February 2017

AATJNEWSLETTER

VOL. 6
NO. 1

President’s Message

Yoshiko Saito-Abbott 齋藤アボット佳子
カリフォルニア モントレーは例年になく肌寒く雨の多い日が続いておりますが、木々の芽吹きや梅の開花が春の兆しを感じさせてくれます。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、年賀状コンテストもお陰様でたくさんの応募があり、今年の干支、酉を描いた賀状がたくさんコンテストに寄せられました。その中から各部門で受賞された年賀状がAATJのウェブサイトに掲載さいれておりますの でご覧ください。今年をもって 長年年賀状のデレクターとしてご尽力頂いた山下一美先生が退任し、来年からは西村美緒先生が年賀状デレクターとして就任いたします。
さらにたくさんの年賀状の応募を楽しみにしております。また、National Japanese Examination（NJE）の受付は２月１９日で閉め切らせて頂きましたが、御蔭様で今年も たくさんの申し込みを頂きました。 今後ともNJEを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。AATJはアドボカシーの一貫としてJoint National Committee for LanguagesNational Council for Languages and International Studies(JNCL-NCLIS)のメンバーとして言語教育の推進に力を入れておりますが、この度AATJのアドボカシーデレクターとして長年ご貢献頂いたジャネット・イケダ先生がBoard of Directorsに選出されました。３月にはトロントでAAS/AATJの春季学会が開かれます。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。基調講演にはLifetime Achievement Awardを受賞される牧野誠一先生が「省くか、繰り返すか、それが問題だ」という題でお話をしてくださいますのでふるってご参加ください。AATJの春季学会のCo-Directorウェイ諸橋 麻里子先生、並びに近松チャンドラー
信子先生のご活躍に厚くお礼を申し上げます。さて今回のインタビュー コラムには春季学会でLifetime Achievement Awardを受賞される牧野誠一先生へのインタビュー が 載っております。 ご一読ください。では、３月１６日（木曜日）にトロントでお会いしましょう。
It has been unusually cool and rainy this winter here along the Monterey coast of California, but
trees are starting to bud, plum blossoms are blooming, and we can see the signs of spring
everywhere. I hope you and your loved ones are doing well. We received many nengajo entries
featuring this year 's zodiac sign, the rooster, for the Nengajo contest. Please enjoy viewing thecontest winners on the AATJ website. I appreciate Kazumi Yamashita sensei’s many years ofoutstanding service as our Nengajo Director. Mio Nishimura sensei will serve as the incoming
Nengajo Director; I hope many students will submit nengajo next year. We recently closed theregistration period for this year’s National Japanese Examination (NJE), which will beadministered in March and April. I want to thank everyone for their participation. I hope you
consider the NJE as an effective assessment tool for your program on a national level. AATJ has
been advocating the importance of learning language as a member of the Joint National
Committee for Languages - National Council for Languages and International Studies (JNCLNCLIS). Janet Ikeda sensei, who has served as Director of Advocacy for AATJ, has now been
elected to the Board of Directors of JNCL-NCLIS.
In March we will hold the AATJ Spring Conference (in conjunction with AAS) in Toronto; itshould be beautiful at that time. As you can see from the program included in this newsletter, wehave many great sessions planned. I want to express my appreciation to our spring conferenceco-directors, Mariko Morohashi Wei sensei and Nobuko Chikamatsu
Chandler sensei, who coordinated this year’s conference. AATJ’s keynote presenter is Dr.
Seiichi Makino, who will be receiving a Lifetime Achievement Award at the spring conference.
He will be speaking in Japanese on “To Delete or To Repeat, That’s the Question.” An interview
with Makino sensei is also included in this newsletter. I am looking forward to seeing many ofyou in Toronto.

AATJNEWSLETTER February 2017

Table of Contents
Pages

1

President’s Message

3

AATJ Announcements
・2017 Annual Spring Conference

12・Special Interview with Dr. Seichi Makino

15・J-CAN Project Report17

・Affiliate Reports

18- Illinois Association of Teachers of Japanese- Washington Association of Teachers of Japanese・2017 Year of the Rooster NENGAJO Contest Results

24

・Results of J.LIVE Talk 201625

・Call for Proposals: 2017 JCMU Symposium

16

Job Opening Announcements

24

Support Our Sponsors

34

Membership Application / Renewal

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

Association of Teachers of Japanese” on Facebook.

2

2017 Annual Spring Conference
The 2017 AATJ Annual Spring Conference will be held on Thursday, March 16, 2017, inToronto, Ontario, Canada, in conjunction with the Annual Meeting of the Association for AsianStudies (AAS) (www.asian-studies.org). A full day of panel and individual paper presentations on
Literature, Language Pedagogy, Linguistics, Second Language Acquisition, Language andTechnology, and other topics will take place at the Sheraton Centre Toronto Hotel, the site of the
AAS conference.
Online registration for the Spring Conference is open. Conference registration fees are $60 for
AATJ members ($40 for student members) and $100 for non-members. Online registration ends
March 6. After that date only on-site registration will be available in Toronto (US$100; cash orchecks only).
To register, go online to http://www.aatj.org/conferences-spring.

