February 2015

AATJNEWSLETTER

VOL. 4
NO. 1

President’s Message
Motoko Tabuse 田伏 素子

ミシガンはまだまだ寒い日が続いており、春がく
るのが待ち遠しい毎日ですが、AATJ会員の皆様には、お元気でご活躍のことと存じます。さて、先日AATJのNational	
  Japanese	
  Examination（NJE)の受付を閉め切らせて頂きましたが、御蔭様で今年もたくさん申し込んで頂きました。大学レベルの学習者の受験者数も順調に増えており、本当に嬉しく思います。今後ともNJEを学習だけではなく、皆様のプログラムのアセスメントの一部としてもご利用頂ければと思います。また、３月にはシカ
ゴでAAS/AATJの春の学会が開かれます。今年もたくさんのプロポーザルから厳選された素晴らしいセッションで満載です。

!!
!!
!

今年の基調講演はAATJの長年のメンバーでもある東京大学／MIT兼任の宮川繁先生です。日本と米国でのMOOCについてシカゴ領事館にてお話してくださいます（春の学会のスケジュールをご参照ください）。お時間を作って是非
ご参加くださいませ。では、３月２６日（木曜日）にシカゴでお会いしましょ
う！
	
  
It	
  is	
  still	  very	  cold	  here	  in	
  Michigan	
  and	  I	
  hope	  you	
  and	
  your	  loved	  ones	  are	
  doing	
  well	  with	  this	  winter	
  weather.	
  We	
  recently	
  closed	
  the	
  registration	
  period	
  for	  this	
  year’s	  National	
  Japanese	
  Examination	
  (NJE).	
  Initially	
  I	
  am	
  glad	  to	
  announce	
  that	
  the	
  number	
  of	
  test	  takers	
  at	
  the	  college	
  level	  has	  been	  steadily	
  increasing.	
  I	
  
want	
  to	
  thank	
  everyone	
  for	
  your	  participation.	
  I	
  hope	  you	  consider	
  NJE	
  as	
  an	
  
effective	
  tool	  for	
  assessing	
  your	  program	
  on	
  a	
  national	
  level.	
  	
  
	
  
Please	  be	
  sure	  to	
  take	  a	
  look	  at	
  the	
  winning	
  cards	
  out	  of	
  almost	
  700	
  that	  were	
  submitted	
  for	
  our	
  “Year	
  of	
  the	  Sheep”	
  Nengajo	
  contest.	
  They	  are	
  online	
  at	
  http://www.aatj.org/nengajo-­‐contest/2015.	
  Our	
  deepest	
  appreciation	
  goes	  to	
  Kazumi	  Yamashita,	
  of	
  Maloney	  Interdistrict	
  Magnet	
  School	
  in	
  Waterbury	
  Connecticut,	
  who	
  ably	  coordinated	
  the	  contest	
  again	
  this	  year.	
  On	
  March	
  26	
  in	
  conjunction	
  with	  the	  AAS	  I	
  hope	  to	
  see	
  you	  at	
  our	
  spring	
  conference	
  in	
  Chicago.	
  As	
  seen	  in	
  the	
  program	
  in	
  this	  newsletter,	
  we	
  have	  many	  great	
  sessions.	
  AATJ’s	
  keynote	  presenter	
  is	
  Dr. Shigeru Miyagawa. He is a longtime
member of AATJ and his credentials are impeccable. He is currently Professor of
Linguistics and Kochi-Manjiro Professor of Japanese Language and Culture for MIT,and Project Professor and Director of Online Education for the University of Tokyo. He
will be talking about MOOC. I am looking forward to seeing all of you in Chicago in
March!

!

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

AATJNEWSLETTER February 2015!
Table of Contents
!

Pages

1

!
3
!
4

!

President’s Message
Special Interview Series: Dr. Shigeru Miyagawa
Special Topic Series: The Luce Pathways Scholar Program for Heritage Speakers ofJapanese at LaGuardia Community College

7

AATJ Announcements
・2014 ACTFL Convention and World Language Expo Report

8・2015 Annual Spring Conference

17

・AATJ Membership Information

18

・2015 Year of the Sheep NENGAJO Contest Announcement

23

・Bridging Project News

24

・AATJ Special Interest Groups

25

・Reports from Local Affiliate: SNJTA

25

Bulletin Board
・New Japanese Textbook: Honors JET Disaster Victim

26

・2014 Cheng & Tsui Professional Development Grants
・Japanese Literature: From Murasaki to Murakami

27・Advocacy: SPEAK Japan28

・2015 Kyoko Selden Memorial Translation Prize・Calls for Paper: International Research Conference

29

・Apps in Action by AP Community

30

Job Opening Announcements!
39 AATJ Member Application Form!
40 Support Our Sponsors
!
!
!
!
!
2

Special Interview Series: Dr. Shigeru Miyagawa#3 - MOOC, Evolutionary Online Course.
by President Motoko Tabuse
Dr. Shigeru Miyagawa is a longtime member of AATJ and is currently Professor of Linguistics and KochiManjiro Professor of Japanese Language and Culture, MIT, and Project Professor and Director of Online
Education, University of Tokyo. He is jointly appointed by MIT and the University of Tokyo. The
following is the second article featuring an interview with Dr. Miyagawa.

!

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

!!

田伏：現在AP日本語試験のチーフリーダーとして試験問題の作成や実施の総責任者をさせているのです
が、APの教科の中にはMOOCを利用してAP関係のコースを教える事を考えておられる方もおられるようです。先生は、AP日本語プログラムはMOOCを使って提供できるとお考えですか。できるとすれば、どのように提供できると思いますか。
宮川：そうですね。日本語には限らず、最近の学生はとにかくAPをたくさん取ろうとする、 そしていい大学に入ろうとします。特に優秀な学生は例えばAPを全部で１２取ったという学生がいるんです。でも、APのコースをそれだけ沢山高校で取る事ができない。時間もないですから。それで、よく聞いてみると、APの8つは普通に授業で取りもう４つは自分で勉強して試験だけを受けたというんです。これからの傾向としては、もうお分かりかと思いますが、学習者がインターネットのお陰で、かなりindependent learnerになっているんですね。自分で勉強したかったら、資料はそこら中にあるわけです。ビデオレクチャーもある、読み物もある，クイズもある。それをうまく利用するとMotivationの高い高校生はかなり自分で勉強する事ができてしまうんです。最近私が話した高校生は、Chemistryと、その他３つか４つのかなり難しい分野を自分で勉強し、APの試験を受けて一番いい成績であるスコア５を取っている。全部５です。８つは授業を受けて４つは自分で勉強したそうです。ですから日本語のAPのコースを高校で提供する事も、とても大切なお仕事ですが、MOOCを使って学習する学生たちも出て来て。そういう学生たちが大学に入り、例えば２年生に入ったりするといいですよね。
田伏：そうですね。まだ私の頭の中でVisualizationができてないんですけれども、例えばAPの授業を
MOOCを使ってするということになると、どういう感じになるんですか。だいたい大学の２年生・３年生レベルの授業を提供するという例でもいいんですが。
宮川：例えば上級の日本語のMOOCをみんなで恊働で作って、中・上級の日本語をMOOCで教えるとしましょう。デザインとしてはこのMOOCを９０％の成績でパスできたら、AP日本語の試験を受けて合格点、例えばスコアの５が取れるというようなものにする事も一案ですよね。このようなMOOCは、APだけではなくて、今問題

In front of the Akamon
at the University of Tokyo in May 2014.

3

AATJNEWSLETTER February 2015

問題になってきている問題も解決できる可能性があるかと思います。つまり、日本語の学習者が場所によっては減っているようですが、そうなると、上級の学生がいなくなってしまい授業が提供できなくなってしまう。そうするとせっかく２年間勉強して、もう１年やりたいんだけど、授業がな
い。そういう学生やプログラムの為にも中・上級のMOOCがあってもいいと思います。
田伏：あの外国語のMOOCというのは既にコースがあるんですか。
宮川：ちょっとそれは見た事がないのですが、もしなかったらもうすぐ出てきますよ。東京大学ではMOOC をやり始めてばかりで、Ed ExとCourseraの両方と提携しています。科目は今のところ物
理学、歴史、電子工学ですね。MOOCの中では電子工学関係が一番学習者が多いですので、MOOCの数もおおいです。
田伏：MOOCはオンラインだという事を考えると電子工学系の学習者が一番多いというのは納得がいく
ような気がします。東大としては日本人の学生さんを取り込んで行きたいという考えがあるとは思うんですけれども、どこにどういう形で日本の若者を引っ張っていきたんでしょうか。
宮川：東大は、今の所、CourseaとEdExを通して英語でMOOCを提供しています。東大は本当に素晴らしい大学ですが、ハーバードとかケンブリッジ大学ほど世界的に知られているわけでもないんです。これだけすばらしい学者がいて、ワールド•クラスの研究をしているので、コンテンツをどん
どん発信しなければいけないと思います。ただ、それだけだと今度は国内の学習者にうまく伝わらない場合もあるので、Ed ExとCourseEraとは別にJ-MOOCという組織が立ち上がり、日本語でMOOCを提供し始めています。日本語で提供されているMOOCは日本語を勉強している上級の学生さんにとってもとてもいい学習の場になるはずです。生の日本語で授業が受けられるということです。
田伏：それらのコースもJ-MOOCという事で無料だという事ですか。
宮川：まったく無料です。
田伏：そうですか。他の大学から懸念の声が出ていませんか。東大の授業を誰でも無料で受ける事ができるなんて、すごい事ですから。
宮川：東大だけではないでく慶応大学、早稲田大学などJ-MOOCには数多くの日本国内の大学が参加しています。しかも規模の大きい大学だけではありません。ともかく持っているコンテンツを提供したいと熱意を持って発信しています。これが単位の取得に繋がって他の大学が困るということ
は、今のところはないと思います。将来どのように展開するかはわかりませんが。
田伏：そうですか。これに関しては今のところは心配無用という事ですね。
J-MOOCというのも面白い進化だと思いますが、MOOCに関するこれからのコラボレーションというのは、どのように展開されると思いますか。
宮川：色々な可能性があると思いますが、例えば、edXのMOOC, Visualizing Japanは、MIT・ハーバー
ド・東大のコラボレーションで、撮影、著作権、プロダクション•メンバーなどで協力して作成しました。このように、２−３の大学が共同でコースを作成し、提供するようなことは、今まで
は、中々考えられなかったと思います。もちろん、恊働で遠隔で教えることは、以前からあります。しかしハーバード・MIT・東大は３大学の先生たちが連絡を取りながら、またその作成チー
ムともお互いのミーティングに出て内容を作成する。そうすると、一つの大学だけではできない
事ができるようになります。これは一つのモデルとしてこれからも他の大学でも考えて頂きたいと思います。

!
MOOCに関する対話はさらに続きます。次回もお楽しみに！
!
＊＊＊＊第３回連載終り＊＊＊＊

4The Luce Pathways Scholar Program for Heritage
Speakers of Japanese at LaGuardia Community College
by Tomonori Nagano

The Luce World Pathways Heritage Language Scholar Program was launched in Fall 2013 at
LaGuardia Community College through the generosity of The Henry Luce Foundation. This ambitious
pilot program capitalizes on the College’s rich ethnic diversity to fulfill the College’s vision to have ourstudents become “world citizens”, capable of becoming leaders in their occupations and in theircommunities by developing deeper language and cultural fluency in both their heritage language/culture
and their adopted American language/culture. The program seeks to demonstrate that an investment inheritage language students attending an open-access institution can result in academic and employment
opportunities usually reserved for students attending elite colleges. The Luce World Pathways Heritage
Language scholars program engages students in a structured academic program where they receive
intensive heritage language instruction in Japanese, Spanish, Mandarin Chinese, or Arabic, professional
skills development, enriched cultural awareness and, ultimately, an international internship.
The heritage language (HL) speaker is "raised in a home where a non-English language is spoken"
and "is to some degree bilingual." (Valdés, 2000). According to the 2010 U.S. Census data, over 28.7
million people in America speak English as their primary language and speak another language as a HL.
However, the ability of speaking HLs has not been valued in the U.S. society, as evidenced by the rapid
extinction of the early immigrants' HLs such as Italian, French, and Polish. Unfortunately, as a result of
the strong Anglicization process, very few, if any, Americans speak these colonial immigrants' languages
as HLs. The same pattern emerges among the recent immigrants too. Alba et al, 2002, predicts, using
census data, that without positive reinforcement for the maintenance of their HLs 95% of the
grandchildren of Spanish and Chinese speaking immigrants will completely lose their HL..
The goal of The Luce Program is to actively develop students’ heritage languages and culturalawareness and to demonstrate the effectiveness of heritage language maintenance. In our project, HL
students engage in various activities in ethnically diverse settings, which have positive impacts on
fostering awareness of social and global issues on our campus.

!The following are the elements of the program:• Heritage Language Courses
The College regularly offers multiple levels of HL courses and several content-based courses taught inthese languages (e.g., Japanese for Heritage Speakers, Japanese Literature (taught in Japanese), etc.).
Participants in the program are required to take heritage language courses in addition to their regularcoursework. All the participants took the in-house placement exam in their HLs upon acceptance to theprogram and took a sequence of two HL courses in fall and spring.

!• International Business Course

Participants in the project took an International Business course, which was exclusively offered to theproject participants. The main topic of the class was business ethics in international business settings,
with a special focus on the differences in moral code, value system, and cultural expectations in
conducting business with business partners from the participants’ heritage backgrounds. Since thecourse was exclusively offered for the project participants, it focused on a relatively narrow set ofcountries such as China, Japan, and the countries of Latin American.

!• Student-student mentorshipThis student-student mentorship aimed to break participants’ psychological barriers between a two-year
institution and an elite four-year institution. For the recruitment of student mentors, we targeted thealumni of our institution who had transferred to elite four-year institutions from our institution and were
fluent in their HLs. The alumni were ideal mentors because they could discuss psychological andacademic gaps between our institution and elite four-year institutions. Student mentors for 2014-2015
were selected from Columbia University, Georgetown University, and New York University.

!• Student-faculty mentorship

The program incorporated the knowledge and expertise of the faculty. The faculty members involved withthe project, each having a connection to the heritage language being highlighted, served as mentors to

5

AATJNEWSLETTER February 2015

program participants. As mentors, three faculty members provided guidance, support and advice
regarding almost all aspects of the students’ academic life including: academic planning, college transfer,
habits of mind, academic success strategies and the development of education and career goals.

!• Weekly Career Seminars

The participants in all HL groups met weekly for a career development seminar. The seminar covered abroad range of topics, including college transfer and transfer applications, professional development
workshops (e.g., communication, networking, leadership style, resume writing, and public speaking),
stress and time management, and discussions with local businesses and political leaders and the college
administration staff members.

!• Cultural events

Our participants also took part in cultural events, which helped to immerse them in the heritage culture
and language. An unexpected result of these cultural events was the bond that was formed across all
program participants regardless of the heritage language they spoke. As they learned about andexperienced each other’s culture they grew to appreciate each other more and as this appreciation grew, so
did their commitment to the program and its goals.

!• Internship placement

The program culminated with its participants engaging in a summer internship using heritage language
skills beyond what was taught in the classroom. These internship experiences helped to transform thedifficulties of being a heritage language speaker into the benefits of being truly bilingual, while building
upon the challenges of navigating between languages and cultures.

!• Scholarship/stipend

Participants in the project received a monthly stipend as a scholarship (about $700 per month). Thisscholarship was intended to reduce students’ work responsibilities outside of campus. In addition to thescholarship, when possible, the participants were recommended for on-campus part-time positions to
supplement their income.

! In order to assess the outcomes of the first pilot year of the project, we decided to look at the college

completion rate since the significance of college completion rate has recently been highlighted as a measureof academic success at the national level. The national average of graduation rate for two-year public
institution within 150% of normal program time (i.e., three years) is 21.20%, which can serve as thebaseline for the outcomes. In our project, the three-year graduation rate was 55.56% and many are
graduating after the third year.
In addition to the completion rate, it is also important to consider the college transfer as a measure of
success for community college students since the majority of community college students intend to obtain abaccalaureate’s degree or higher upon the graduation from community colleges. All graduating students in
Spring 2014 were accepted to at least one four-year institution, including several nationally recognized top
universities such as New York University, University of South California, and University of North Carolina.
One participant received a full scholarship to USC and several students were awarded partial scholarships as
well.

