of Japanese. It is desirable that the candidate have experience teaching in a liberal arts college
and a track record as the independent manager of a successful Japanese language program.
To apply send letter of intent, statement on teaching experience and educational philosophy, curriculum vitae or resume, DVD of classroom teaching, and 3 letters of recommendation to: Ms. Corrinne Fahl, Japanese Language Search Coordinator, Haverford College, 370 Lancaster Ave., Haverford PA 19041. Where practical, materials may be submitted electronically to: http://hc-eassearch.haverford.edu.
Review of applications will begin October 15, 2012 and will continue until the position is filled. For full consideration, we encourage applicants to submit all materials by this date. Virtual and on-campus interviews will be conducted in thefall; candidates may also be interviewed at the annual ACTFL convention in Philadelphia.
Haverford College is an Equal Opportunity/Affirmative Action employer that does not discriminate in employment,
admission decisions, financial aid policies, or educational opportunities on the basis of race, ethnicity, religion, creed, gender
identity or its expression, sexual orientation, marital status, national origin, veteran status, age, or disability status. Haverford
has a longstanding commitment to diversity rooted in values of inclusion, social justice, peacemaking, and conflict resolution.

Page 15

Learning in a diverse community defined by mutual trust (reaffirmed annually in student-written, student-governed honor code)is at the core of the College’s mission. Haverford embraces its responsibility to reflect in its curriculum, classrooms, and communal composition genuine sensitivity to racial, ethnic, sexual, cultural, socioeconomic, and other forms of diversity. Haverford
welcomes applications from candidates who share these values and who will foster their contribution to the College's educational
mission.
Macalester College
The Department of Asian Languages and Cultures at Macalester College announces an opening for a tenure-track position in Japanese literature, rank open, beginning Fall 2013. Applicants should have a Ph.D. at the time of application in
the field of Japanese literature or related subjects, possess native or near-native proficiency in Japanese, and demonstrate ability
and commitment to teach all levels of language. Scholarly promise, college teaching experience, an interdisciplinary approach to
the teaching of Japanese culture, and knowledge of current pedagogical methodologies are desirable. The teaching responsibilities will involve both language and literature or culture courses.
We seek applicants who can contribute to the broader intellectual life of the College, which may include involvement insuch activities as cross-listing courses with other departments, first year courses or faculty seminars. Successful applicants may
also contribute to the advancement of one or more of the College’s interdisciplinary programs.
Submit letter of application, CV, a brief statement of philosophy on teaching at a liberal arts college, sample syllabi of
language and culture courses, and three letters of reference online at www.academicjobsonline.org/ajo/jobs/1678. Questions regarding the application should be directed to Katie Scott at scottc@macalester.edu. Applications received before or on October
1, 2012, will receive primary consideration.
Macalester College is a selective, private liberal arts college in the Minneapolis-Saint Paul metropolitan area, whose vitaland diverse urban communities offer multiple opportunities for faculty and student engagement. The College enrolls over 1800
students from all 50 states plus the District of Columbia and almost 80 countries. As an Equal Opportunity employer supportiveof affirmative efforts to achieve a diverse workforce, the College strongly encourages applications from women and members ofunderrepresented minority groups. We are especially interested in applicants dedicated to excellence in both teaching and research in a liberal arts setting, committed to working with students of diverse backgrounds. All faculty at Macalester are expected
to help sustain the College’s distinctive mission of educational excellence with a special emphasis on internationalism, multiculturalism, and service to society.
Massachusetts Institute of Technology
The Massachusetts Institute of Technology invites applications for a full-time Senior Lecturer in Japanese initiallyappointed for five years with possible indefinite renewals based on excellence in teaching, innovative curricular development,
professional leadership and service to the field. The appointment begins on July 1, 2013. Responsibilities include teaching undergraduate language courses, mentoring lecturers, advising students, serving on search and review committees, and participatingin the administration of the language program.
Candidates must have at least five years of experience in teaching Japanese at all levels in a US university or college, experience in curricular design and material development, knowledge of foreign language teaching methodologies, and experiencein mentoring lecturers and advising students. Minimum of M.A. in Japanese or related fields is required. PhDs are encouraged toapply. Native or near-native proficiency in Japanese and English is required.
MIT is an equal opportunity/affirmative-action employer and welcomes applications from women and members of minority groups.
Applicants should submit a letter of application, CV, statement of teaching philosophy, example of material development(print or digital, no more than 25 pages, if in print) and three letters of recommendation no later than September 24, 2012. All
materials should be submitted to Academic Jobs Online at the following website:
https://academicjobsonline.org/ajo/jobs/1512 .
Ohio State University
The Department of East Asian Languages and Literatures at The Ohio State University invites applications for a tenured/tenure-track position in Japanese Literature and Culture, Modern period, beginning Aug. 21, 2013. Evidenceof a strong research background in one or more of the following areas is preferred: modern literature, broadly construed, visualmedia, particularly film, the history of popular media and its impact on cultural imagination and values, and such contemporary
media as manga, anime, and modern drama/performance. The ability to teach modern Japanese literature at the undergraduate
and graduate levels is required. The successful candidate will be expected to contribute actively to cross-disciplinary research andteaching and be responsible for general education courses in literature in translation, culture courses, new media-related courses,
as well as graduate-level courses and advising graduate students.
Application materials should include curriculum vitae, a letter of application that discusses relevant academic, research,