The conference program in PDF format, with
abstracts for all presentations, can be downloaded from the same website.
The keynote speaker for this year's conference is Professor Seiichi Makino of Princeton
University, who is a past president of AATJ and the second recipient of AATJ's Lifetime
Achievement Award. He will speak (in Japanese) about aspects of repetition in language learning.
The keynote speech and a reception will be held immediately following the research presentations, at
the Chestnut Conference Centre, a five-minute walk from the conference hotel.
Accommodations for the conference will be at the Sheraton Centre Toronto Hotel(www.sheratontoronto.com). A special rate is available for those registering through the AAS Annual
Meeting website.
We encourage those attending the AATJ Conference to also attend the AAS Annual Meeting, whichtakes place Friday, March 17, to Sunday, March 19. 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 Japanand other Asia-related books and journals. AATJ will have a booth in the Exhibit Hall - please
visit us at Booth 211.
AATJ's special sponsored session at this year's AAS annual meeting - a panel on teaching translationand interpreting, organized by our newest Special Interest Group - will take place on Saturday,
March 18, at 5:15 p.m.

3

AATJNEWSLETTER February 2017

AATJ	
  2017	
  Annual	  Spring	  Conference	
  	
  
Part	
  One	  Sheraton	
  Centre	
  Toronto	  Hotel,	  Toronto,	
  Ontario

Meeting	
  Rooms	  (Mezzanine	
  Level):	
  Linden,	
  Cedar,	
  Pine	  West,	
  Pine	  East,	
  Chestnut	
  West,	  	
  Chestnut	
  EastThursday,	  March	  16,	
  8:30a.m.–4:00	
  p.m.	
  (On-­‐site	  Registration	  and	
  Check-­‐in:	
  Mezzanine	
  Level)Coffee	  and	
  tea	
  will	  be	
  available	
  all	  day	  in	
  the	
  Birchwood	  Ballroom,	
  where	
  publishers	
  and	
  other	  organizations	
  will	  also	  be	
  displaying	
  their	
  publications	  and	  services.
Papers	  whose	
  titles	  appear	  in	
  Japanese	
  in	
  the	
  program	
  will	  be	
  delivered	  in	
  Japanese;	
  those	
  with	  only	  English	
  titles	
  will	  be	
  delivered	
  in	
  English	
  

8:30	
   a .m.–10:10	
   a .m.	
   — 	
   S ession	
   1

Session	
  1-­‐A:	
  Pedagogy	  Papers	
  [	  Pine	  East	  Room	  ]	
  Chair:	
  Noriko	
  Fujioka-­‐Ito,	
  University	
  of	
  Cincinnati「イマージョン教育の児童と卒業生の日本語能力：生涯教育としての日本語教育への示唆」(Language	
  ability	
  of	
  Japanese	
  English	
  immersion	
  children	
  and	
  graduates:	
  Implications	
  for	  Japanese	
  language	
  learning	
  as	
  lifelong	
  education)
Asako	  Hayashi-­‐Takakura,	
  University	
  of	
  California,	
  Los	
  Angeles;	
  Tetsuo	  Harada,	
  Waseda	
  University	
  「日本語教育における「批判的多文化教育」-ソーシャルネットワーキングアプローチ（SNA）を指標とした実践報告」("Critical	
  multicultural	
  education"	
  in	
  Japanese	
  language	
  education	
  using	
  a	
  social	
  networking	
  approach	
  (SNA))
Kimiko	  Suzuki,	
  Haverford	
  College;	
  Jisuk	
  Park,	  Columbia	
  University「日本語学習者の将来を成功に導く要因の探求―卒業生たちのライフストーリ―」(Exploring	
  factors	
  enabling	
  success	
  in	
  
the	
  future	
  lives	  of	  Japanese	
  language	
  learners:	
  Life	  stories	
  of	
  university	
  graduates)
Noriko	  Fujioka-­‐Ito,	
  University	
  of	
  Cincinnati	
  「日本語学習の未来予想図：近年の傾向と今後の動向」(Signi_icance	
  of	
  increased	
  numbers	
  of	
  self-­‐learners	
  for	  Japanese	
  language	
  instruction)
Masami	  Ikeda,	
  Massachusetts	
  Institute	
  of	
  Technology