!The Luce Project is in its second pilot year and continues to develop untapped talents and potentials forheritage speakers of Japanese and other immigrant languages.
!Reference

Alba, R., Logan, J., & Stults, B. (2002). Only English by the Third Generation? Loss and Preservation of theMother Tongue among the Grandchildren of Contemporary Immigrants. Demography, 39(3), 467-484.
Valdés, G. (2001). Heritage Language Students: Profiles and Possibilities. In J. K. Peyton, D. A. Ranard, &S. McGinnis (Eds.), Heritage Languages in America: Preserving a National Resource. (pp. 37-77).
Washington, D.C.: Center for Applied Linguistics.

!AuthorTomonori Nagano, Department of Education and Language Acquisition
LaGuardia Community College, The City University of New York30-10 Thomson Avenue, Long Island City, New York 11101
Tel: 718-482-5484 tnagano@lagcc.cuny.edu

62014 Annual Fall Conference Report
ACTFL in San Antonio, Texas

AATJ’s Fall Conference was held in San Antonio,
Texas, Friday, November 21 through Sunday, November
23, 2014, in conjunction with the American Council on
the Teaching of Foreign Languages (ACTFL) Annual
Convention and World Languages Expo. Approximately
6,500 people attended the convention this year.
According to ACTFL, 332 Japanese language educators,
including educators in general who spoke the Japanese
language, attended this fall conference.
36 Japanese language sessions (24 one-hour sessions
and 12 fifteen-minute research paper sessions) wereconducted in two concurrent presentation rooms forthree days. AATJ had a special panel presentation“Japanese assessment tools that power up your teaching”
on Saturday, November 22.
AATJ hosted its annual teacher award luncheon on Saturday for 150 attendees. At the beginning of theluncheon, high school and university students who are studying Japanese in San Antonio presented a Yosakoi
dance led by Yuko Kawabe-sensei (San Antonio College) and Makiko Fukuda-sensei (University of Texas,
San Antonio). Mr. Nozomu Takaoka, Consul General of Japan in Houston, and Ms. Naomi Takasu, Director,
Japan Foundation and Language Center, Los Angeles, gave speeches. During the luncheon Chiaki Takagi(University of North Carolina, Greensboro) was presented with the 2014 AATJ Teacher Award. She received
prizes from 3A Network, IACE Travel, JPT America, Kinokuniya Bookstores, Kodansha America, Nippon
Express Travel USA, Shougakukan, and TV Japan.
The 2014 Cheng & Tsui Professional Development Grants were awarded to Iya Nemastil (MarysvilleHigh School, OH) in the K-12 category and Suyu Kuo (University of Pennsylvania, PA) in the College andUniversity category.
AATJ’s General Membership Meeting and Reception were held on Saturday evening. After Prof. Tabuse’s
opening remarks, the newly elected Vice President/Development Director for 2015-2016, Masumi Reade, wasintroduced. AATJ members’ profile by Prof. Saito-Abbott and activity reports by the Board of Directors
followed.
After a presentation by the advocacy directors, a door prize drawing was conducted. Raffle prizes were
donated from Asia for Kids Culture for Kids, Cheng & Tsui, Chiba Institute of Science, Hokkaido University,
Japan Foundation Los Angeles, Japan National Tourist Organization, JPT America, JTB USA, Kinokuniya
Bookstores, Kintetsu International, Kisetsu, Kodansha USA, National Foreign Language Resource Center,
New York Times, and Nippon Express Travel USA. We truly appreciate these generous sponsors.
AATJ hosted the Japan Pavilion in the Exhibit Hall. Sixteen Japan-related companies and organizations—
Hokkaido University, IACE Travel, Japan National Tourist Organization, JPT America, Inc., JTB USA,
Kinokuniya Bookstores of America, Kintetsu International, Kisetsu.org/Movement for Language and Culture,
Kodansha USA, Miyagi Prefecture, Nippon Express Travel, Nippon Travel Agency America Inc., Osaka
University, Japan Foundation Los Angeles, University of Tsukuba, and American Association of Teachers ofJapanese—exhibited in 14 booths at the Japan Pavilion. This year, the ACTFL Welcome Committee in San
Antonio conducted a Ningyo Shiori (Japanese Doll Bookmark) Making Workshop at the AATJ booth. In
addition to the bookmark-making workshop, reports on educational activities were exhibited by the Japanese
Teachers Association of Texas in the Japan Pavilion.
The annual fall conference in 2014 could have not been such a great success without support from the
AATJ members and Japan-related companies and organizations.
The 2015 AATJ Annual Fall Conference will be held during the annual convention of the ACTFL Friday,
November 20 through Sunday, November 22, 2015, at the San Diego Convention Center, California. We lookforward to seeing you again in November 2015.

7

AATJNEWSLETTER February 2015

2015 Annual Spring Conference
AAS in Chicago, Illinois

The 2015 Annual Spring Conference will take place on Thursday, March 26, 2015, in Chicago,IL, at the Chicago Sheraton Hotel and Towers, in conjunction with the Annual Meeting of the
Association for Asian Studies (AAS) .

!

Online registration for the Spring Conference is open until March 13. Conference registration
fees are $50 for AATJ members and $70 for non-members. Student member registration is $30. After
March 13 only on-site registration ($90) will be available.

!

The conference program is printed below; a longer program with abstracts can be downloaded fromthe AATJ website, at http://www.aatj.org/conferences-spring.

!

In addition to dozens of panels and individual paper presentations, there will be several SIG
meetings during the lunch hour, as well as a lunchtime "Marugoto Workshop" to introduce a new
language and culture textbook, sponsored by Sanshusha, Kinokuniya, and JPT America. Refreshments
will be served at the workshop. Please RSVP in advance to info@jptamerica.com.

!

The keynote speaker for this year's conference is Professor Shigeru Miyagawa, of MIT and the
University of Tokyo, who will speak on the topic "Open Education: Transforming the Educational
Mission of the University." The keynote speech and a reception will be held at the Consul General ofJapan's Japan Information Center, located on Michigan Avenue a few blocks from the conference hotel.
Other events in Chicago sponsored by AATJ include a special Friday evening panel on Japanese
language in higher education in the US, a Friday evening meeting of AATJ’s Classical Japanese SIG,
and an AATJ-sponsored panel on border-crossing literature during the AAS conference, on Saturday
morning.

!

The conference sessions will be at the Chicago Sheraton Hotel and Towers(www.sheratonchicago.com). A special rate for those staying at the conference hotels is available forthose registering through the AAS Annual Meeting website (http://www.asian-studies.org/Conference/index.htm).

!

We strongly encourage those attending the AATJ Conference to also attend the AAS Annual
Meeting, which takes place Friday, March 27, to Sunday, March 29. The AAS conference features many
sessions on Japanese (as well as other Asian) history, culture, society, and language; in the conference
Exhibit Hall, academic and general-interest publishers, including many from Japan, exhibit and sell
Japan- and other Asia-related books and journals. For more information about the AAS conference,
please check the conference website at http://www.asian-studies.org/Conference/index.htm.

8

AATJ	  2015	
  Annual	  Spring	  Conference	
  	
  
Part	
  One	  Sheraton	  Chicago	  Hotel	  and	
  Towers,	
  Chicago,	
  Illinois	  Meeting	
  Rooms	  (Level	
  2):	
  Michigan,	
  Huron,	
  Ohio,	  Mississippi,	
  Colorado,	
  Arkansas	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  
Thursday,	  March	  26,	
  9:00	
  a.m.–5:00	
  p.m.	
  (On-­‐site	  Registration	  and	
  Check-­‐in:	
  Level	  2	
  Lobby)	
  Papers	  whose	
  titles	  appear	  in	
  Japanese	
  in	
  the	
  program	
  will	  be	
  delivered	  in	
  Japanese;	
  those	
  with	  only	  English	
  titles	
  will	  be	
  delivered	
  in	
  English	
  9:40 a.m. - 10:40 a.m. - Session 1
Session	
  1-­‐A:	
  Pedagogy	  Panel	  [Huron	
  Room]	
  Chairs:	
  Shinji	
  Sato,	  Princeton	
  University;	
  Akiko	
  Murata,	
  Hosei	  University	  Panel	
  Title:	
  「人類学的視点からみた日本語教育」(Japanese	
  Language	  Education:	
  Anthropological	
  Perspectives)「人類学的アプローチと日本語教育：理論と方法論」(Anthropological	
  approaches	
  and	  Japanese	
  language	  education:	
  Theories	
  and	  research	
  methods)
Shinji	  Sato,	  Princeton	
  University	
  「多文化間フィールドワーク・プロジェクトと日本語教育」(Multicultural	
  fieldwork	
  and	  Japanese	
  language	  education)
Akiko	
  Murata,	
  Hosei	  University「ミニエスノグラフィー：人類学的フィールドワーク手法の言語文化学習への応用」(Mini-­‐ethnography:	
  Application	
  of	
  anthropological	
  methods	  to	
  Japanese	
  language	
  and	
  culture	
  training)
Hiroaki	  Kawamura,	
  University	
  of	
  Findlay「東北の被災地ボランティアと日本語教育：	
 民族誌法が生んだ岩手での津波復興支援活動と日本語学習実地体
験」(Volunteer	
  activities	
  in	
  Tohoku	
  and	  Japanese	
  language	
  education)
Christopher	
  Thompson,	
  Ohio	  University!

Session	
  1-­‐B:	
  Pedagogy	  Papers	  [Michigan	
  Room]Chair:	
  Atsushi	
  Fukada,	
  Purdue	
  University「初級（上）日本語コースの書く練習課題をフェイスブック非公開グループでコミュニケーションにつなげる実践プロジェク
ト」(Incorporating	
  writing	
  assignments	
  into	  Facebook	  communication	
  in	
  high	  beginning	
  Japanese	
  language	
  courses)
Ikuko	  Patricia	
  Yuasa,	
  Illinois	  Wesleyan	
  University「初級学習者の作文指導：ブログを使ったコミュニケーションのための作文プロジェクト」（Writing	
  task	  for	
  elementary	  learners	
  as	
  a	
  communication	
  activity	
  using	
  blogs)	
  Naemi	
  McPherson	
  and	
  Hiromi	
  Uchida,	
  University	
  of	
  Hawai’i,	
  Manoa	  	  「バーチャルワールドを用いたコミュニケーション学習：日本語学習者のケース」（Learning	
   to	
   communicate	
  
in	
  a	
  virtual	
  world:	
  The	
  case	  of	
  a	
  JFL	
  classroom)
Kasumi	  Yamazaki,	
  University	
  of	
  Toledo「オンライン日本語コース受講者と対面式コース受講者の口頭能力の比較：客観的指標による実証研究」(Comparison	
  between	  the	
  oral	  proficiency	
  of	
  online	
  Japanese	
  course	  participants	
  and	
  that	  of	
  face-­‐to-­‐face	
  course	  participants)
Atsushi	  Fukada,	
  Purdue	
  University	
  	
  

!

Session	
  1-­‐C:	
  Pedagogy	  Papers	
  [Ohio	
  Room]	
  Chair:	
  Nobuaki	  Takahashi,	
  Elizabethtown	
  College	  「コース目標達成のプロセスの中での文法指導：中級クラスにおける試み」(Grammar	
  instruction	
  as	
  part	  of	
  the	
  process	
  for	
  achieving	  course	
  goals:	
  An	
  Intermediate	
  Japanese	
  course	
  as	
  a	
  practical	
  example)
Yoko	
  Sakurai,	
  The	  Japan	  Foundation,	
  New	
  York	  複合動詞の指導：偶発学習においてできること	
 (Teaching	
  compound	  verbs	
  in	
  the	
  accidental	
  learning	  9AATJNEWSLETTER February 2015

「筆記試験からパフォーマンステストへ?日本語初級レベルにおける比較調査と学習への波及効果」(From	
  traditional	
  to	
  performance-­‐based	
  assessment:	
  Comparison	
  at	
  the	  beginning	
  level	  and	  washback	
  effects	
  on	
  learning)	
  Namiko	  Uchida,	
  Purdue	
  University	  「日本語学習者同士による訂正フィードバックの推進とその効果」(The	
   effect	   of	
   explicit	
   instruction	
   of	
   error	
  correction	
  techniques	
  among	  learners	
  of	
  Japanese	
  as	
  a	
  foreign	
  language)
Nobuaki	  Takahashi,	
  Elizabethtown	
  College	
  !

Session	
  1-­‐D:	
  Language	
  and	  Culture	
  /	
  Professional	
  Development	  SIG	
  Paper	  [Mississippi	
  Room]Chair:	
  Yasuo	
  Uotate,	
  University	
  of	
  Florida「第三言語としての日本語：学習者は日本語音声をどのように捉えているのか」(How	
  the	  L3	  learner	
  of	
  Japanese	
  recognizes	
  special	
  sounds:	
  Long	  vowel,	  small	
  tsu,	
  n-­‐sound,	
  and	
  voiced	
  sounds)
Harumi	  Miyake,	
  Emory	
  University
	 “The	
  use	  of	
  Japanese	
  sound	  symbolism	
  in	
  contemporary	
  Japanese	
  comics”
Shigeru	
  Suzuki,	  Baruch	
  College,	
  City	  University	
  of	
  New	
  York「初級レベルにおける文化ポートフォリオの試み」(Cultural	
  portfolios	
  at	
  the	  beginning	
  level)Tomoko	
  Hoogenboom,	
  University	
  of	
  Maryland,	
  Baltimore	
  County	
  「フロリダ日本語教師会とメンバーの成長：アーティキュレーション・プロジェクトを通して」(State-­‐level	  articulation	
  projects:	
  Professional	
  development	
  for	  the	  Association	
  of	
  Florida	
  Teachers	
  of	
  Japanese)	
  Yasuo	
  Uotate,	
  University	
  of	
  Florida;	
  Mako	  Nozu,	  University	
  of	
  South	  Florida;	
  Eiko	
  Williams,	
  University	
  of	
  Miami;	
  Soichiro	
  Motohashi,	
  University	
  of	
  South	  Florida!

Session	
  1-­‐E:	
  AP	
  Japanese	
  SIG	  Panel	  [Colorado	  Room]	
  Chair:	
  Yoshiko	
  Mori,	  Georgetown	  University	  Panel	
  Title:	
  「AP	 Japanese	
 Language	
 and	
 Cultureの課題と将来性」(AP	  Japanese	
  Language	
  and	  Culture:	
  Issues	  and	
  Perspectives)	
   	
  “Assessing	
  AP	
  Japanese	
  learners:	
  Construction,	
  administration,	
  and	
  scoring	
  of	
  the	  AP	  Japanese	
  Language	
  and	
  Culture	
  examination”
Kimberly	
  Jones,	
  University	
  of	
  Arizona	  “2014	
  AP	
  Japanese	
  Language	
  and	  Culture	
  Exam	  Report”
Motoko	
  Tabuse,	
  Eastern	
  Michigan	
  University	
  「AP	
 Japanese	
 を取った学生は大学の日本語教育に何を期待するか」(What	
  AP	
  Japanese	
  students	
  expect	
  from	  Japanese	
  language	
  instruction	
  at	
  the	  college	
  level)	
  Yoshiko	
  Mori,	  Georgetown	  University
	  “AP-­‐level	  Japanese	
  MOOC:	
  Shall	
  we	
  dance?”
Takako	  Aikawa,	
  Massachusetts	
  Institute	
  of	
  Technology	
  !