Page 16

and teaching experience, and three letters of reference. Send application material to Japanese Search Committee, Department of
East Asian Languages and Literatures, The Ohio State University, 398 Hagerty Hall, 1775 College Rd., Columbus, OH 432101340. E-mail: torrance.2@osu.edu. DEALL website: <deall.osu.edu>.
To build a diverse faculty, women, minorities, veterans, disabled veterans and individuals with disabilities are encouraged to apply. The Ohio State University is an Equal Opportunity/Affirmative Action employer. Screening of applications will
begin on October 15, 2012 and continue until the position is filled.
University of California, Berkeley
The Department of East Asian Languages and Cultures of the University of California, Berkeley, invites applications for atenure-track position in Japanese or Japanese and Korean or Premodern Korean literature and/or culture. A Ph.D. isrequired by date of hire. Candidates should demonstrate an excellent command of the relevant language(s); a deep knowledge ofthe literature and/or culture of their periods of specialization; a strong commitment to research and to the teaching of undergraduate and graduate students; and enthusiasm for making dynamic, innovative contributions to the intellectual mission of thedepartment and the university. We seek applications from Japan specialists in any period and in any humanities discipline,
including literature, film, visual studies, cultural, religious and intellectual history; from scholars with a dual Korea and Japan
specialty in the same areas; and from scholars of Premodern Korea in the same areas.
The successful candidate will be expected to teach four courses per year, including introductory and advanced courses inEnglish, upper division courses using texts in the original language, and graduate courses relating to the candidate’s specialization. This appointment begins July 1, 2013.
Candidates should submit an application letter outlining teaching and research interests, a curriculum vitae, at least one
substantial writing sample, and three letters of recommendation by October 10, 2012 to: http://aprecruit.berkeley.edu/apply/
JPF00031. All letters will be treated as confidential per University of California policy and California state law. Please refer potential referees, including when letters are provided via a third party (i.e., dossier service or career center), to the UC Berkeley
statement of confidentiality: http://apo.chance.berkeley.edu/evalltr.html.
Faculty contributions to diversity will be valued in the selection process. The University of California is an Affirmative
Action, Equal Opportunity employer.
University of California, Davis
The Department of East Asian Languages and Cultures at UC Davis invites applications for a tenure-track position in
Japanese linguistics and language pedagogy at the Assistant Professor level, with a start date of July 1, 2013. The
successful candidate will lead and coordinate an established Japanese language program for a culturally and ethnically diverse
student body.
Candidates with expertise in Japanese linguistics and language pedagogy in addition to experience in administering alanguage program are strongly encouraged to apply. Candidates must demonstrate excellence in teaching and research and havenative or near-native proficiency in Japanese and English. Teaching responsibilities will include language courses at all levels andintroductory courses on Japanese linguistics and culture.
A PhD in Japanese language pedagogy, Japanese applied linguistics, or a related field is required. The successful candidate must have completed his or her PhD by the first day of classes (September 23, 2013).
Screening of applications to begin November 25, 2012. Position will stay open until filled. Please submit a letter of application, curriculum vitae, a short writing sample, teaching evaluations, and three confidential references at: https://
recruit.ucdavis.edu/ .
The University of California, Davis is an affirmative action/equal opportunity employer with a strong institutional commitment to the achievement of diversity among its faculty and staff.
University of Colorado, Boulder
The Department of Asian Languages and Civilizations at the University of Colorado Boulder invites applications for atenure-track Assistant Professor position in Early Modern (Edo period) Japanese literature to begin August 2013.
Research expertise in one or more of the following areas: fiction, drama/theatre, poetry, and/or nativist studies. Candidates
should have the PhD in hand prior to the start of the appointment.
Applicants must complete the online application information at https://www.jobsatcu.com, posting #818838. All otherapplication materials (a letter of application, a current CV, a writing sample, copies of syllabi of courses taught or proposed, andthree letters of recommendation) must be submitted in hard copy via mail to: Early Modern Japanese Search Committee Chair,
University of Colorado, Department of ALC, 279 UCB, Boulder, CO 80309-0279.
Review of applications will begin on November 1, 2012 and will be accepted until the position is filled.
The University of Colorado Boulder is an Equal Opportunity Employer committed to building a diverse workforce. We