Session	
  1-­‐B:	
  Pedagogy	  Papers	
  [	  Cedar	
  Room	  ]Chair:	  Yukiko	
  Yoshizumi,	
  University	
  of	
  Lethbridge	  	
  “Application	
  of	
  multiliteracies	
  in	
  Japanese	
  language	
  pedagogy	
  with	  the	  theme	  of	
  gender”Emi	
  Okano,	  University	
  of	
  Oregon「ジェンダーマイノリティと日本語教育：「男言葉」「女言葉」をどう扱うか」（Gender	  minority	
  students,	
  "women's	
  language,"	
  "men's	  language,"	
  and	  Japanese	
  language	
  instruction)	
  Jotaro	  Arimori,	
  University	
  of	
  Toronto	
  「CoBaLTTを参考にした中級日本語カリキュラムデザインの試み-多角的視点からの分析思考力を育てるために」（Designing	
  a	
  curriculum	
  for	
  intermediate	
  Japanese	
  using	  CoBaLTT	
  to	
  foster	  global	
  critical	  thinking)Kyoko	  Matsui	
  Loetscher,	  Columbia	
  University	  	
   “Behavior	
   approach	
   to	
   students	
   with	   autism	
   spectrum	
   disorder	
   in	
   Japanese	
   language	
   class:	
   Supporting	
   students	
   and	  providing	
  academic	
  accommodation”
Takami	  Taylor,	
  University	
  of	
  West	  Florida	
  Session	
  1-­‐C:	
  Language	
  &	  Culture	
  SIG	  Panel	  [	  linden	
  Room	  ]	
  Chair:	
  Janet	
  Ikeda,	
  Washington	
  &	  Lee	
  University	  Panel	
  Title:	  “Lessons	
  from	
  a	
  Tearoom	
  Window:	
  The	  Japanese	
  Tea	
  Ceremony	
  and	
  Today's	
  Learner”
	  	
  “OF	
  CLOUDS	
  AND	
  WATER:	
  The	
  beauty	
  of	
  experiential	
  learning”
Alexandre	
  Avdulov,	
  St.	
  Mary’s	
  University,	
  Halifax

4

	
 	
 “To	
  talk	  or	
  not	  to	
  talk?:	
  Conversation	
  in	
  Japanese	
  tea	
  ceremony”	
  Suwako	  Watanabe,	
  Portland	
  State	  University	  “What	
  can	
  students	
  and	
  people	  in	
  the	
  community	
  in	
  the	  US	  learn	
  from	  Japanese	
  tea	
  ceremony?”	
  Polly	  E.	
  Szatrowski,	
  University	
  of	
  Minnesota;	
  Fumio	
  Watanabe,	
  Yamagata	
  University	 	
 “Making	
  culture	
  come	  alive:	
  Teaching	
  the	
  literary	
  aspects	
  of	
  chanoyu”
Janet	
  Ikeda,	
  Washington	
  &	  Lee	
  University	  Session	
  1-­‐D:	
  Pedagogy	  Panel	  [	  Pine	  West	  Room	  ]Chair:	
  Shinji	
  Sato,	  Princeton	
  University
Panel	
  Title:	
  「「ウェルフェア・リングイスティクス」と日本語・日本文化教育：参加者の多様な資源を生かした言語文化教育」(“Welfare	
  Linguistics”	
  and	  Japanese	
  Language	
  and	  Culture	
  Education:	
  How	  to	
  Utilize	
  Learners’	
  Diverse	  Resources	
  in	
  Language	
  and	  Culture	
  Education)「「ウェルフェア・リングイスティクス」と最近の言語コミュニケーション（教育）研究の理論」(Welfare	
  linguistics	
  and	
  recent	  theories	
  in	
  language	  communication	
  (education)	
  research)
Shinji	  Sato,	  Princeton	
  University;	
  Yuri	  Kumagai,	
  Smith	  College「多言語おしゃべり交流会の意味づけ:	
 言語生態学の視座から」(The	
  role	  of	  a	
  multicultural	
  language	  table:	  From	  the	  viewpoint	
  of	
  ecology	
  language	
  learning)
Yumiko	  Furuichi,	
  University	
  of	
  Tokyo	  「地域への越境で得た学び：学習者のアイデンティティの変化に着目して」(Observation	
  of	
  a	
  Japanese	
  language	  learner,	
  her	  participation	
  in	
  a	
  local	  community,	
  and	
  changes	
  in	
  her	
  identities)	
  Kaori	
  Shimasaki,	
  Tohoku	
  University	  「ウェルフェアリングイスティクスの枠組みから留学生の地域奉仕活動を考える」(The	
  role	  of	
  community	
  service	  by	
  international	
  students:	
  From	  the	
  viewpoint	
  of	
  welfare	
  linguistics)	
  	