Session	  1-F:	
  Linguistics	
  Papers	
  /	
  Classical	
  Japanese	
  SIG	
  Paper	  [Arkansas	
  Room]	
  Chair:	
  Pana	  Barova-­‐Ozcan,	  Independent	
  scholar	  “Terms	
  of	
  reference	
  in	
  online	
  community:	
  Words	
  for	  ‘husband’	
  used	  by	
  young	
  Japanese	
  wives	
  on	
  Facebook”	
  Hiromi	
  Onishi,	
  Grinnell	
  College	  	
  “Image-­‐schemas	
  in	
  Cognitive	  Linguistics	
  and	  Verticality	
  of	
  Space	  in	
  Japanese	
  and	  English”
Tae	
  Kunisawa,	
  University	
  of	
  New	  Mexico

10:50 a.m. - 12:30 a.m. - Session 2
	
  “The	  Origins	
  and	  Grammaticalization	
  of	
  the	
  Classical	
  Japanese	
  izen-­‐kei”
Alexander	
  Ratte,	
  Ohio	  State	  University	
  “Function	
  of	
  the	
  auxiliary	  verbal	
  sufjixes	
  –ki	
  and	
  –keri	
  in	
  Heian	
  women’s	
  diaries,	
  with	  a	
  special	
  focus	
  on	
  the	
  Sarashina	
  diary”	
  Pana	  Barova-­‐Ozcan,	  Independent	
  scholar

!

	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  

10

「ポップカルチャーを教材として活用した初中級日本語コースの実践報告」(Enhancing	
  content	
  learning	
  in	
  late-­‐beginning	
  level	  Japanese	
  language	
  courses	
  through	
  popular	
  culture)
Yoshiro	
  Hanai,	
  University	
  of	
  Wisconsin,	
  Oshkosh	
  「留学中の課外行動パターンと言語能力上達の関連性の分析に基づく留学の意義考察と留学指導方法への提言」(Study	  abroad:	
  Understanding	
  the	
  significance	
  of	
  language	  activities	
  outside	
  of	
  the	
  classroom)	
  Miyuki	  Yamamoto,	
  University	
  of	
  Massachusetts,	
  Boston;	
  Masahiro	
  Hara,	  Truman	
  State	  University	
  「3C's達成・協働学習・自律学習促進を目指したプロジェクト例」(Three	
  projects	
  to	
  enhance	  the	
  3C's,	  collaborative	
  learning,	
  and	
  learner	
  autonomy:	
  Debate,	
  OLIVE,	
  and	
  WEIV	  for	  Business	
  Japanese)	
  Yuko	
  Kageyama-­‐Hunt,	
  Ikue	  Shingu,	
  and	  Takuma	  Miura,	  Harvard	
  University!

Session	
  2-­‐B:	
  Pedagogy	  Panel	  [Michigan	
  Room]	
  Chair:	
  Kazumi	  Hatasa,	
  Purdue	
  University	
  	
  Panel	  Title:「自作GPSゲームの日本語教育での利用と実践報告」(Applications	  of	
  Self-­‐made	
  GPS	
  Games	  by	
  ARIS	  in	
  Japanese	
  Language	
  Instruction)「ARISの概要」(Overview	
  of	
  ARIS)	
  	  	
  Shinji	
  Shimoura,	
  Purdue	
  University	
  	
  「ARISを使った初級日本語デジタルスカベンジャー・ハント」(Creating	
  and	
  using	
  a	
  digital	
  scavenger	
  hunt	  for	
  beginning	
  Japanese	
  with	
  ARIS)!
Shino	
   Hayashi,	
   Washington	
   University	
   in	
   St.	
   Louis;	
   Wakana	
   Maekawa,	
   Harvard	
   University;	
   Sachiko	
   Kondo,	
  Oberlin	
  College;	
  Junko	
  Yamashita,	
  Hiroshima	
  University「中級日本語でのARISを使った作文活動」	
  (Applications	
  of	
  ARIS	  for	
  writing	  in	
  intermediate	
  Japanese)
Mayumi	
   Hirano,	
   University	
   of	
   Nevada,	
   Las	   Vegas;	
   Yuta	
   Mori,	
   University	
   of	
   Michigan;	
   Ai	
   Sukegawa,	
   Oberlin	
  College;	
  Megumu	
  Tamura,	
  Purdue	
  University「ARISを使った上級日本語の読解指導」(Using	  ARIS	  for	
  reading	  in	  advanced	
  Japanese)!
Satoru	  Ishikawa,	
  Boston	  University;	
  Mika	  Oidaira,	
  Hiroshima	
  University!

Session	
  2-­‐C:	
  Second	  Language	  Acquisition	  (SLA)	
  Papers	
  [Ohio	
  Room]Chair:	
  Yasumasa	
  Shigenaga,	
  University	
  of	
  Oregon	  “L2	
  comprehension	
  of	
  Japanese	
  OSV	
  sentences”
Yasumasa	
  Shigenaga,	
  University	
  of	
  Oregon	 “Comprehension	
  of	
  scrambled	
  sentences	
  by	
  L2	
  learners	
  of	
  Japanese”
Akiko	  Kashiwagi-­‐Wood,	
  Oakland	
  University	 “Becoming	
  a	
  conversationalist	
  at	
  the	  dinner	
  table:	
  A	
  longitudinal	
  study	  of	  a	  JFL	
  learner	
  living	
  in	
  foreign	
  language	
  housing”
Yumiko	  Matsunaga,	
  University	
  of	
  Colorado,	
  Boulder;	
  Junko	
  Mori,	
  University	
  of	
  Wisconsin,	
  Madison「英語を母語とする日本語学習者の物語発話におけるトピック管理の発達」(The	
  development	
  of	
  topic	
  management	
  in	
  Japanese	
  by	
  English-­‐speaking	  learners	
  of	
  Japanese)
Kazunori	
  Suzuki,	  Bunkyo	
  University;	
  Kaori	  Yamasaki,	
  Ochanomizu	
  University	  !

Session	
  2-­‐D:	
  Professional	
  Development	  SIG	  Panel	  [Mississippi	
  Room]Chair:	
  Sufumi	
  So,	
  George	
  Mason	  University	  Panel	
  Title:	
 「J-GAP	
 4か年事業報告:	
 透明性、実現・持続可能性を求めたカリキュラムアーティキュレーションの新しい在り方」(The	  4-­‐year	  Work	  of	
  J-­‐GAP	  USA:	
  A	
  New	  Model	  of	
  Curriculum	  Articulation	
  in	
  Search	
  of	
  Transparency,	
  Practicality	
  and	
  Sustainability)	
  	  	
  「カリキュラムアーティキュレーションの推進活動とティーチャー	 ラーニング	 コミュニーティ(TLC)	
 の形成」(Teacher	
  engagement	
  in	
  the	
  curriculum	
  articulation	
  effort	
  and	  the	
  formation	
  of	
  a	
  teacher	
  learning	
  community	
  (TLC)!
Sufumi	  So,	
  George	
  Mason	  University	
  「カリキュラムアーティキュレーション事業を実施する上でのノウハウと注意事項：実体験に基づいて」(Technical	
  know-­‐how	
  and	
  tips	  for	
  making	
  curriculum	
  articulation	
  happen:	
  An	
  experiential	
  account)
Mieko	
  Kawai,	
  University	
  of	
  Virginia「日本語教育のアーティキュレーション支援モデルの開発を教師発信型プロジェクト実践者の経験から考える」(Implications	
  of	
  teacher-­‐initiated	
  project	  participants’	
  experiences	
  for	
  building	  a	
  new	  model	  of	
  curriculum	
  articulation)	
  	
  Tomoko	
  Marshall	
  and	  Tomomi	  Sato,	  University	
  of	
  Virginia

11

AATJNEWSLETTER February 2015

Session	
  2-­‐E:	
  Linguistics	
  Papers	
  [Colorado	  Room]Chair:	
  Ikuko	
  Okugawa,	
  University	
  of	
  Tsukuba	  “Learners’	
  use,	
  perception,	
  and	  recognition	
  of	
  and	  motivation	
  to	
  learn	
  the	  Japanese	
  gender	
  forms”
Junko	
  Ikeda	  Schwartzman,	  SUNY	  New	
  Paltz「音読における読み誤りの傾向と問題点―発音・アクセントを中心に」(Phonetic	
  error	
  analysis	
  of	
  intermediate	  Japanese	
  students’	
  reading	
  from	  text)	
  Keiko	
  Okamoto	
  and	  Miharu	
  Nittono,	
  Columbia	
  University「日英語ナラティブにおける事態把握と日本語初級教科書での事態把握の傾向」(Construal	  in	
  Japanese	
  and	
  English	
  narrative	  discourse	
  and	  in	
  beginner	
  Japanese	
  textbooks)	
  Ikuko	
  Okugawa,	
  University	
  of	
  Tsukuba!

Session	
  2-­‐F:	
  Literature	
  Papers	
  [Arkansas	
  Room]Chair:	
  Cheryl	
  Crowley,	
  Emory	
  University
	  “Kaguyahime	
  as	
  marginal:	
  How	
  classical	
  and	  modern	
  aigures	  mingle	
  to	
  create	
  new	
  ideals”
Miyabi	  Yamamoto,	
  Centre	  College“Emotional	
  registers	
  of	
  the Kagerō Diary”
Maggie	  Childs,	
  University	
  of	
  Kansas“Poetry	
  for	
  non-­‐poets:	
  Uta	  as	
  utility	
  in	
  the	
  late	  medieval	  period”
Janet	
  Ikeda,	
  Washington	
  and	  Lee	
  University	  “The	  nun	
  and	  the	
  courtesan:	
  Haikai	  poets	
  Kaga	  no	
  Chiyo	
  (1702-­‐1775)	
  and	
  Toyodaya	  Kasen	
  (1716-­‐1776)”	
  Cheryl	
  Crowley,	
  Emory	
  University	  12:30 p.m. – 1:30 p.m. - Lunch Break!

12:30	
   p.m.	
   – 	
   1 :30	
   p.m.	
  “Marugoto”	
   Workshop
Michigan	   RoomSponsored	
   by	
   S anshusha,	
   K inokuniya,	
   a nd	
   J PT	
   A merica.	
   At	
   t his	  workshop,	
   t he	
   p ublishers	
   o f	
   M arugoto:	
   J apanese	   L anguage	
   a nd	
   Culture	  will	
   i ntroduce	
   t he	
   n ew	
   textbook	
   s eries,	
   t he	
   i deals	
   a nd	
   s tandards	
   b ehind	
  its	
   i nnovative	   d esign,	
   a nd	
   t he	   reception	
   i t	   h as	
   received	
   worldwide.	
  Refreshments	
   w ill	   b e	   s erved.	
   RSVP	
   required	
   i n	   a dvance;	
   p lease	
   e mail	
  info@jptamerica.com.

!

12:30	
   p.m.	
   – 	
   1 :30	
   p.m.	
  Special	
   I nterest	
   G roup	
   M eetings
Community	
   College	
   S IG:	
   A rkansas	
   Room	
  Professional	
   D evelopment	
   S IG:	
   Colorado	
   Room	
  Proficiency	
   A ssessment	
   S IG:	
   H uron	
   Room	
  Study	
   Abroad	
   f or	
   Foreign	   L anguage	   Advancement	
   S IG:	
   O hio	
   Room	
  !
12

1:30 a.m. - 3:10 a.m. - Session 3
Session	
  3-­‐A:	
  Pedagogy	  Papers	
  [Huron	
  Room]	
  Chair:	
  Rizu	  Inoue,	
  University	
  of	
  Tsukuba	
  「日本語の履修をより長く継続させるには」(Investigation	
  into	  the	
  factors	
  in	
  discontinuance	
  of	
  Japanese	
  language	  learning)
Keiko	
  Ueda,	
  University	
  of	
  Missouri,	
  St.	
  Louis	  	
  「日本語プログラムの評価に関する一考査：e-Portfolioを使ったアセスメント」(Effective	  use	  of	
  e-­‐portfolios	
  for	
  Japanese	
  program	
  assessment)
Yoshiko	
  Saito-­‐Abbott,	
  California	
  State	  University,	
  Monterey	  Bay;	
  Motoko	  Tabuse,	
  Eastern	
  Michigan	
  University“Collaboration	  and	
  co-­‐teaching	
  of	
  Japanese	
  ethics	
  and	
  language:	
  A	
  Japanese	
  FLAC	
  course	
  on	
  industrialization	  and	
  environment”	
  Nobuko	  Chikamatsu	
  and	
  Yuki	  Miyamoto,	
  DePaul	
  University	  	
  「サービス・ラーニングの実践とプログラム開発」(Practice	
  and	
  program	  development	
  of	
  service-­‐learning)Rizu	
  Inoue,	
  University	
  of	
  Tsukuba!

Session	
  3-­‐B:	
  Pedagogy	  Papers	  [Michigan	
  Room]Chair:	
  Asami	  Tsuda,	
  University	
  of	
  British	  Columbia「初級教科書『オンラインで学ぶ日本語』の設計理念と内容紹介」(A	
  new	  Japanese	
  online	
  textbook	  "Online	  de	
  manabu	  Nihongo":	
  Content	
  and	  design	
  philosophy)
Mariko	
  M.	
  Wei,	
  Purdue	
  University;	
  Kazumi	  Matsumoto,	
  Ball	  State	  University「スピーキングを重視したオンライン日本語コースの設計・開発・運用」(Design,	
  development,	
  and	
  operation	
  of	
  
a	
  speaking-­‐focused	
  online	
  Japanese	
  course)Mayu	
  Miyamoto,	
  Hiroko	  Mishima,	
  and	
  Shohko	  Yanagisawa,	
  Purdue	
  University	
  	
 “Effects	
  of	
  online	
  repetition	
  practice	
  on	
  promoting	
  mora	  awareness”
Natsumi	  Suzuki,	
  Purdue	
  University	
  「オンライン発音学習教材の効果と意義：音声研究の成果の応用可能性」(Meanings	
  and	
  effects	
  of	
  online	
  pronunciation	
  learning	
  material:	
  Possibilities	
  of	
  applying	
  the	
  outcomes	
  of	
  speech	
  research)	
  Asami	
  Tsuda,	
  University	
  of	
  British	  Columbia;	
  Kazuhiro	
  Yonemoto,	
  Tokyo	
  Medical	
  and	
  Dental	
  University;	
  Hisako	  Hayashi,	
  Simon	  Fraser	
  University!

Session	
  3-­‐C:	
  Second	  Language	  Acquisition	  (SLA)	
  and	
  Pedagogy	  Papers	
  [Ohio	
  Room]Chair:	
  Miki	  Yagi,	  Harvard	
  University「日本語初級学習者を対象としたオンラインカタカナ語練習教材の効果」(Effects	
  of	
  online	
  katakana	
  word	  recognition	
  practice	
  for	  Japanese	
  beginning	
  learners)
Yumiko	  Tashiro,	
  Purdue	
  University	  	
 “Internal	
  and	
  external	
  contributors	
  to	
  Japanese	
  learners’	  perception	
  of	
  lexical	
  pitch	  accent”
Seth	
  Goss	  and	
  Mineharu	
  Nakayama,	
  Ohio	  State	  University	
  「録画課題と学生によるその自己分析：メタ認知的観点からの教育効果」(Video-­‐recording	
  assignments	
  and	
  students’	
  self-­‐analyses	
  of	
  recorded	
  speech:	  	
  Educational	
  effects	
  from	  the	
  meta-­‐cognitive	  viewpoint)
Yumiko	  Kawanishi	  and	
  Mayumi	
  Ajioka,	
  University	
  of	
  California,	
  Los	
  Angeles「音韻の意識向上を目指したオーディオブック制作の実践報告：小説を「読み」「書き」「語り」「聞く」」(Heightening	
  awareness	
  of	
  phonetic	
  roles	
  through	
  creating	  an	
  original	
  audiobook)Miki	
  Yagi	  and	  Yumi	
  Masui,	  Harvard	
  University	
  
	
  	
  

Session	
  3-­‐D:	
  Study	
  Abroad	
  SIG	  Panel	  	  [Mississippi	
  Room]Chair:	
  Yoshimi	
  Sakakibara,	
  University	
  of	
  Michigan	  Panel	
  Title:	
  「日本語夏期集中講座におけるコミュニティーの形成：四つの実践報告」(Building	
  Communities	
  in	
  Intensive	  Summer	  Japanese	  Courses)	
  13

AATJNEWSLETTER February 2015

「イマージョン環境の日本語夏季集中講座における学習コミュニティー」(“No	  English	
  Spoken	
  Here®”:	
  Learning	
  communities	
  in	
  an	
  intensive	
  immersion	
  language	
  program)
Ayaka	
  Sogabe,	
  University	
  of	
  Michigan	
  「コミュニティー：内と外へ」(Community:	
  Inward	
  and	
  outward)	
  	
  Minoru	  Aizawa,	
  Japan	
  Center	
  for	
  Michigan	
  Universities	
  「地域社会との連携への取り組み」(Collaborative	
  approaches	
  to	
  increasing	  involvement	
  with	  the	
  local	
  community)
Yukari	  Tokumasu	
  and	  Tomoko	  Shibata,	
  Princeton	
  University	
  
	
  	
  	
  	
  「留学の成功をめざして：コミュニティーの視点から」(How	
  can	
  students	
  succeed	
  in	
  study	
  abroad	
  through	  communities?)	
  Yoshimi	  Sakakibara,	
  University	
  of	
  Michigan!