Page 17

encourage applications from women, racial and ethnic minorities, individuals with disabilities and veterans. Alternative formats ofthis ad can be provided upon request for individuals with disabilities by contacting the ADA Coordinator at hr-ada@colorado.edu.
See http://www.colorado.edu/ArtsSciences/overview/jobs/index.html for full job description.
University of Otago (NZ)
The Department of Languages and Cultures at the University of Otago is offering a career opportunity in Japanese Studies.
The Department provides a full range of courses in its core languages from introductory level to Honours and graduate programmes. We have a vigorous research culture and have achieved a gratifying level of graduate completions since the Department's
inception in 2004.
Our Japanese Programme is seeking a Lecturer who is able to teach and coordinate language acquisitionand culture papers. The appointee will also contribute to the teaching of papers in Asian Studies as required. They will hold a
PhD in a field relevant to Japanese Studies and be able to demonstrate evidence of native or near-native ability in both Japaneseand English. The capacity to be self-motivated and to work well as part of a team within the Japanese Programme and the wider
Department of Languages and Cultures is essential. Experience in publishing research outcomes in high-quality international journals and a track record of applying for and acquiring research funding are both desirable.
Specific enquiries may be directed to Dr Simon Ryan, Head of Department, Department of Languages and Cultures, University of Otago, Phone: + 64 3 479-8691, Email: simon.ryan@otago.ac.nz
Applications quoting reference number 1200969 will close on Friday, 21 September 2012.
To see a full job description and to apply online go to: www.otago.ac.nz/jobs . Equal opportunity in employment is University policy. E tautoko ana Te Whare Wananga o Otago i te kaupapa whakaorite whiwhinga mahi.
University of Pittsburgh
The Department of East Asian Languages and Literatures of the University of Pittsburgh seeks applications for the positionof Lecturer, pending budgetary approval. The position is non-tenure-track and renewable with successful performance review.
The successful candidate will be academic advisor to the Department's Chinese and Japanese majors, and will teach courses in his/her field. The proposed start-date for this position is August 25, 2013. The qualification is a PhD degree (or an ABD) in a field relating to East Asia, such as literature (modern or premodern), pedagogy, linguistics, cultural studies, trans-regional studies, etc.
The candidate should possess at least three years of teaching experience at the college level. He/she may have a record of
published research, but an active research agenda is not necessary. The candidate should have near-native or native ability in all
skill areas (writing, reading, speaking, and listening) in English as well as in Chinese, Japanese, or Korean (depending on the person's specialty), as well as cultural competency in the target culture. The candidate should possess demonstrated commitment tocontribute substantially to students' academic life at Pitt through advising and good interpersonal skills to deal with a variety ofstudents and units of the University community.
The University of Pittsburgh has dedicated substantial resources to international studies and encourages interdisciplinary
research and teaching through the established programs in Cultural Studies, Women's Studies, Global Studies, and Film Studies.
The East Asian Library is one of the best in the nation, and there are superlative research facilities, as well as funds for research andteaching.
Applicants should send a letter of application, CV, samples of scholarly work, evidence of teaching ability (e.g., student