Session	
  3-­‐E:	
  Japanese	
  for	  Speciaic	
  Purposes	
  SIG	  Panel	  [Colorado	  Room]	
  Chair:	
  Yasu-­‐Hiko	  Tohsaku,	
  University	
  of	
  California,	
  San	
  DiegoPanel	
  Title:	
  「学習者の専門分野を合わせた日本語教育：多様化する学習者のニーズに対応するために」(Japanese	
  for	
  Specific	
  Purposes:	
  To	
  Meet	  the	
  Needs	
  of	
  Diversified	
  Learners)	  	
  「学習者の専門分野を合わせた日本語教育：実践共同体で学ぶメディア・リテラシー」(Japanese	
  for	
  specific	
  purposes:	
  Teaching	
  media	  literacy	
  through	
  communities	
  of	
  practice)Yuki	
  Matsuda,	
  University	
  of	
  Memphis	  	
  「学習者の専門分野を合わせた日本語教育：科学技術コンテンツを取り入れることの意味」(Japanese	
  for	
  specific	
  purposes:	
  The	
  significance	
  of	
  integrating	
  technical	
  content	
  into	  Japanese	
  courses)
Michio	  Tsutsui,	
  University	
  of	
  Washington「学習者の専門分野を合わせた日本語教育：国際協同教育による将来のキャリアへの影響」(Japanese	
  for	
  specific	
  purposes:	
  The	
  impact	
  of	
  international	
  cooperative	  education	
  on	
  future	
  careers)
Noriko	  Fujioka-­‐Ito,	
  University	
  of	
  Cincinnati「学習者の専門分野を合わせた日本語教育：社会科学専攻の学生のための日本語教育」(Japanese	
  for	
  specific	
  purposes:	
  Japanese	
  language	
  education	
  for	
  social	
  science	
  students)
Yasu-­‐Hiko	  Tohsaku,	
  University	
  of	
  California,	
  San	
  Diego	  !

Session	  3-F:	
  Literature	
  Panel	  [Arkansas	
  Room]Chair:	
  Robert	
  Khan,	  University	
  of	
  London,	
  SOAS	  Panel	
  Title:	  Showcasing	
  the	  Elites:	
  Multipolar	
  Elite	  Participation	
  in	
  Later	  Twelfth-­‐Century	
  Japanese	  Court	  Poetry	
  “Don't	
  mention	
  the	
  wars:	  The	
  military	
  subtext	
  to	
  imperial	
  poetry	
  anthologies	
  in	
  Japan	
  1155-­‐1185,	
  the	
  Shoku	
  Shikashû	  and	
  Senzaishû”
Robert	  Khan,	  University	
  of	
  London,	
  SOAS	
  “Harmonizing	
  Japan’s	
  religio-­‐literary	
  synthesis	
  in	
  Jakuzen’s	
  Hōmon Hyakushu”
Stephen	
  Miller,	
  University	
  of	
  Massachusetts,	
  Amherst“Patrons	
  and	
  professionals:	
  Social	
  constraints	
  on	
  criticism	
  in	  uta’awase”	
  Thomas	
  McAuley,	
  University	
  of	
  ShefPield	  	  	
  “Women	  poets	
  and	  their	
  contributions	
  to	
  the	
  Shinkokinshū	
  "Laurel	  Rasplica	
  Rodd,	
  University	
  of	
  Colorado,	
  Boulder	
  3:20 a.m. - 5:00 a.m. - Session 4
Session	
  4-­‐A:	
  Pedagogy	  Panel	  [Huron	
  Room]Chair:	
  Eiko	
  Ushida,	
  University	
  of	
  California,	
  San	
  DiegoPanel	
  Title:「東日本大震災と日本語教育：「太平洋の架け橋」構築に向けた試み」(Building	  a	  Bridge	
  to	
  the	
  Pacific	  Through	
  Japanese	
  Language	  Education)「東日本大震災関連教材の傾向と利用法の考察」(Materials	
  to	
  teach	  the	  Great	  East	  Japan	
  Earthquake:	
  Tendency	
  and	
  effective	
  implementation)	
  Eiko	
  Ushida,	
  University	
  of	
  California,	
  San	
  Diego「震災短歌：被災者の「聲」を聴き被災地を想う」(Shinsai	
  tanka:	
  Listening	
  to	
  victims'	
  voices	
  and	
  reflecting	
  on	
  their	
  lives)Kazue	
  Masuyama,	  California	
  State	  University,	
  Sacramento

14

「セマティックユニットを通しての職人文化に関する学習者の知識・理解の向上」(Enhancing	  students’	
  understanding	
  of	
  “shokunin”	
  through	
  thematic	
  units)
Junko	  Tokuda,	
  University	
  of	
  Memphis「歴史から学ぶ：ブログを通じた被災地との対話と自主学習」(Using	  a	
  blog	  for	
  building	
  dialogues	
  with	  people	  in	
  Tohoku	  and	
  enhancing	
  autonomous	
  learning)	
  Hiroko	
  Harada,	
  University	
  of	
  Alaska,	
  Anchorage!

Session	
  4-­‐B:	
  Pedagogy	  Papers	  [Michigan	
  Room]Chair:	
  Kiyomi	
  Kawakami,	
  University	
  of	
  Iowa	
  「VoiceOver	
 Narrationを使ったゼロ初級日本語クラスにおける自己紹介プロジェクト」("Self-­‐introduction"	
  project	
  through	
  voiceover	
  narration	
  in	
  the	
  lowest	
  novice-­‐level	  Japanese	
  language	
  course)
Suyu	
  Kuo,	
  Sachie	
  Koizumi,	
  and	
  Kenji	  Endo,	  University	
  of	
  Pennsylvania「中級から上級への「描写力」の育成」(Developing	
  the	
  ability	
  to	
  describe:	
  From	  intermediate	  to	
  advanced)
Yoshiko	
  Tomiyama	
  and	  Emi	
  Mukai,	
  Stanford	
  University「上級日本語授業における映画使用の新たな可能性：「文化比較」を越えた「価値観」の理解、尊重を目指して」(Understanding	
  individuals’	
  personal	
  values	
  through	  a	
  movie)Naho	
  Maruta,	
  Wesleyan	
  University「学習者間の自由会話における共感の表明：会話を通じての社会的関係の構築を目指して」(Emphatic	
  moments	
  in	
  free	  conversation	
  between	
  learners	
  of	
  Japanese:	
  Toward	
  the	
  cultivation	
  of	
  social	
  relations)Kiyomi	  Kawakami,	
  University	
  of	
  Iowa	  !!

Session	
  4-­‐C:	
  Proaiciency	  Assessment	  SIG	  Panel	  [Ohio	
  Room]Chair:	
  Ken’ichi	
  Miura,	  Franklin	
  &	
  Marshall	
  College	
  Panel	
  Title:	
  「Proficiency	
 Guidelinesの応用と実践」(Practical	
  Application	
  of	
  Proficiency	  Guidelines)「OPIコー	
 パスに現れる漢字熟語：話技能向上に欠かせない漢語とは何か」(Two-­‐character	
  kanji	
  compounds	
  in	
  
an	
  OPI	
  corpus:	
  Which	  kanji	
  compounds	
  are	
  essential	
  for	
  advancing	  speaking	
  skills?)
Mamoru	  Hatakeyama,	  Carnegie	
  Mellon	
  University	
  「ACTFL運用能力ガイドラインにおける上級レベルのナレーション」(Narration	
  at	
  the	
  advanced	
  level	  as	
  expected	
  in	
  the	
  ACTFL	
  Proficiency	  Guidelines)
Suwako	  Watanabe,	
  Portland	
  State	  University	
  「口頭説明叙述能力向上を目指して：実践例」(An	
  idea	  for	
  improving	  oral	
  narrative	  skills	
  in	
  the	
  intermediate	  JFL	
  course)
Noriko	  Taira	
  Yasohama,	
  Northwestern	
  University	
  「読解のプロフィシエンシー：多読のクラスからの報告」(Reading	
  proficiency:	
  Report	
  from	  an	
  extensive	  reading	
  class)Yuka	
  Kumagai,	
  University	
  of	
  Southern	
  California;	
  Noriko	
  Hanabusa,	
  University	
  of	
  Notre	  Dame!

	
  Session	
  4-­‐D:	
  Study	
  Abroad	
  SIG	
  Papers	  [Mississippi	
  Room]Chair:	
  Mari	  Noda,	
  Ohio	  State	  University	  「日本語での自立を促す学生主体の活動」(Empowering	
  students	
  in	
  Japanese	
  through	
  student-­‐led	
  activities)Mari	
  Noda,	
  Karen	
  Curtin,	
  and	  Ai	  Terada,	
  Ohio	  State	  University	
  「留学生の大学寮における経験と学び」(Experiences	
  and	
  learning	
  in	
  dormitories	
  during	
  study	
  abroad	
  in	
  Japan)Fumi	
  Yamakawa,	
  International	
  Christian	
  University	
  	
  “Study	
  Abroad	
  in	
  Japan:	
  	
  A	
  Case	  Study	  of	
  Three	
  American	
  Undergraduates’	
  Challenges	
  and	  Cultural	
  Learning”	
  Hiromi	  Tobaru,	
  Ohio	  State	  University	  !

Session	
  4-­‐E:	
  Japanese	
  for	  Speciaic	
  Purposes	
  SIG	
  Papers	
  [Colorado	  Room]	
  [3:20	
  –	
  4:10	
  p.m.]
Chair:	
  Kiyomii	
  Fujii,	
  Kanazawa	
  Institute	
  of	
  Technology「学習者の依頼・お礼のメールに見られる問題点の考察」(Analysis	
  of	
  learners'	
  request/thank	
  you	
  emails)
Junko	
  Kondo,	
  University	
  of	
  Michigan	  「Problem	
 Based	 Learning	 (PBL)を通してコミュニティと繋がる日本語学習」(PBL	
  through	
  community	
  involvement	
  to	
  enrich	
  Japanese	
  language	
  learning)
Kiyomi	  Fujii	  and	
  Brent	
  Wright,	
  Kanazawa	
  Institute	
  of	
  Technology	
  

!!

15

AATJNEWSLETTER February 2015

Session	
  4-­‐F:	
  Literature	
  Papers	
  [Arkansas	
  Room]Chair:	
  Kazue	
  Harada,	
  Washington	
  University	
  in	
  St.	
  Louis	
  “EnJoe	  Toh:	
  Butteralies	
  and	
  experimentation	
  in	
  literary	
  language”	
  Michael	  Tangeman,	
  Denison	
  University
	
  “Canon	
  formation	
  in	
  the	
  Western	
  reception	
  of	
  Dazai	  Osamu:	
  Reading	
  Regretful	
  Parting”
Guohe	  Zheng,	  Ball	  State	  University	
  	
 
“Why	
  does	  he	
  kill	  so	
  many	  cats?:	
  Murakami	
  Haruki’s	
  cat	
  novels”
Chiaki	  Takagi,	
  University	
  of	
  North	  Carolina,	
  Greensboro	  “Posthuman	
  worlds:	
  Subjectivity	
  entanglements	
  and	
  queer	  families	  in	
  Ueda	  Sayuri’s	
  The	
  Ocean	
  Chronicles”
Kazue	  Harada,	
  Washington	
  University	
  in	
  St.	
  Louis	  !

Session	
  5:	
  Special	
  Invited	
  Presentation	
  on	
  Advocacy	
  [Colorado	  Room,	
  4:14	
  –	
  5:00	
  p.m.]“Advocacy	
  and	  Support	
  with	  the	  Japan	  Foundation”
Amanda	  Rollins,	
  Japan	  Foundation,	
  Los	
  Angeles

Part	
  Two
Japan	  Information	
  Center	
  737	
  North	  Michigan	
  Avenue,	
  Suite	
  1000,	  Chicago,	
  IL
Thursday,	  March	  26,	
  6:00	
  –	
  9:00	
  p.m.

!

6:00	
  p.m.:	
  Membership	  Meeting	
  and	
  Open	  Forum	
  Motoko	
  Tabuse,	
  AATJ	
  President	
  
	
  	
  
7:00:	  Keynote	
  Speech	  	
  Shigeru	  Miyagawa	
  (MIT/University	
  of	
  Tokyo)	
  Open	
  Education	  Transforming	  the	
  Educational	  Mission	
  of	
  the	
  University	
  In	
  2001,	  MIT	
  embarked	
  on	
  OpenCourseWare,	
  which	  offers	
  on	
  the	
  web	
  for	
  free	  teaching	
  materials	
  from	  virtually	
  all	  the	
  courses	
  that	  MIT	
  teaches.	
  This	  started	  the	
  open	
  education	
  movement.	
  Ten	
  years	
  later,	
  in	
  2011,	
  two	
  Stanford	
  professors	
  offered	
  their	
  Introduction	
  to	
  AI	
  class	
  as	
  an	
  e-­‐learning	
  course,	
  and	
  over	  160,000	
  learners	
  registered	
  from	  some	  190	
  countries.	
  This	  was	  the	
  start	  of	
  Massive	  Open	  Online	
  Courses	
  (MOOC).	
  Between	
  the	
  two	  major	
  providers	
  of	
  MOOCs,	
  edX	
  and	
  Coursera,	
  there	  are	
  over	
  10	
  million	  registered	
  users.	
  Dr.	  Miyagawa	
  will	  trace	
  the	
  history	
  of	
  open	
  education	  and	  the	
  aspirations	  and	
  strategies	  we	
  see	  in	
  today's	
  world	  of	
  OpenCourseWare	
  and	
  MOOCs.	
  Dr.	
  Shigeru	  Miyagawa	
  is	
  Professor	
  of	
  Linguistics	
  and	
  Kochi-­‐Manjiro	
  Professor	
  of	
  Japanese	
  Language	
  and	  Culture,	
  MIT,	
  and	
  Project	  Professor	
  and	
  Director	
  of	
  Online	  Education,	
  University	
  of	
  Tokyo.	
  He	
  is	
  jointly	
  appointed	
  by	
  MIT	  and	
  the	
  University	
  of	
  Tokyo.	
  Dr.	  Miyagawa	
  has	  been	
  a	
  pioneer	
  of	
  open	
  courseware	
  and	
  online	
  and	
  web-­‐based	
  projects;	
  they	  include	
  "Star	  Festival:	
  A	
  Return	
  to	
  Japan"	
  and	  	
  "Visualizing	
  Cultures."	
  In	
  Fall	  2014	  he	
  co-­‐facilitated	  the	
  Massive	  Online	  Open	  Course	
  (MOOC)	
  "Visualizing	
  Japan	  (1850s-­‐1930s)."	
  

!

8:00	
  p.m.:	
  Reception!!

16

Other	  AATJ-­‐sponsored	
  Events	
  in	
  Chicago	
  !!
Friday,	
  March	  27,	
  7:30	
  –	
  9:30	
  p.m.	
  Chicago	  Ballroom	
  IX	
  (Level	  4)	
  Discussion	
  Forum:	
  Japanese	
  Programs	
  in	
  Higher	  Education	  Moderators:	
  Nobuko	  Chikamatsu	
  (DePaul	
  University)	
  Yoko	
  Katagiri	  (University	
  of	
  Chicago)	
  Sayuri	  Kubota	  (Eastern	
  Michigan	
  University)	
  Junko	
  Mori	  (University	
  of	
  Wisconsin-­‐Madison)	
  !!
Friday,	
  March	  27,	
  7:30	
  –	
  9:30	
  p.m.	
  Arkansas	
  Room	  (Level	  2)	
  Classical	
  Japanese	
  SIG	  presentation	  and	  networking	  meetingPresenter:	  Charles	  Quinn,	
  Jr.	  (Ohio	
  State	  University)	
  !!
Saturday,	  March	  28,	
  10:45	
  a.m.	
  –	
  12:45	
  p.m.
Sheraton	  Ballroom	  I	
  (Level	  4)	
  “Contributions	  of	  ‘Border-­‐Crossing	
  Literature’:	
  Perspectives	
  from	  Linguistics,	
  Literature,	  Language	  Education,	
  and	
  Writers”
This	
  panel	  is	  part	  of	
  the	  Association	
  for	
  Asian	
  Studies	
  program	  and	
  requires	
  registration	
  for	  the	  AAS	  conference.	
  	
  Chair:	
  Shinji	
  Sato	  (Princeton	
  University)	
  Panelists:
Seiichi	  Makino	
  (Princeton	
  University)	
  Nanyan	  Guo	
  (International	
  research	
  Center	
  for	  Japanese	
  Studies)	
  Yuri	
  Kumagai	  (Smith	
  College)	
  Shirin	  NezammaPi	
  (Microsoft	  Gulf)	
  	
  AATJ Membership Information
Have You Renewed Your AATJ Membership?

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

Renewing online is easy; go to http://www.aatj.org/membership .
Or use the membership form that is printed on page 39 of this newsletter.

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

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

17

AATJNEWSLETTER February 2015

2015 AATJ NENGAJO Contest Results
Year of the Sheep

2015%AATJ%“Year%of%the%Sheep”%NENGAJO%Contest%Results!
!!
Thanks!to!everyone!who!par0cipated!in!the!2015!NENGAJO!Contest.!We!had!683!cards!submiGed!by!
114!teachers!na0onwide!this!year.!The!number!of!submiGed!card!increased!by!173!since!last!year.!
We!are!very!pleased!to!see!the!increased!number!of!submissions.!50!cards!were!submiGed!for!the!
new!category!of!the!Computer!Generated!(CG)!art.!Since!we!didn’t!have!enough!cards!in!the!CG!
category!to!give!3!awards!for!elementary,!middle,!and!college!level,!only!ﬁrst!place!was!awarded!for!
those!levels.!!
!
The!following!list!is!the!number!of!members!of!each!local!aﬃliate!who!submiGed!NENGAJO!this!year.!!

!
!

!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!

NUMBER!OF!MEMBER!SUBMITTED!

!

! 14
!

12

!
!
!

LOCAL!AFFILIATE!

CAJLT!
MAATJ!
WATJ!

11

NECTJ!

6

JTAM!
WiATJ!

5

ATJO!

4

AITJ!

3

GATJ!
NCATJ!

2

AKATJ!
CJLEA!
HATJ!
IATJ!
JTAT!
NJATJ!
OATJ!

1

AATJ!
AFTJ!
SCATJ!

!
!
!

!*!Addi0on!to!this,!12!members!who!
!don’t!belong!to!a!local!aﬃliate!also!
!submiGed!NENGAJO.!

!
All!of!the!winners!received!an!award!cer0ﬁcate!and!an!Amazon!giV!card!($25!for!ﬁrst!place,!$20!for!
second!place,!and!$15!for!third!place)!for!their!accomplishment.!Some!students!received!an!
Honorable!Men0on,!which!means!their!card!was!one!of!the!ﬁnalists.!!All!par0cipants!received!
cer0ﬁcates!of!par0cipa0on.!Congratula0ons!to!all!1st,!2nd,!and!3rd!place!winners!!!We!would!also!like!
to!congratulate!the!AATJ!members!who!par0cipated!in!the!contest.!Your!students’!cards!clearly!show!
your!excellent!work!!We!hope!you!can!use!this!opportunity!as!a!way!to!!advocate!for!your!program.!
!!
The!winning!cards’!images!are!on!display!in!slide!show!format!on!the!AATJ!website:!
www.aatj.org!
!
The!following!are!the!images!of!the!winning!cards:!

!

18

19

Catherine'Mash'(3rd!Grade)!
Student!of:!Satoko&Fisher&
Broward!Virtual!School!
C/O!Fox!Trail!ES!
Davie,!FL!

'
Simona'LeEzia'(4th!Grade)!
Student!of:!Yumiko&Yoshida&
Washington!Japanese!Heritage!Center!
Cabin!John,!MD!

!!!!!
!
!
!
!
rd
3 '' !
!
'!

Ayala'Albert'(4th!Grade)!
Student!of:!Lili&Kennington&
Great!Falls!ES!
Great!Falls,!VA!

!
!
!
!
!
!
2nd'' !
!

1st''

!
!
!
!
!
!
!
!

ARTISTIC''
Savannah'Butcher'(5th!Grade)!
Student!of:!Takako&Reckinger&
JSIS!
SeaIle,!WA!

!
!
!
!
!
!
!
!
!

Olivia'Tang'(5th!rade)!
Student!of:!Satoko&Fisher&
Broward!Virtual!School!
C/O!Fox!Trail!ES!
Davie,!FL!

!
!
!
!
!
!
!
!

'
Richard'King'(3rd!Grade)!
Student!of:!Emiko&Furuya&
E.E.!Waddell!Language!Academy!
CharloIe,!NC!

!
!
!
!
!
!
!
!

COMICAL'

'
'
'
'
'
'
Uta'Nakamura'(4th!Grade)!
Student!of:!
!Masahiro&Tanaka&
United!NaXons!
InternaXonal!
School!
New!York,!NY!

'
'
'
'
'
'
'
Sonya'Outhered'(4th!Grade)!
Student!of:!
!Kayoko&Kasai&
JSIS!
SeaIle,!WA!

'
'
'
'
'
'
'
Izumi'Nomoto'(4th!Grade)!
Student!of:!
!Kimi&Matsumoto&Southeast!!
Japanese!School!
Norwalk,!CA!

ORIGINAL''
Alina'Broughman'(5th!Grade)!
Student!of:!Vanessa&Grossl&
Wellington!ES!
Lexington,!KY!

!!!
!
!
!
!
!
!
!
!

CG'

20

3rd''
'

2nd''

1st''

(8th!!Grade)!
Student!of:!
!Yumi%Lawless%
Cooper!MS!
McLean,!VA''''
Ayn'Kurzenhauser'

!
'
'

!!!!!
!

'
Krisan'Waltham'(8th!Grade)!
Student!of:!Masahiro%Tanaka%
United!NaAons!InternaAonal!School!
New!York,!NY!

!
!
!
!
!
!
!
!

'
'
Teah'Laupapa'(8th!Grade)!
Student!of:!
!Steve%Markham%
Kapolei!MS!
Kapolei,!HI!

!
!
!
!
!

ARTISTIC'

'
'
'
'
'
'
'
'
'
'
Anton'Allen'(6th!Grade)!
Student!of:!Akiko%Bentz%
Great!Falls!ES!
Great!Falls,!VA!

!
!
!
!
!
!
!
!
!
'
Ashraf'Murad'(7th!Grade)!
Student!of:!Yumi%Lawless%Hayﬁeld!Secondary!School!
Alexandria,!VA!

!
!
!

!
'
'
Emily'Wurzel'(8th!Grade)!
Student!of:!
Karen%Hendrickson!
Madison!Country!
Day!School!
Waunakee,!WI%

Brianna'Spitz'(8th!Grade)!
Student!of:!Miwako%Winters%
Laredo!MS!
Aurora,!CO!

'
'
'
'
'
'
'
'
'
'

ORIGINAL'

'
'
'
'
'
'
Tracy'Nguyen'(8th!Grade)!
Student!of:!
!Keiko%Abrams%
Lake!Braddock!
Secondary!School!
Burke,!VA!

'
Noelani'Ogawa'(8th!Grade)!
Student!of:!Steve%Markham%
Kapolei!MS!
Kapolei,!HI!

!
!
!
!
!
!
!
!

COMICAL''
Eric'Sobczak'(7th!Grade)!
Student!of:!Miwako%Winters%
Laredo!MS!
Aurora,!CO!

!!!
!
!
!
!
!
!
!
!

CG'

AATJNEWSLETTER February 2015

21

!
!
!
!
!
!
!
!
!

!!!!!
!
!
!
Flora'Arthur'(9th!Grade)!
Student!of:!
Molly&Jeon&
Bloomington!!
HS!North!
Bloomington!
IN'

2nd''

3rd''
'

'
Phyla'AldereNe'(11th!Grade)!
Student!of:!Elena&Kamenetzky&
Eastern!HS!
Louisville,!KY!

'
'
'
'
'
'
'
'
Chanson'Kuo'(11th!Grade)!
Student!of:!
Sam&Kuyper&
Redmond!HS!
Redmond,!WA!

!
!
!
!
'
'
Luoying'Li'(12th!Grade)!
Student!of:!
Chiaki&Rochkind&
LaGuardia!Arts!HS!
New!York,!NY!

!
!
!
!
'
Cindy'Wong'(10th!Grade)!
Student!of:!
Akemi&Dobkin&
High!Tech!HS!
North!Bergen,!!
NJ!

CG'

'
Jenny'Pham'(9th!Grade)!
Student!of:!Michie&Higuchi+Jones&
North!HS!
Torrance,!CA!

!
!
!
!
!
!
!
!
!

Azize'Harvey'(11th!Grade)!
Student!of:!Jeung+Hee&Park&
Northside!College!Prep!
Chicago,!IL!

!
!
!
!
!
!
!
!
!

'
'
'
'
'
'
Kara'Makishi'(10th!Grade)!
Student!of:!
Sachiko&Iwami&
Palos!Verdes!!
Peninshula!HS!
Estates,!CA!

'
Emily'Aoki=Yamashita'(11th!Grade)!
Student!of:!Sarah&Antoncich&Garﬁeld!HS!
Sea=le,!WA!

1st''

!
!
!
!
!

'
Caroline'Brown'(11th!Grade)!
Student!of:!
Pamela&&Boyer+Johnson&
Castle!HS!
Newburgh,!IN!

ORIGINAL'
!!!
!
!
!
!
'
'
Eva'Houseman'(12th!Grade)!
Student!of:!
Pamela&&Boyer+Johnson&
Castle!HS!
Newburgh,!IN!

!
!
!
!
!
!
!
!

COMICAL'
'
'
'
'
'
'
'
Chris@ne'Jones'(12th!Grade)!
Student!of:!
Freda&Yoshioka&
Campbell!Hall!HS!
North!Hollywood,!
CA!

ARTISTIC'

22

'

3rd''

2nd''

1st''

'
'
Qinyuan'Sun'
Student!of:!
Akihiro&Yasuda&
Michiru&Lowe&
Vanderbilt!!
University!
Nashville,!TN!

!!!!!
!
!
!

Natasha'Riegle!
Student!of:!Monika&Dix&
Saginaw!Valley!State!University!!
University!Center,!MI!

!
!
!
!
!

!
!
!
!
!
!
!
!

COMICAL'

'
'
'
'
'
'
Andrea'Minard'
Student!of:!
Amy&Kathryn&&
Michael&University!of!!
Missouri:St.!Louis!
St.!Louis,!MN!

Anna'Wilkins'
Student!of:!
Akihiro&Yasuda&
Michiru&Lowe&
Vanderbilt!
University!
Nashville,!TN!
!
!
!
!
!
'
Ryan'J.'Gimm'
Student!of:!
Akihiro&Yasuda&
Michiru&Lowe&
Vanderbilt!!
University!
Nashville,!TN!

'
'
'
'
'
'
Savannah''
Ryanne'Ware'
Student!of:!
Akihiro&Yasuda&
Michiru&Lowe&
Vanderbilt!!
University!
Nashville,!TN&

ORIGINAL'

'
'
'
'
'
'
'
Alexis'BeneE'
Student!of:!
Yayoi&Takeuchi&
University!of!
North!Texas!
Denton,!TX!

'
Danielle'Minard!
Student!of:!Amy&Kathryn&Michael&
University!of!Missouri:St.!Louis!
St.!Louis,!MO!

!
!
!
!
!
!
!
!

!
!
!
!
!
!
Chris3na'Lee'Student!of:!
Yayoi&Takeuchi&
University!of!
North!Texas!
Denton,!TX!

ARTISTIC''
Jennifer'Swan!
Student!of:!Mihoko!Noda!
Albany!State!University!
Albany,!GA&

!!!
!
!
!
!
!
!
!
!

CG'

AATJNEWSLETTER February 2015

Bridging Project News
Twenty-six undergraduate students from colleges and universities across the United States have been
named recipients of Bridging Scholarships for Study Abroad in Japan. The winners will receive awards of$2,500 to assist with their expenses while they study in Japan in Spring 2015. Since 1999, 1,465 scholarships
have been awarded by the US-Japan Bridging Foundation.The scholarship program is administered by AATJ.
Contributors to the Spring 2015 scholarships include The Freeman Foundation (lead donor); Aflac Japan,
Laurence Bates, Kenji Govaers, Estee Lauder K.K., Exxon Mobil G.K., Eric Feigenbaum, Robert Feldman,
Richard Folsom, Anthony Gilmore, the Robert Grondine Memorial Scholarship Fund, Gudni and Eiko
Gudnason, Ellen Hammond and Yasuo Ohdera, Harry Hill, Barry Hirschfeld, Debbie Howard, Ichigo AssetManagement, the Japan Foundation, Japan-US Friendship Commission, JP Morgan Securities Japan,
Lockheed Martin Global, Inc., Jon Malamud, Roger McDonald, Arthur Mitchell, Mitsubishi Corporation(Americas), Morgan Stanley Japan, Maneesh Kalra, Robert and Janette Noddin, Oak Lawn Marketing, ORIX
USA, Jay Ponazecki, Tom Pederson, Thierry and Yasko Porte, Hayashi Sasaki, John Sasaki, Taisuke andCatherine Sasanuma, Elliott Segal, Dennis Sheehan, Allan Smith, David Sneider, George and Brad Takei,
Temple University-Japan Campus, Gary Thomas, Toyota Motor North America, and U.S. Japan CouncilTOMODACHI Initiative.
Bridging Scholars hail from a variety of schools–public and private, large universities and small colleges–
in 19 states. Their majors range from neurobiology to English literature, but they share a common interest inJapan, its society, and its language and culture. Their destinations also vary, from giant campuses in Tokyo tosmall colleges in rural Japan. A list of the recipients, their schools, their destination programs, and theirmajors follows.
Applications are being accepted for the next group of Bridging Scholarships, for study in Japan beginningin Fall 2015. The deadline for applications is April 8, 2015. For information on the scholarships and toaccess application form, visit the Bridging Project online at www.aatj.org/studyabroad/scholarships. For
information on the Bridging Foundation, visit www.bridgingfoundation.org.
Recipients of Bridging Scholarships for Study Abroad in Japan, Spring 2015
Deandrea ALS, SUNY New Paltz (NY) / Meiji University / psychology
Milo BARISOF, Pomona College (CA) / International Christian University / Asian studies
Amanda BARNSTIEN, Colorado College (CO) / Waseda University / international political economy
Trevor BARTON, University of Montana / Sophia University / Japanese
Audrey BEARDEN, University of Hawaii / Sophia University / molecular call biology
Frances CHANG, Brandeis University (MA) / Kyoto Consortium for Japanese Studies / psychology
Jane CLARK, Oberlin College (OH) / Associated Kyoto Program / environmental studies
Andrea DEAN, Appalachian State University (NC) / Kansai Gaidai / public relations & Japanese
Benjamin GHIGLIONE, Skidmore College (NY) / Sophia University / education
Kimberly GLATZ, University of South Carolina / Kwansei Gakuin (USAC) / international business
Laura HEYMAN, Agnes Scott College (GA) / Ritsumeikan University / economics & management
Courtney KIESECKER, SUNY New Paltz (NY) / Meiji University / English & Asian studies
Pin-Pin LIAO, Villanova University (PA) / Sophia University (CIEE) / international business & marketing
Erin MAST, University of California, Davis / Kyoto Seika University / neurobiology
Christopher McNAMARA, DePaul University (IL) / Sophia University (CIEE) / journalism
Matthew MOFFITT, Eastern Michigan University / Japan Center for Michigan Universities / JapaneseEmmeline MYSLIWIEC, Central Connecticut State University / Kansai Gaidai / communication
Angelica NGUYEN, Santa Clara University (CA) / Sophia University / biology & public health
Nikki NGUYEN, Bentley University (MA) / Sophia University (CIEE) / computer information systems
Kristy POISSON, Delaware Valley College (PA) / Sophia University / English literature
Sethia SUMBHAV, Arizona State University / Tokyo International University / computer science
Andrew VILLARREAL, Texas State University, San Marcos / Meiji Gakuin / international
studies
Alyssa WALL, Carthage College (WI) / NRCSA Center, Fukuoka / chemistry
Nicholas WARREN, University of Utah / University of Tsukuba / psychology
Nicholas WATANABE, Lehigh University (PA) / Temple University, Japan Campus / chemistry
Noe YOSHIIOKA, University of Puget Sound (WA) / IES Tokyo (Meikai University) / economics, business& Japanese

23

AATJNEWSLETTER February 2015

AATJ Special Interest Groups

by Eiko Ushida, AATJ Professional Development Director
One of the responsibilities as a Professional Development Director is to promote AATJ’s Special Interest
Groups (SIG) to the members. The February 2014 AATJ Newsletter included messages from representativesof Japanese as a Heritage Language SIG, Language and Culture SIG, Proficiency Assessment SIG, Japanesefor Specific Purpose SIG, and Study Abroad for Foreign Language Advancement SIG. We also have AP
Japanese SIG, Classical Japanese SIG, Community College SIG, and Professional Development SIG.
Members can join as many SIGs as they like! Let’s share our information, experience, and wisdom to further
improve your teaching and research practices with colleagues all over the U.S. and expand our horizon
through AATJ SIGs!