teaching evaluations), and three reference letters (one of which must explicitly address the candidate's teaching ability) to Lecturer
Search Committee, 702 OEH, University of Pittsburgh, Pittsburgh, PA 15260. For more information, contact Paula Locante, tel.
(412) 624-5568, or email plocante@pitt.edu. In order to ensure full consideration, applications must be received by November
5, 2012.
The University of Pittsburgh is an Affirmative Action/Equal Opportunity Employer and values equality of opportunity, human dignity and diversity.
Williams College
Applications are invited for an open-rank full-time three-year visiting position in Japanese beginning September 2013 at Williams College. Successful candidate will teach five courses over two semesters, with which at least three courses arelanguage courses. We welcome candidates who can teach all levels of language courses and can expand the course offerings in ourJapanese program with the candidates’ area of specialty. Depending on qualifications, the appointment would be as Visiting Lecturer, as Visiting Assistant Professor or as Visiting Associate Professor. Minimum requirements include native or near-native proficiency in Japanese; Ph.D. or ABD in Japanese, areas in linguistics, literature, cultural studies or any related field; strong teachingexperience at the college level; and ability to teach all levels of language courses in close coordination with departmental colleagues.
To apply, send sample video of language teaching in Japanese, letter of application, curriculum vitae and 3 recommendations to: Kasumi Yamamoto, Chair, Dept. of Asian Studies, Williams College, Williamstown MA 01267. The deadline to submit application materials is December 31, 2012 and no electronic applications will be accepted. All offers of employment are contingent

Page 18

upon completion of a background check. Further information is available here http://dean-faculty.williams.edu/prospectivefaculty/background-check-policy/.
Williams College is a coeducational liberal arts institution located in the Berkshire Hills of western Massachusetts witheasy access to the culturally rich cities of Albany, Boston, and New York City. The College is committed to building and supporting a diverse population of approximately 2,000 students, and to fostering an inclusive faculty, staff and curriculum. Williams has built its reputation on outstanding teaching and scholarship and on the academic excellence of its students. Please
visit the Williams College website (http://www.williams.edu). Beyond meeting fully its legal obligations for nondiscrimination, Williams College is committed to building a diverse and inclusive community where members from all backgrounds can live, learn, and thrive.

The Nippon Foundation"100 Books for Understanding Contemporary Japan"
The Nippon Foundation announces its 2012 Book Donation Project, “100 Books for Understanding Contemporary Japan”,
which is now calling for applications. The aim of the project is to facilitate understanding of contemporary Japan and its
culture overseas. To this end the Foundation will donate up to one hundred books, which provide information on Japan in
the English language, to overseas libraries. All libraries frequented by scholars and students as well as libraries serving awider community are eligible to apply. To date, books have been donated to approximately 700 libraries in over
100 countries.
For further information, please visit:
http://www.nippon-foundation.or.jp/eng/worldwide/readjapan/bookdonations.html
The required application materials must be sent to The Nippon Foundation by September 14, 2012.
Questions should be sent by email to:
bookproject@ps.nippon-foundation.or.jp

The 8th Hakuho Japanese Language Research Fellowship Program
1.Application period: September 3-October 31, 2012
2.Notification of Results: Mid-January, 2013
3.Research period: October 1, 2013-September 30, 2014 (6 months or 12months)4.Receiving organizations:-National Institute for Japanese Language and Linguistics,-Ochanomizu University,-Tokyo University of Foreign Studies,-Waseda University
For detail, please see our website at:
http://www.hakuhodo.co.jp/foundation/english/program/index.html--<Contact>----------------------------------------------------------------------------------Hakuho Japanese Language Research Fellowship Program Secretariat
c/o Convention Linkage, Inc.
TEL: +81-(0)3-3263-8695 FAX: 03-3263-8687
E-mail：hakuhoip@secretariat.ne.jp＜第８回「日本語海外研究者招聘事業」応募受付開始のお知らせ＞
拝啓 時下ますますご清祥のこととお慶び申し上げます。
さて、当財団の助成による「日本語海外研究者招聘事業」に関し、この度、第８回招聘研究者の応募受付を開始いたしましたので、ご案内申し上げます。
当事業は2006年より開始したもので、海外の上級研究者を招聘し、日本における滞在型研究を通して、日本語研究・日本語教育研究の更なる深化と実践化、および国内外の当該研究基盤を充実させることを目的としております。
応募要項は当財団のWebサイトからダウンロードいただけます。
URL（日本語）： http://www.hakuhodo.co.jp/foundation/program/index.html
URL（English） ： http://www.hakuhodo.co.jp/foundation/english/program/index.html
ダウンロードや内容につきましてご不明な点などございましたら下記事務局までご連絡下さい。
敬具
2012年9月3日
公益財団法人 博報児童教育振興会

Page 192013 Summer M.A. Program in Japanese Pedagogy
at Columbia University
The Graduate School of Arts and Sciences (Department of East Asian Languages and Cultures) invites applications forthe 2013 Summer M.A. program in Japanese Pedagogy. The program runs from Monday, June 3rd to Friday, August 2nd,
2013.
I. Intermediate/Advanced Japanese Pedagogy (3 weeks, 6/3-6/21), Prof. Mutsuko Endo Hudson of Michigan State
University and Dr. Fumiko Nazikian of Columbia University.
II. 3 MA Courses (6 weeks, 6/24-8/2)- Sociolinguistics, Prof. Kenjiro Matsuda of Kobe Shoin Women's University.
- Teaching Japanese Through Literature, Prof. Janet Ikeda of Washington and Lee University.
- Cognitive Linguistics, Prof. Seiichi Makino of Princeton University.
Degree candidates may fulfill the requirements for the M.A. degree in three consecutive summers or in any three summers within a period of six years by taking eleven courses and writing an M.A. thesis. The thesis is required to have a focus ona particular area of Japanese pedagogy. Students take courses for six weeks in one summer and nine weeks during the othertwo summers. The 2013 new M.A. students will take only three M.A. courses (6 weeks, 6/24-8/2).
We also welcome non-degree students for the three-week Intermediate/Advanced Japanese Pedagogy course by nondegree 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 or elsewhere,
proficiency in English (for native Japanese speakers: 570/IBT88/CBT230 TOEFL or above) or Japanese (for non-native Japanese speakers/ACTFL: Advanced-High or above).
More information is available at the following websites:
http://gsas.columbia.edu/content/academic-programs/japanese-pedagogy
http://www.columbia.edu/cu/ealac/japanese/pedagogy.html
Application deadline: February 15, 2013.
Online Application: https://app.applyyourself.com/?id=COL-GAS
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 2013 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: 212/854-3523; FAX: 212/678-8629

Call for Papers: Spring 2013 JNCOLCTL (Deadline: October 1)
The Journal of the National Council of Less Commonly Taught Languages (JNCOLCTL) is soliciting articles for publication in its Spring 2013 issue. Information on submitting articles isonline at http://www.ncolctl.org/resources-links/jncolctl-links .