!

Reorganization of Community College SIG
The Community College (CC) SIG is revived! In 2015, the CC SIG is going to be reorganized torespond to the recent movement in higher education.
The CC SIG was one of the first SIGs established in 2000. It aimed to encourage Japanese teachers incommunity colleges to actively participate in Japanese language education in the U.S. and to create awarenessof Japanese education issues for community colleges, such as articulation to four-year colleges and student
diversity.
The CC SIG meetings were held twice at the AAS (American Association of Asian Studies) conferencesin the past to share critical issues and challenges that members were facing.
Also, CC members collaborated in taking their students to Japan on a reasonably-priced study abroad trip
(http://cod.edu/academics/field/studyabroad/japan/index.aspx).
One of the biggest challenges that this SIG has had was to reach out to the Japanese teachers at allcommunity colleges in the U.S., disseminate information about what is happening in Japanese language
education, and encourage them to join the AATJ and CC SIG for maximizing their benefits. The CC SIG canbe beneficial for the current AATJ members because the NCJLT brought more K-12 teachers to AATJ, who
may be also teaching at community collages. Furthermore, the role of the CC SIG for AATJ members should
include responding to the recent movement in higher education.

!

“America’s College Promise” in 2015: Strengthening Community Colleges
President Obama’s plan on higher education was to increase the number of college graduates in the U.S.
for economic competitiveness targeting eight million graduates by 2020. This January, the president proposeda plan which attempts to make community colleges stronger in student college completion. With these trends,
the number of enrolment in community colleges and transfer students to four-year institutions are expected toincrease.
It is time to reflect and strengthen Japanese language education in community colleges.
The CC SIG will be committed to prepare for this movement.
The new CC SIG would like to diversify members and welcome teachers from a greater educational
institutions both on a full-time and a part-time basis, such as:•	 Teachers at community colleges•	

 High school teachers who need to give guidance to students:¬ who cannot decide which four-year institution to go to¬ who plan to go to a community college¬ who wish to take Japanese classes at community colleges during high school•	

 Teachers at four-year institutions which accept transfer students from community colleges•	

 Part-time teachers who teach at multiple institutions•	

 Teacher trainers who work on K-16 professional development
The purposes of the new CC SIG would be, but not limited to:•	

 to survey current situations of community colleges•	

 to share information, critical issues, concerns, and challenges•	

 to discuss and explore solutions24

to enhance articulation between high school, community colleges, and four-year institutions
to further improve Japanese language education in community colleges
to create a network where members can collaborate
The kick-off meeting of the new CC SIG will be held the AATJ Annual Spring Conference in Chicago. It
will be in Arkansas Room between 12:30pm and 1:30pm at Sheraton Chicago Hotel and Towers on Thursday,
March 26. Anyone who is interested in this SIG is welcome!
All AATJ members who are interested in the new CC SIG are welcome to join. If you know of teachers
who teach at community colleges but do not know about the AATJ and this SIG, please share this informationand invite them to be a part of our community. Please send inquiry to Shingo Satsutani, a representative of the
CC SIG (satsutan@cod.edu).
•	

•	

•	

News from the SNJTA
by Manami H. Mata

Greetings from Las Vegas! On January 28th and 29th with the Consulate General of Japan in San
Francisco and others, the Southern Nevada Japanese Teachers Association co-organized the lecture “5 Things
to Know about Japan's SHINKANSEN & MAGLEV.” The lecturers were Mr. Masao Kanno, Consul forTransportation and Infrastructure, the Consulate General of Japan in San Francisco, and Mr. Yasutake Kojima,
Director of Administration and Treasurer, New York Office, East Japan Railway Company (JR-EAST)
The lecture was well received and there were over 350 attendees. There were local community members,
such as The Regional Transportation Commission, university students and a professor of High Speed
Railway, and high school students and teachers.
They were very impressed with the fact that there has been no fatal accident in 50 years of Shinkansen
operation and the average delay is one minute or less.
Since we received requests asking another lecture, we are going to plan another one. Please see thewebsites below for more information.
About the Shinkansen http://english.jr-central.co.jp/about/movie.html
Japan's levitating maglev train reaches 500km/h (311mph) http://www.bbc.com/news/world-asia-30067889

New Japanese Textbook Honors JET Disaster Victim
A new Japanese language textbook, ”Monty’s Bridge to Tomorrow,” has been published and is being
distributed free online by the University of Alaska’s Scholarworks open-course courseware.
The textbook honors Monty Dickson, a Japanese major and graduate of the University of Alaska
Anchorage, one of two JET teachers who died during the 2011 earthquake and tsunami disaster in Tohoku.
Monty was teaching English at elementary and middle schools in Rikuzentakata, Miyaji Prefecture, as well as
to adult learners.
The textbook, which was funded by a grant from the Center for Global Partnership, is aimed atintermediate and advanced level learners; it was written by a team of collaborating authors under the
direction of general editors Eiko Ushida (University of California, San Diego) and Hiroko Kataoka(California State University, Long Beach). The co-authors, in alphabetical order, are:Kiyomi Chinen, California State University, Long Beach
Masako Douglas, California State University, Long Beach
Hiroko Harada, University of Alaska, Anchorage
Yurika Izumi, University of California, San Diego
Hiroko Kataoka, California State University, Long Beach
Kazue Masuyama, California State University, Sacramento
Chisato Murakami, University of Alaska, Fairbanks
Junko Tokuda, Memphis University
Eiko Ushida, University of California, San Diego
Thematic units included in the textbook deal with topics that center on the Tohoku disaster, and provide
ways for teachers to teach about it.
The URL for the textbook project is https://scholarworks.alaska.edu/handle/11122/4144.

25

AATJNEWSLETTER February 20152014 Cheng & Tsui Professional Development Grants
Iya Nemastil (Marysville High School )I would like to express my sincere gratitude to the American Association of Teachers of Japanesefor selecting me as a recipient of the Cheng & Tsui Professional Development Grant. If it wasn’t for
their support, I would not have had the wonderful opportunity to attend the American Council on the
Teaching of Foreign Languages Annual Conference in San Antonio, Texas in November, 2014. I am abrand new teacher in Marysville, Ohio and I am developing a new Japanese high school program andbuilding all of the materials and curriculum from scratch. I am so thankful to be able to be in acommunity which is so excited to be learning Japanese, due to the large amount of families being
employed by our local Honda Manufacturing. As a new teacher and as a program developer, it isessential that I seek all of the professional development opportunities available to me, as well as
network with the small group of Japanese teachers that are out there in the United States. With the helpof the Cheng & Tsui Grant I was able to attend so many intellectually challenging and inspiring sessions
on Japanese language pedagogy as well as technology incorporation and curriculum development. I
took away many fresh activities and new ideas that I could incorporate into my classroom teaching rightaway. Thank you so much for giving me the chance to not only improve as a teacher in order to better
serve my students, but to also connect with other Japanese professionals all over America.

!Suyu Kuo (University of Pennsylvania)

I would like to take this opportunity to express my indebted gratitude go Cheng & Tsui and AATJ
board members. I am sincerely honored to have been selected as a recipient of the 2014 Cheng & Tsui
Professional Development Award.
The grant has allowed me to attend and present my research paper at the fall conference of theAmerican Association of Teachers of Japanese in conjunction with the American Council on the
Teaching of Foreign Languages Annual Convention and World Languages Expo which was held on
November 21-23, 2014 in San Antonio, Texas.
I co-presented my research paper titled: “Raising Radical Awareness Through the Kanji/Hanzi
Storytelling Project” with a Chinese language lecturer, Ms. I-ling Hsu at the University of Rhode Island
and received many favorable responses from the audience. I firmly believe that this presentation has
advanced my professional development as a Japanese language lecturer because it gave me an
opportunity to work collaboratively with the other East Asian language lecturer towards the common
goal of strengthening the students’ proficiency in acquiring Chinese characters.
Thank you again from the bottom of my heart for your thoughtful and generous grant. I will strive
to continue working hard for Japanese language education to honor your grant commitment.

!

“Japanese Literature: From Murasaki to Murakami”
New Publication from the Association for Asian Studies"Japanese Literature: From Murasaki to Murakami" provides a concise introduction to the literatureof Japan that traces its origins in the seventh century and explores a literary legacy—and its cultural contexts—marked by the intersection of aristocratic elegance and warrior austerity. Coverage extends to the present
day with a focus on the complex twists and turns that mark Japan's literature in the modern period.
In under one hundred pages of narrative, Marcus’s account of Japanese literature ranges from the 712
CE publication of Japan’s first literary work, the Kojiki, to internationally famous 21st century authors.
Readers get a sense of past and contemporary literary themes and well-written vignettes of the men andwomen who produced works that are an integral part of Japan’s literary traditions.
Marvin Marcus, a longtime AATJ member, is Professor of Japanese Language and Literature at
Washington University in St. Louis.
Priced at just $10.00 for AAS members and $12.00 for nonmembers, the volume can be ordered fromAAS online; go to www.asian-studies.org/publications/KIAS.htm!
26

Advocacy: SPEAK JapanWhy study Japanese? The debut of SPEAKJAPAN!

!

Did you know:
Japan is the world’s 3rd largest economy (GDP $4.9 trillion in2013)?
Japan has invested over $340 billion in America throughaffiliated companies?
Japanese people tweet so much they once crashed Twitterworldwide?

!

When somebody says, “Gee, I’d sure like to study a language,”
don’t you wish that facts like these would flow from your mouth
like sweet sweet Ramune?

!

When recommending Japanese to someone in search of a new
language to learn, point them to SPEAKJAPAN. It’s full tobursting with reasons to study Japanese like: Learning Japanese gives you more options in the job market;
Learning Japanese inspires creativity; and Learning Japanese exposes you to fun and thoughtful ways to live
life.

!
Speakjapan.jflalc.org!

Share it, like it, and tweet it out to the world. Tell people why YOU are studying, teaching, and loving theJapanese language!

!

Also visit our Language Education site (www.jflalc.org/teachers.html) for:•	

 How to Use SPEAKJAPAN Guide•	

 SPEAKJAPAN Brochure Guide (customize your own colorful brochure!)•	

 SPEAKJAPAN posters you can print out and post in your office or classroom!

!

SPEAKJAPANは、学習者、保護者やPTA、校長先生や教育長などの日本語教育に関わる人達に向けて、「日本語を学習するといいことがある」ことを分かりやすく示すことを目的とした、アドボカ
シーWEBサイトです。

!

また、SPEAKJAPAN Brochure Guide (www.jflalc.org/brochure.html)では、サイトの情報を使って、加工できるブロシュアーが作れるようにしてあります。先生方は、WEBに載っている項目から、それぞれの学校区や学校のニーズに合致したものを選んで編集し、個別の学校や教師の情報を追加して、ご自分でbrochureを印刷・配布できるようになっております。こちらも併せてご活用いただ
ければ幸いです。

!

Amanda Rollins
Japan Foundation, Los Angeles
Program Coordinatorjflaeducation@jflalc.org

27

AATJNEWSLETTER February 2015

2015 Kyoko Selden Memorial Translation Prize
The Department of Asian Studies at Cornell University is pleased to announce the 2015 prize honoring
the life and work of our colleague, Kyoko Selden. The prize will pay homage to the finest achievements inJapanese literature, thought, and society through the medium of translation. Kyoko Selden's translations andwritings ranged widely across such realms as Japanese women writers, Japanese art and aesthetics, the atomic
bomb experience, Ainu and Okinawan life and culture, historical and contemporary literature, poetry andprose, and early education (the Suzuki method). In the same spirit, the prize will recognize the breadth ofJapanese writings, classical and contemporary. Collaborative translations are welcomed. In order to encourageclassroom use and wide dissemination of the winning entries, prize-winning translations will be made freely
available on the web. The winning translations will be published online at The Asia-Pacific Journal: Japan
Focus<http://www.japanfocus.org/>.
Submit three copies of a translation and one copy of the original printed text of an unpublished work (ora new translation of a previously published work) to the Kyoko Selden Memorial Translation Prize,
Department of Asian Studies, 350 Rockefeller Hall, Cornell University, Ithaca, NY 14853. Please also send
the submissions as e-mail attachments to seldenprize@cornell.edu. Repeat submissions are welcomed. The
maximum length of a submission is 20,000 words. The translation should be accompanied by an introductionof up to 1,000 words. In case of translation of longer works, submit an excerpt of up to 20,000 words. The
closing date for the prize competition is May 30, 2015. Awards will be announced on August 31, 2015. For
the 2015 competition, one prize of $1,250 will be awarded in two different categories: 1) to an alreadypublished translator; 2) to an unpublished translator.

Call for Papers: International ResearchInternational Research Conference: Intersection of Modern Japanese Literature
http://amjls.web.fc2.com/oshirase20140901.html
This conference aims to encourage links and connections between the research emerging around theworld on modern Japanese literature and research activities within Japan.
• The conference will be held on November 22, 2015, at Waseda University, Tokyo.
• Individual or panel presentations will be accepted.
• Both members and non-members of Nihon Kindai Bungakukai may apply.
• Both individual and panel presentations are to be given in Japanese (for panel presentations only, if
presenters can provide their own Japanese interpreters, then any language will be accepted).
• Individual presentations are to be 30 minutes (plus 15 minutes for Q&A); panel presentations are to be a
total of 2-2.5 hours for the entire panel.
We will be accepting applications for both individual and panel presentations between April 1 and 30,
2015 (applications must be received by this date). Please send your completed entry sheet (found on the
Nihon Kindai Bungakukai website) and your abstract to the address given below either by e-mail or by post
(to be received by the deadline). For individual papers, abstracts should be about 400 Japanese characters; forpanels, please provide an abstract in Japanese for the panel as a whole in addition to the abstracts for eachindividual presenter, for a total of about 1500 characters. Applicants will be contacted as soon as selections
have been made.

!