BJT Business Japanese Proficiency Test
The Business Japanese Test will be administered on Sunday, November 18, 2012, in Honolulu.
Test time: 9 – 11:30 a.m. (Check-in, 8:30 a.m.)
Test location: Hideto Kono Seminar Room, JAIMS (http://www.jaims.org/), 6660 Hawaii Kai Drive, Honolulu, HI 96825.
There is free parking in the rear of the building.
The BJT measures a person's Japanese language proficiency required for communicating in business settings. Formerly administered by JETRO, the test is now administered by the Japan Kanji Aptitude Testing Foundation. JAIMS has been designated as
the only BJT test center in the United States. Anyone -- native and non-native speakers of Japanese -- may register for the BJT.
REGISTRATION: Download and print the application form from http://www.jaims.org/bjt.html, and submit it with payment to JAIMS.
TEST FEE: $70 (check, money order). Please do not mail cash.
REGISTRATION DEADLINE: October 1, 2012 (application materials must be received by JAIMS by this date).
For information about the BJT, go to
http://www.kanken.or.jp/bjt/english/index.html

Pa

Reischauer Scholars Program: Online Course for High School Students
The Reischauer Scholars Program (RSP) is an online course for high school students sponsored by the Stanford
Program on International and Cross-Cultural Education (SPICE) at Stanford University. Named in honor of former Ambassador to Japan Edwin O. Reischauer, the RSP annually selects 25–30 exceptional high school students from throughout
the United States to engage in an intensive study of Japan. Selected students will participate in this online course on Japan
from February to June 2013.
Currently entering its tenth year, the RSP presents a creative and innovative approach to teaching high school students about Japan and U.S–Japan relations. This online program provides American students with unique opportunities tointeract with top scholars and diplomats, and introduces both American and Japanese perspectives on many historical andcontemporary issues.
Students will be introduced to a broad overview of Japanese history, literature, religion, art, politics, economics,
and contemporary society, with a special focus on the U.S.–Japan relationship. Ambassadors, top scholars, and experts
throughout the United States and Japan provide online lectures and engage students in live discussion sessions. Students
who successfully complete the course will earn Stanford Continuing Studies Program (CSP) credit and a Certificate of Completion from SPICE, Stanford University. The RSP will equip participants with a rare degree of expertise about Japan that
may have a significant impact on their choice of study and future career. Students do not need to know the Japanese language to participate in this course, and there are no student fees.
The 2013 Reischauer Scholars Program is currently accepting applications from all current high school sophomores, juniors, and seniors (Classes of 2013, 2014, and 2015) in the United States.
To Apply: For more information and to download the 2013 Reischauer Scholars Program application, please visit
http://reischauerscholars.org. The application deadline for the 2013 RSP is October 10, 2012. All applications must be
postmarked by this date.
Please contact Naomi Funahashi, RSP Manager and Instructor, at nfunahashi@stanford.edu with any questions.

Page 22

Translating Disaster: Using Harvard’s Digital Archive for Advocacy and
Empowerment
In the wake of the 3-11 disaster in Japan, Harvard University’s Reischauer Institute of Japanese Studies hasembarked on an ambitious project of accumulating materials both in Japanese and in English pertaining to the tragedy. Most of the archive’s 30,000 pages of Japanese materials are yet to be translated. Elizabethtown College is embarking on a project to begin translating the materials as part of a project that involves students of Japanese language who are required to do a senior project as part of their graduation requirement in their major. This project,under the direction of Dr. Mahua Bhattacharya (Associate Professor of Japanese and Asian Studies), will be conducted over a period of two semesters starting in the Fall of 2012 and continuing to the end of Spring 2013, and willattempt to make a modest dent in the translation of these Japanese materials.
As has been indicated in several reports in the media about the records pertaining to this disaster, there is agreat deal of uncertainty and confusion about what is happening on the ground at the various affected sites. It is
hoped that the materials–which are a combination of newspaper articles, research papers, television reports, tweets,
etc.– will, once translated, shed a better light on what is happening to the affected people and will provide a moreaccurate narrative of the disasters. It is hoped that the power of oral histories so recorded will enhance strategies for
empowerment of the victims and provide them access to the dominant discourse of disaster management. It is also
hoped that such a project will also provide a model for connecting language pedagogy to projects that involve advocacy and empowerment across national boundaries.
Any AATJ member who is interested in participating in this student translation project is welcome to contact Dr. Bhattacharya at bhattacharm@etown.edu .

William F. Sibley Memorial Translation Prize
The William F. Sibley Memorial Translation Prize was established by the Department of East Asian Languages & Civilizations and the Committee on Japanese Studies of the Center for East Asian Studies at the Universityof Chicago in honor of their late colleague William F. Sibley. The competition is held annually and judged by faculty
members of the Committee on Japanese Studies.
In keeping with William Sibley's lifelong devotion to translation and to the place of literature in the classroom, up to three awards of $2500 each will be given each year for previously unpublished translations of Japanese literature into English. In order to encourage variety of time period and genre, the annualcompetitions will alternate between categories. In all cases, the word limit for submissions is 15,000. To encourageclassroom use and comparative research, winning entries will be published on the Center for East Asian Studies
website (http://ceas.uchicago.edu).
For 2012, the Committee solicits translations of works of prose fiction from the Meiji Period to the present.
Each submission must be accompanied by an introduction of no more than 800 words, which situates the work forthe general reader. The introduction should help readers understand why they should care about the work translated. Applicants are encouraged to think of translation as a creative act.
We welcome submissions from users of the Japanese language in various walks of life. In 2012, one prize
will be reserved for students and non-professional, non-academic translators.
Materials under contract for print publication will not be accepted. New translations of works previouslytranslated are acceptable. Introductions should cite the prior translations and provide a rationale for the new rendition. Co-translations will be accepted, but the committee will only consider one submission per person per year.
Translations will be evaluated in a blind review process according to three criteria: significance of the original work; quality of the translation; and quality of the introduction.
The deadline is Monday, December 3, 2012.
Submissions should include:• A cover letter with the applicant's full name, mailing address, email, and telephone number. The cover letter is the
only place the applicant's name should appear since the review process is blind.
• A digital copy of both the English translation (Word format) and the Japanese original (Word or PDF format).
• It is the responsibility of applicants to secure permission from copyright holders for any works not in the publicdomain. Proof of permission from the copyright holder to translate and publish to the web must accompany thesubmission of any work not in the public domain.
Inquiries and submissions may be emailed to japanatchicago@uchicago.edu

AATJ Board of Directors
Co-Presidents:
Jessica Haxhi (Maloney Magnet School, CT)
Yasu-Hiko Tohsaku(University of California, San Diego, CA)

Professional Development Directors:
Eiko Ushida (University of California, San Diego, CA)
Yasuko Ito Watt (Indiana University, IN)

Vice-President/Treasurer:
Kurt Thompson (Eckstein Middle School, WA)

Advocacy and Outreach Directors:
Janet Ikeda (Washington & Lee University, VA)
Mamiya Worland (Fairfax County Public Schools, VA)

Vice-President/Secretary:
Motoko Tabuse (Eastern Michigan University, MI)
Spring Conference (AAS-affiliated) C0-Directors:
Joan Ericson (Colorado College, Colorado Springs, CO)
Masahiko Minami (San Francisco State University, CA)
Fall Conference (ACTFL-affiliated) Directors:
Nana Suzumura (University of Hawaii, HI)
Noriko Fujioka-Ito (University of Cincinnati, OH)

National Exam Director:
Nobuko Hasegawa(LaGuardia High School of Performing Arts, NY)
Activities and Awards Co-Directors:
Lynn Sessler Neitzel(Menasha Joint School District, WI)
Shingo Satsutani (College of DuPage , IL)
Publications Director:
Emi Ochiai Ahn (Mesa Community College, AZ)

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