Please send applications to:
Email: kindaiiin2014@gmail.com
Post: Wada Atsuhiko, Nihon Kindai Bungakukai Jimukyoku
Waseda University, Education and Integrated Arts and Sciences
1-6-1 Nishiwaseda, Shinjuku, Tokyo, 169-8050 JAPAN

!
28

29

AATJNEWSLETTER February 2015

Job Opening Announcements
Carleton College
The Department of Asian Languages and Literatures at Carleton College (Northfield, MN) invites
applications for a one-year part-time replacement position at the assistant professor or instructor level inJapanese language and literature to begin on September 1, 2015. (The Carleton calendar is three ten-weekterms. The position will require teaching either 3 courses or up to 5 courses depending on enrollments.) The
appointee will teach in the basic Japanese language sequence and, depending on training, and scheduling,possibly an advanced course in Japanese and/or a course in literature in translation. Qualifications include:
native or near-native fluency in Japanese and English; MA, ABD, or recent PhD in Japanese language orliterature; commitment to undergraduate education. Preference will be given to those with elementary
language teaching experience at the college level and serious interest in basic language instruction. We
particularly seek experienced teachers who are interested in teaching a diverse student body in a liberal arts
environment.
To apply, complete the online application by March 10, 2015 at https://jobs.carleton.edu/ . The online
application should include a cover letter, contact information for three references, curriculum vitae, and astatement of teaching experience and how it has influenced your teaching philosophy.
We plan to interview at the AAS Meetings in Chicago March 26-29, 2015. We are committed to developing
our faculty to better reflect the diversity of our student body and American society. Women and members ofminority groups are strongly encouraged to apply. Carleton College does not discriminate on the basis of race,color, creed, ethnicity, religion, sex, national origin, marital status, veteran status, actual or perceived sexual
orientation, gender identity and expression, status with regard to public assistance, disability, or age inproviding employment or access to its educational facilities and activities.

!
Colorado College
The Department of German, Russian, and East Asian Languages at Colorado College invites applications fora full-time Lecturer in Japanese for the academic year 2015-16, beginning on August 20, 2015. One year,with a possibility of renewal. Duties include teaching six elementary to advanced level Japanese language
courses per year, as well as advising students and participating in activities organized by the Japanese
Language Program, which offers a Minor and also supports the Asian Studies Program. Competitive salarycommensurate with qualifications and experience.
Applicants must be committed to high-quality innovative undergraduate teaching. The Block System of
education at Colorado College, in which professors teach and students take only one course at a time for 3-1/2
weeks, lends itself to innovative pedagogy. The visitor will teach 6 out of 8.5 blocks in the academic calendar.
The advanced level courses are offered on a twice-a-week basis throughout the fall and the spring semesters.
Minimum qualifications include an M.A. degree or higher in Japanese Pedagogy, Foreign Language
Pedagogy, Second Language Acquisition or a related field. Applicants should have teaching experience at thecollege or university level to English-speaking students. Native or near-native fluency in Japanese andexcellent command of English.
Applicants should send a statement of teaching, curriculum vitae, and names and addresses of three references
to Joan Ericson, Dept. of German, Russian, and East Asian Languages, Colorado College, 14 E. Cache la
Poudre, Colorado Springs, CO 80903. Email: jericson@ColoradoCollege.edu.
The search will remain open until the visitor position is filled.
The Colorado College welcomes members of all groups, and reaffirms its commitment not to discriminate on
the basis of race, color, age, religion, sex, national origin, sexual orientation, or disability in its educational
programs, activities, and employment practices. EQUAL OPPORTUNITY.

30

Earlham College
Earlham College, a residential liberal arts college, invites applications for a Language Fellow position in theJapanese language program for the 2015-2016 academic year (renewable). The language fellow will assist
in the beginning and intermediate Japanese courses and teach five (5) hours in Richmond Japanese School(Saturday School). The Language Fellow receives a stipend of $15,000-15,500 and free room and board on
Earlham College campus for the academic year. The language fellow may also attend for free in up to two
courses per semester at the college. An M.A. in Japanese linguistics, pedagogy or other related fields ispreferred, but candidates without an M.A. will be considered, too.
To apply, please send electronically a letter of application, CV, and three letters of reference to Akiko
Kakutani, <akikok@earlham.edu>, Professor of Japanese, Department of Languages and Literatures. Review
of applications will begin immediately and continue until the position is filled. Earlham College is anaffirmative action, equal opportunity employer and is committed to diversity in all areas of the campus
community.

!
Grinnell College
Grinnell College announces a 1-year term full-time position in Japanese in the Department of Chinese andJapanese (area of specialization open). Assistant Professor (Ph.D.) preferred; Instructor (ABD) possible.
Grinnell College is a highly selective undergraduate liberal arts college. The College's curriculum is founded
on a strong advising system and close student-faculty interaction, with few college-wide requirements beyond
the completion of a major. The teaching schedule of five courses over two semesters will include either four
language courses and one culture-in-translation course or three language courses and two culture-intranslation courses. The area of specialization is open, but candidates who are interested in teaching a course
related broadly to the topic of democracy or peace studies are particularly encouraged to apply.
In letters of application, candidates should discuss their interest in developing as a teacher and scholar in anundergraduate, liberal-arts college that emphasizes close student-faculty interaction. They should also discuss
how they might contribute to a college community that has diversity—of people, personal and educational
experiences, and disciplinary perspectives—as one of its core values. To be assured of full consideration, allapplication materials should be received by February 13, 2015. Please submit applications online by visiting
our application website at https://jobs.grinnell.edu. Candidates will need to upload a letter of application,
curriculum vitae, transcripts (copies are acceptable), and provide email addresses for three references.
Questions about this search should be directed to the search chair, Professor Mariko Schimmel, atJapaneseSearch@grinnell.edu or 641-269-3141.
Grinnell College is committed to establishing and maintaining a safe and nondiscriminatory educational
environment for all College community members. It is committed to a policy of nondiscrimination in mattersof admission, employment, and housing, and in access to and participation in its education programs, services,
and activities. The College does not discriminate on the basis of race, color, ethnicity, national origin, age,sex, gender, sexual orientation, gender identity or expression, marital status, veteran status, religion, disability,
creed, or any other protected class.

!
Indiana University Bloomington
The Department of East Asian Languages & Cultures in the School of Global and International Studies at
Indiana University Bloomington invites applications for a tenure-track position as assistant professor inJapanese Language Studies. The field of specialization includes, but is not limited to, language education,
second language studies, or linguistics broadly defined. The appointment begins August 1, 2015.
Candidates must have the Ph.D. at time of appointment. The successful candidate will have a productive
research record with clear potential for scholarly excellence, as well as a strong commitment to language
teaching. She or he will also demonstrate a commitment to research, teaching, and program development
within the Department of East Asian Languages & Cultures, as well as the School of Global and International
Studies. Required qualifications include native or near-native proficiency in Japanese and English, and

31

AATJNEWSLETTER February 2015

the ability to oversee the department’s Japanese language program and represent its interests within andbeyond the institution. Teaching responsibilities will include one level of the Japanese-language sequence andundergraduate and graduate courses in support of the department’s language and culture curriculum.
Indiana University is an equal employment and affirmative action employer and a provider of ADA services.
All qualified applicants will receive consideration for employment without regard to age, ethnicity, color,
race, religion, sex, sexual orientation or identity, national origin, disability status or protected veteran status.
Application materials, including a cover letter, curriculum vitae, statement of research interests, philosophy,
teaching evaluations, a writing sample, and three academic letters of reference should be submitted online at
http://indiana.peopleadmin.com/postings/1327. Inquiries and any hard copy submissions can be directed toJapanese Search Committee, Department of East Asian Languages and Cultures, Goodbody Hall 250, 1011 E.
Third St., Bloomington, IN 47405-7005 or electronically at ealc@indiana.edu. Applications received by
January 30, 2015, are assured full consideration, but applications will be accepted until the position is filled.

!
Kalamazoo College
Kalamazoo College invites applications for a Japanese language teaching position, to be filled at visiting
assistant professor or visiting instructor level. At least an MA or higher in language pedagogy or related
field, native or near-native competence in Japanese and English, demonstrated strong teaching skills at thecollege or university level, and familiarity with current language pedagogy are required. Knowledge of theuse of technology in classroom teaching is highly desired. Teaching responsibilities are typically two classes
each of three 10-week terms. Courses will range from beginning to third-year levels of language. College
rental housing may be available.
Kalamazoo College is a highly selective, nationally known liberal arts college of approximately 1450
motivated students offering an integrated undergraduate experience that weaves a traditional liberal arts
curriculum into domestic and international educational experiences. The campus is located midway between
Chicago and Detroit in Kalamazoo, Michigan which is in a metropolitan area of 225,000.
Review of applications will commence March 1, 2015. Preliminary interviews will be conducted at the AAS/
AATJ conference hotel in Chicago, March 27 and 28, 2015. Submit a cover letter, curriculum vitae, statementof teaching philosophy, and undergraduate and graduate transcripts (unofficial is acceptable) in PDF format toJapaneseSearch@kzoo.edu. Indicate in the cover letter whether attending the AAS meeting or not and how tocontact you in the week or so prior to and at the conference. Also have three confidential letters ofrecommendation sent in PDF format to JapaneseSearch@kzoo.edu using the applicant’s name as the subject
line lastname_firstname.
For more information, see the Kalamazoo College home page at www.kzoo.edu and the Japanese Programwebsite at http://reason.kzoo.edu/japanese/ and East Asian Studies major at http://www.kzoo.edu/asia. Please
direct any questions regarding the position to Dr. Rose Bundy, Director, Japanese Program(bundy@kzoo.edu). Kalamazoo College desires applicants who are committed to promoting access andsuccess for all students, and strongly encourages candidates who will contribute to the cultural diversity of theCollege to identify themselves if they wish. We are an equal opportunity employer.

!
Kyoto Consortium for Japanese Studies
The Kyoto Consortium for Japanese Studies (KCJS) seeks candidates for the position of Resident Director ofits study-abroad center based on the campus of Doshisha University in Kyoto. KCJS is a consortium offourteen universities administered by Columbia University that offers academic year and summer programs.
For additional background information, potential applicants should visit the websites www.kcjs.jp andwww.kcjs.columbia.edu.
Working closely with the KCJS Governing Board, Columbia University, and Doshisha University, theResident Director is responsible for the continued development and oversight of the academic programs,
student affairs, and administrative and financial management. . The Resident Director supervises a full-time

32

administrative staff that assists in all areas of program management, and teaches one course a semester during
the academic year program.
This is a position that begins on July 1, 2015, or a mutually agreeable date. The position may be filled at an
assistant or associate professor level. The successful candidate will hold a one-year non-tenured academic
appointment in the Department of East Asian Languages and Cultures at Columbia University through June30, 2016.
Candidates should have a Ph.D. in a Japan-related field and undergraduate teaching experience; language
fluency in English and Japanese; Japanese cultural fluency; experience with American undergraduates atinstitutions similar to those in the KCJS consortium; administrative experience; and ability to undertakeinternational travel. Experience with overseas study programs is preferred, but not required.
All applicants must apply at Columbia's secure online site: academicjobs.columbia.edu/applicants/Central?
quickFind=60253
Applications will be reviewed beginning: January 23, 2015. The search will remain open until it is filled.
Columbia University is an Equal Opportunity/Affirmative Action employer.

!
Lawrence University
Lawrence University announces a one-year full-time position in Japanese in the Department of Chinese andJapanese (area of specialization open with a preference of literature or linguistics). Assistant Professor(Ph.D.) preferred; Instructor (ABD) possible. The teaching schedule of six courses over three terms will
include at least three language courses at the beginning level plus other content courses, one of which isculture, depending on the candidate’s expertise and curricular need of the department. Candidates who areinterested in participating in Lawrence’s campus-wide Freshman Studies program as partial fulfillment of theteaching responsibility are especially encouraged to apply.
In letters of application, candidates should discuss their interest in developing as a teacher and scholar in anundergraduate, liberal arts college that emphasizes close student-faculty interaction. They should also discuss
how they might contribute to a college community that has diversity—of people, personal and educational
experiences, and disciplinary perspectives—as one of its core values. The search committee will start
reviewing all application materials on March 1, 2015 and continue until the position is filled.
Please submit applications online by visiting our application website at https://lawrencecareers.silkroad.com.
Candidates will need to upload a letter of application, curriculum vitae, transcripts (copies are acceptable),and provide email addresses for three references. Questions about this search should be directed to the searchchair, Professor Kuo-ming Sung, at search_japanese@lawrence.edu.
Lawrence is committed to enhancing the diversity of its faculty and the diversity of viewpoints andapproaches that the faculty represents. Candidates are encouraged to read more about Lawrence at https://lawrencecareers.silkroad.com/lawrenceuniversity/About_Us.html and to address in their letters of application
the ways in which they could contribute to Lawrence’s institutional mission and goals. This website also
includes informational resources about the University and the surrounding community.
Murray State University
The Department of Modern Languages at Murray State University is accepting applications for a tenure-track
position as Assistant Professor of Japanese beginning in August 2015. The successful candidate will teachall levels of language, literature, and culture and engage in related service responsibilities in our thriving
program. Candidates must have native or near-native fluency in Japanese and English and demonstrate
success in teaching at the college/university level in the USA.
Applicants must hold a Ph.D. completed by June 1, 2015, in Japanese literature, Japanese Studies, or teaching
Japanese as a foreign language. Candidates must have a strong commitment to teaching.

33

AATJNEWSLETTER February 2015

Applicants should submit materials electronically, including a letter of application addressed to Department ofModern Languages, Murray State University; vita; three recent letters of recommendation; transcripts; andrecent teaching evaluations. For inquiries, call Dept. of Modern Languages at 270-809-2501.
For detailed information and to apply, go to http://www.murraystatejobs.com/postings/3837. The deadline forapplications is February 15, 2015.

!
St. Olaf College
The Department of Asian Studies at St. Olaf College seeks an energetic and committed teacher/scholar inJapanese Language and Area Studies for a one-year teaching position beginning fall 2015. This is asabbatical replacement position, expected at the assistant professor rank. Salary is competitive.
Applicants are expected to have completed or be near completion of their Ph.D. in a relevant field bySeptember 1, 2015. Native or near-native competence in Japanese and English, demonstrated strong teachingskills and scholarly promise are required. Use of technology in classroom teaching and familiarity withcurrent language pedagogy are highly desired. Specialization in Japanese language and Japan Studies or
Asian Studies (including linguistics, theater, or interdisciplinary approaches such as film studies or cultural
studies) is required. Teaching responsibilities include all levels of Japanese language courses and at least one
in English that contributes to our Asian Studies major and Japan Studies concentration. The normal teachingload is six courses a year, and the College prefers candidates who can serve full time, but will consider
candidates who request a reduced appointment.
The Asian Studies Department has three full-time faculty in Chinese language, two full-time and one parttime faculty in Japanese language, and six faculty with partial teaching appointments in Asian Studies fromHistory, Religion, Economics, the Libraries, Art History, and Political Science. Faculty in other departments
also have teaching and research interests in Asia.
All applications must be submitted online at http://wp.stolaf.edu/hr/jobs/. Application review will begin on
February 28, 2015 and will continue until the position is filled. The initial application should include: a cover
letter outlining your qualifications; a current curriculum vitae; a short statement (1 page) describing yourteaching philosophy and research interests; unofficial graduate transcripts; and the names and email addresses
for three professional references who can speak to your abilities in classroom teaching and scholarship (at thistime, only the names and email addresses need to be submitted; St. Olaf College will directly contact
references at a later date).
Questions about the position, department, or college may be directed to Professor Karil Kucera, Chair of the
Department of Asian Studies, at japanese2015@stolaf.edu.
Founded in 1874, St. Olaf College is a residential, coeducational liberal arts college with approximately 3,000
students and 800 faculty and staff employees. It is located in Northfield, Minnesota, about 45 minutes from
Minneapolis and St. Paul with their rich and diverse cultural resources. The college offers an academicallyrigorous, nationally ranked liberal arts education that fosters the development of the whole person in mind,
body, and spirit and emphasizes a global perspective.
A liberal arts college of the Lutheran Church (ELCA), St. Olaf College is an affirmative action/equal
opportunity employer and actively seeks diversity in students, faculty, and staff. The college is especiallyinterested in qualified candidates who can contribute to the diversity of our community through their teaching,research, and/or service.
To provide a safe and secure educational environment, St. Olaf College verifies the accuracy of all credentials
presented by applicants and conducts a criminal background check on every new hire.
University of Denver
The Department of Languages and Literatures at the University of Denver will hire a Lecturer ofJapanese for appointment. This is a full-time, renewable lectureship with full benefits beginning September
1, 2015.

34

Teaching load is eight classes over three academic quarters, which are typically one-hour block courses taught
four days per week. The lecturer will teach all levels of Japanese, though mainly beginning and intermediatelevel classes. Some advising of declared or prospective minors and of students planning to study in Japan is
expected; some program-promotion activities such as student club advising are also expected. Research/scholarship is not a job requirement for this position, although active scholarship is desirable and supported.
Contribution to student advising and extracurricular activities is expected. Participation in department
meetings and collaboration with the team in Japanese is expected, as is limited committee or otherdepartmental service.
Required Qualifications: ABD in Japanese or closely related field (e.g., comparative literature or linguistics
with a clear Japanese emphasis) at the time of appointment in September 2015; experience teaching
Japanese language to Anglophone students in the US at college or university level, with proven,professionally attested excellence and effectiveness; excellent command of Japanese and English language inall their aspects: lexicon and idiom, grammar, phonology, and writing system.
Preferred Qualifications: PhD in Japanese language and literature, Japanese linguistics, or a closely related
field at time of application; formal study of second language acquisition and experience in assessment oflanguage learning; experience teaching 2nd and 3rd year Japanese; extended residence and extensive travel inJapan.
Candidates must apply online through www.dujobs.org 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 thepage to begin application. In addition to the application, please upload a cover letter, official transcripts ofgraduate studies, and a document which conveys evidence of outstanding teaching. Please combine
documents to avoid the 5-document upload limit.
Three letters of recommendation are also required. Please email, or send via Interfolio the letters ofrecommendation to the following contact: Colleen Lucero, Assistant to the Chair - colleen.lucero@du.edu orif they must be mailed: Japanese Search Committee, Department of Languages and Literatures, University ofDenver, Denver, CO 80208.
If you have questions regarding this position please contact: Colleen Lucero at colleen.lucero@du.edu
Deadline for submissions is February 20, 2015. We will be conducting semi-finalist interviews at the AAS
Annual Conference in Chicago, March 26-29, 2015 (other arrangements can be made if necessary).
The University of Denver is committed to enhancing the diversity of its faculty and staff and encourages
applications from women, minorities, members of the LBGT community, people with disabilities andveterans. The University is an equal opportunity/affirmative action employer.

!
University of Pennsylvania
The Department of East Asian Languages and Civilizations at the University of Pennsylvania announces theavailability of a position as full-time Lecturer in the Japanese Language Program for the academic year
2015-2016. The appointment will be for one year with the possibility of annual renewal for up to an additional
two years based on satisfactory performance and approval of the Dean. Applicants for the position should
possess at least a Master's degree in Education or Humanities with a primary focus on language andpedagogy. They should have native or near-native competency in Japanese and fluency in English. Preference
will be given to candidates who have experience in teaching all levels of Japanese language at the university
or college level. Duties include teaching language classes (5 courses per academic year), attending meetingsof the Japanese language program, and working with the Director of the language program and Japan facultyon materials development. Knowledge of computer technology application in classroom instruction is highly
desirable.
Candidates are to apply at http://facultysearches.provost.upenn.edu/postings/503 . Submit a cover letter, CV,and statement of teaching philosophy. Also submit the names and contact information of two individuals who
have agreed to provide a letter of recommendation. The University will contact the referees with instructions
on how to submit their letters. The review of applications will begin immediately and the process will

35

AATJNEWSLETTER February 2015

continue until the position is filled.
The Department of East Asian Languages and Civilizations is strongly committed to Penn’s Action Plan for
Faculty Diversity and Excellence and to establishing a more diverse faculty (for more information see: http://
www.upenn.edu/almanac/volumes/v58/n02/diversityplan.html.)
The University of Pennsylvania is an Affirmative Action/Equal Opportunity Employer.

!
University of South Florida
The Department of World Languages at the University of South Florida invites applications for a position of
full-time instructor in Japanese, beginning August 7, 2015. Responsibilities include teaching elementary toadvanced level Japanese language and culture courses.
Minimum Qualifications: M.A. degree or higher in Japanese Pedagogy, Foreign Language Pedagogy, Second
Language Acquisition or a related field. Preferred Qualifications: Applicants should have teaching experienceat the university level and must demonstrate excellence in teaching a proficiency-based curriculum.
Posting End Date: Open Until Filled; review of applications will begin on March 20, 2015.
Applicants should submit 1) a letter of application; 2) curriculum vitae; 3) a statement of teaching philosophy
or teaching portfolio; 4) three letters of reference, at least one of which specifically addresses the candidate's
qualifications as a teacher (to be sent to the address below); 5) a demo lesson video.
To start, go online to http://www.usf.edu/about-usf/work-at-usf.aspx and click on the button labeled "Access
Careers@USF." From the list of jobs that appears, locate the "Japanese Instructor" item and click it. When
applying for an opening you will have the opportunity to upload a cover letter and other requested materials.
Only online applications are accepted for this position.
Letters of recommendation should be sent to: Ms. Claudine Boniec (cboniec@usf.edu), Department of World
Languages, 4202 E. Fowler Ave, CPR107, Tampa, FL 33620.

!
University of Texas Austin
The Department of Asian Studies at the University of Texas at Austin invites applications for a one-year
lecturer position in Japanese Language beginning September 1, 2015. Lecturers will teach three sections of
two courses per semester. Candidates should have a minimum of a Master's degree in Japanese or a related
field and have native or near native proficiency in both Japanese and English. Candidates with experienceteaching fourth-year Japanese are preferred.
The successful candidate will be required to complete the Federal Employment Eligibility Verification form,
I-9, and will be required to present acceptable and original documents to prove identity and authorization towork in the United States. Documents must be presented no later than the third day of employment. Failure to
do so will result in loss of employment at the University. Security sensitive position; background checkconducted on applicant selected.
Please send a letter of interest, current CV, recent example of teaching (in the form of a video clip on a flash
drive with a teaching plan of that lesson or a link to an uploaded video), names and contact information of
three references, and relevant syllabi including a list of courses taught and textbooks used to: Japanese
Language Search Committee, Department of Asian Studies, 120 Inner Campus Drive Stop, G9300, theUniversity of Texas at Austin, Austin, Texas 78712-1251. Applications must be received by February 28,
2015 to receive full consideration. The University of Texas at Austin is an Affirmative Action/Equal
Opportunity Employer.

36

Utah State University
The Department of Languages, Philosophy & Communication Studies at Utah State University invites
applications for a lecturer position in Japanese. Candidates must have an M.A. in Japanese, Japanese
Linguistics or a related field completed by August 14, 2015. Candidates will need to pass a background check,
per university policy. Successful candidates should be willing to mentor undergraduate students and have theability and desire to teach beginning and intermediate level courses, as well as occasionally more advanced
courses. Ability to support our Asian Studies major is also an important plus.
Applications are to be submitted online at http://jobs.usu.edu/applicants/Central?quickFind=61292. Review ofapplications will begin on February 28, 2015, and continue until the position is filled.
Utah State University is a Carnegie Research University located in a mountain valley 80 miles north of Salt
Lake City. Visit www.usu.edu/greats, or our departmental web page at http://lpcs.usu.edu/ for more
information about USU.

!
Vassar College
Vassar College invites applications for a Japanese Language Fellow (Intern) for the 2015-16 academic
year (late August, 2015 through May, 2016). Vassar College is an equal opportunity/affirmative action
employer and is strongly and actively committed to diversity within its community. Applications frommembers of historically underrepresented groups are especially encouraged.
The Language Fellow, who must be a native speaker of Japanese, assists the Japanese faculty members in
preparing teaching materials and conducting drill sessions for 12 hours a week. Language Fellows receive
free room and board on Vassar’s campus in student housing for the academic year, a monthly stipend of $500
for 10 months, and health insurance coverage. They may also take up to two courses per semester free at
Vassar. Language Fellows should have a B.A. and be fluent in English.
To apply, please send a cover letter, vita, an audio recording introducing yourself in both Japanese andEnglish, and at least one recommendation letter. Review of applications is ongoing until the position is filled.
Please send applications to Haoming Liu, Chair, Department of Chinese and Japanese, Box 285, Vassar
College, 124 Raymond Avenue, Poughkeepsie, NY 12604 or (preferably) via email tochineseandjapanese@vassar.edu.

!

Washington and Lee University
The Department of East Asian Languages and Literatures at Washington and Lee University invites
applications for a three-year position as visiting instructor in Japanese to begin July 2015. The ideal
applicant will have a PhD, native or near native fluency in Japanese and English, a demonstrated commitment
to foreign language instruction and a familiarity with language-learning technology. Primary responsibilities
include the teaching of Japanese at all levels. Applicants with a Ph.D. in the field of modern Japanese
literature, culture or film, linguistics, or a related field are preferred.
Review of applications will begin January 12, 2015 and continue until the position is filled. Preliminaryinterviews will be conducted via Skype, and candidates may be invited to campus in March 2015. Candidates
should submit a cover letter, current c.v., graduate transcript, statement on teaching philosophy, sample
syllabi, and most recent teaching evaluations and 3 letters of recommendation (including at least one letter
which can speak to the candidate’s teaching experience) to the Japanese Search Committee by applying online
at http://jobs.wlu.edu/postings/2205.
Founded in 1749, Washington and Lee University is located in the historic city of Lexington in the Great
Valley of Virginia, about three hours southwest of Washington, DC. For more information about theuniversity, visit http://www.wlu.edu. For any questions about the search, contact Janet Ikeda(ikedaj@wlu.edu). Washington and Lee University is an Equal Opportunity Employer.
Apply at: http://www.Click2Apply.net/nm9g6gk.

37

AATJNEWSLETTER February 2015

West Virginia University
The Department of World Languages, Literatures, and Linguistics at West Virginia University invites
applications for the position of Teaching Assistant Professor or Teaching Instructor. We are seeking
applicants with a Ph.D. or Master’s degree in Japanese or Japanese Studies, or equivalent. For appointment at
the Teaching Assistant Professor rank completion of the doctorate by position start date, August 16, 2015, is
expected. Applicants with a Master’s degree will be considered for appointment at the Instructor rank. Native
or near-native proficiency in Japanese and English and potential for teaching excellence required. The
candidate is expected to teach Japanese language courses and Japanese literature and culture courses (taught
in Japanese or English). The teaching load is four courses per semester and will include course development
and working cooperatively with other language instructors. We are looking for an energetic individual eager
to help us continue to develop our Japanese Studies program.
Teaching appointments at WVU are full-time, renewable term appointments. Teaching Assistant Professors
are eligible for promotion, e.g., to Teaching Associate Professor; however, promotion to senior ranks is not arequirement for institutional commitment and career stability. There is no traditional research assignment.
Teaching faculty are expected to present evidence of ongoing engagement in assessment-based advancementof instructional processes. Appointments are renewable term appointments, with provision for up to three-year
renewable terms for successful teaching faculty. There is no maximum number of terms. This position is afull-time nine-month appointment and includes full benefits. Part-time summer advising is expected, withadditional compensation.
WVU is a Research– High Activity University and an Equal Employment Opportunity/Affirmative Action
Employer and the recipient of an NSF ADVANCE award for gender equity. The university is committed todiversity and welcomes applications from all qualified individuals, including minorities, females, individuals
with disabilities, and veterans. The university is located in the community of Morgantown, which offers
plentiful opportunities as well as recreational outlets that draw on the natural beauty and rich culture of
Appalachia. Morgantown is located within 1½ hours of Pittsburgh and 3½ hours of the Washington /Baltimore area. It has been recognized as one of the most livable small cities in the U.S.
The position begins August 16, 2015. Screening will begin February 2, 2015, continuing until the position isfilled. Initial interviews will be conducted by videoconference.
Applicants should submit a letter of application, CV, evidence of teaching ability (e.g., portfolio, student
evaluations), and at least three letters of recommendation by e-mail to WLLLSearch@mail.wvu.edu or online
through Interfolio; after establishing an account at www.interfolio.com.
Direct further inquiries to WLLLSearch@mail.wvu.edu or to Mison Beondy at (304) 293-8301.
Winona State University
Winona State University (Winona, MN) invites applications for the position of Instructor/AssistantProfessor of Japanese Studies in the Department of Global Studies & World Languages. This position is a
fixed-term/9-month appointment starting August 17, 2015. Salary and rank will be dependent upon degree
and experience. As a faculty member, you will be responsible for teaching undergraduate Japanese language
courses at all levels, including undergraduate Japanese Studies minor courses in English. Additionally, youwill be responsible for advising students as well as WSU’s Japanese Club. Providing service to thedepartment, university, and/or a professional organization related to this position is also expected.
Minimum qualifications for this position are: (1) an M.A. in any one of the following: Japanese language,
literature, culture, linguistics, pedagogy, or a closely related field; (2) demonstrated experience in teaching
Japanese at the university level; (3) demonstrated record of scholarship and/or a credible research agenda; (4)native or near-native fluency in Japanese; and (5) fluency in English.
For a complete position description and information on applying for this position, please go to http://
agency.governmentjobs.com/winona. Application deadline is March 6, 2015. Position available pending
budgetary approval.
A member of the Minnesota State Colleges and Universities System. An equal opportunity educator andemployer. Women, minorities, veterans and individuals with disabilities are encouraged to apply.

38

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

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

Date:

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

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

Special Interest Groups:

Regular Member:!

$40

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

$60

!

$20

Shipping & handling (outside of U.S.)
Total Payment (U.S. Dollars)!

Check Enclosed!

MasterCard/VISA___________#___________________________________Exp. ____/__________________________________________________
Signature

!
!
!
!
!
!
!
!

AP JapaneseClassical Japanese
Heritage Language
Japanese for Specific Purposes
Language & Culture
Professional Development
Proficiency Assessment
Study Abroad

Affiliate (Choose one)
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!

Alaska (AKATJ)
Arizona (AATJ)
California (CAJLT)
California-north(NCJTA)
Colorado (CJLEA)
Florida (AFTJ)
Georgia (GATJ)
Guam (JALTA)
Hawaii (HATJ)
Illinois (IATJ)
Indiana (AITJ)Inter-mtn (IMATJ)
Iowa (JLCTIA)
Kentucky (KAJLT)Louisiana (LATJ)

!
!
!
!
!
!
!
!
!
!
!
!
!
!

Michigan (JTAM)
Mid-Atlantic (MAATJ
Missouri (MATJ)
Minnesota (MCTJ)
Nevada-south (SNJTA)
New Jersey (NJATJ)
N. Carolina (NCATJ)
Northeast (NECTJ)
Ohio (OATJ)
Oregon (ATJO)South Central (SCATJ)
Texas (JTAT)
Washington (WATJ)
Wisconsin (WiATJ)!

I live outside of the U.S.

39

Kyoritsu Foundation Japanese Language Academy
Opportunities to learn and improve your Japanese skills in Japan!
Standard courses※April term (2 years), October term (1.5 years):
Basic Japanese【Japanese for entering a higher-level school】
Course for Professional School and University
Course for University Transfer・Graduate School【Japanese for job hunting】
Qualifying National Nursing Examination Course
Hotel Working Course
Job Support Course
Short-term courses are also available
Unique scholarships
	  N3 scholarship 	  (JPY100,000) ※One-time scholarship at school entry
Those who have N1, N2, or N3 JLPT certificates can receive a JPY100,000
scholarship.
Those who pass our original N3 test on the entrance day can also receive thisscholarship.
	  Life Support Scholarship (JPY100,000) ※One-time scholarship at school entry
Those who pay tuition for 1 year and dormitory rent for 6 months can receive a
JPY100,000 Life Support Scholarship.
Advantages of studying with Kyoritsu:
Kyoritsu’s facilities include a library, PC room, shower room, and gym.
Opportunities to travel to Hokkaido and Okinawa at a very low price!
Experienced instructors care!
Location
Located in central Tokyo, about 15 minutes from Akihabara or Ueno Stations.

For more information… http://www.kif-org.com/naj/AATJNEWSLETTER February 2015

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

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

!

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

!

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

!

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