  Makiko	  Matsuda,	  Kanazawa	
  University;	
  Taeko	
  Kimura,	
  Ehle	  Institute,	
  Osaka	  	
  Session	
  1-­‐E:	
  Literature	
  Papers	
  [	  Chestnut	
  West	  Room	  ]	
  Chair:	
  Joanna	
  Sturiano,	
  Bates	  College	  	
  “Translating	
  the	
  classics:	
  Gender,	  authorship,	
  and	  the	
  canon	  in	
  the	  Anthology	
  of	
  Japanese	
  Literature	
  (2014-­‐2018)”
Hitomi	  Yoshio,	
  Waseda	
  University	  	
  “Gender	
  and	
  genre	  in	
  the	
  crafting	
  of	
  authorial	
  personae	  in	
  early	
  Shōwa Japan”
Joanna	  Sturiano,	
  Bates	  College	  	  	
  “Translating	
  gender in Natsume Sōseki’s Meian
Kelly	  Hansen,	
  Okayama	
  University	
  	  	
  “Lady	  Murasaki's	
  fans:	
  Writing	
  sexual	
  violence	
  in	
  post-­‐Genji	
  women's	
  literature”
Otilia	  Milutin,	
  Knox	  College	
  Session	  1-F:	
  Linguistics	
  Papers	
  [	  Chestnut	
  East	  Room	  ]	
  Chair:	
  Yoshimi	
  Sakakibara,	
  University	
  of	
  Michigan	  	
  “Japanese	
  n	
  deshita	
  in	  discourse:	
  Past	  form	  of	
  the	  n	  desu	  structure”	
  Hironori	
  Nishi,	
  University	
  of	
  Memphis	
  「アドバイスへのアドバイス―日本語話者はどうアドバイスを与えているのかー」(Discourse	
  analysis	
  of	
  giving	
  advice	  in	
  Japanese)
Yoshimi	  Sakakibara,	
  University	
  of	
  Michigan	  	
  “Style	
  shifting	
  to	
  non-­‐honori_ic	
  forms	  in	
  Japanese	
  TV	
  cooking	
  shows”
Heeyeong	  Jung,	
  Harvard	
  University	  	
  “Rethinking	
  'exaptation'	
  in	
  the	
  formation	
  of	
  the	  Japanese	
  conjunctive	  particle	
  si”	  Frederick	  Bowman,	  The	
  Ohio	  State	  University
	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  	
  

10:20	
   a .m.–12:00	
   p.m.	
   — 	
   S ession	
   2

Session	
  2-­‐A:	
  Pedagogy	  Papers	
  [	  Pine	  East	  Room	  ]Chair:	
  Michiko	
  Kaneyasu,	
  University	
  of	
  Colorado,	
  Boulder	
  	  	
  “Foreign	
  accent	
  in	
  L2	
  Japanese	
  and	
  pronunciation	  teaching”
Kaori	
  Idemaru,	
  University	
  of	
  Oregon;	
  Nobuaki	
  Minematsu,	
  University	
  of	
  Tokyo5

AATJNEWSLETTER February 2017

「学生主導キャンパス日本語ラジオ配信の試みと学習者の実践共同体の形成/未形成の状況」	
 (Student-­‐led	
  trials	
  with	  on-­‐campus	
  Japanese	  radio	
  streaming:	
  an	
  observation	
  on	
  building	  of	  communities	
  of	
  practice	
  among	
  Japanese	
  language	  learners)	
  Kiyomi	  Kawakami,	
  University	
  of	
  Iowa	  「初級教科書「げんき」にTask-based	  approachを取り入れたカリキュラム構築に向けて」(Implementing	
   a	
   task-­‐based	
  approach	
  to	
  “Genki”	
  elementary	  Japanese	
  courses)
Yoko	
  Sakurai,	
  Japan	  Foundation,	
  New	
  York;	
  Mako	  Nozu,	  University	
  of	
  South	  Florida;	
  Eiko	
  Williams,	
  University	
  of	
  Miami	  	  	
  “Differentiated	
  instruction	
  in	
  university:	
  A	
  case	  study	
  of	
  an	
  advanced	
  foreign	
  language	
  course”
Michiko	
  Kaneyasu,	
  University	
  of	
  Colorado,	
  Boulder	
  Session	
  2-­‐B:	
  Second	  Language	  Acquisition	
  Papers	
  [	  Cedar	
  Room	  ]	
  Chair:	
  Mariko	
  Wei,	
  Purdue	
  University	  	
  “Beyond	
  decoding:	
  Reading	
  interventions	
  for	  English-­‐Japanese	
  bilingual	
  adolescents	
  with	  autism	
  spectrum	
  disorder”	
  	
  	
  
Mariko	  Wei,	
  Purdue	
  University	
  	
  
	
  	
  “Perceptional	
  differences	
  with	  regard	
  to	
  kanji	  instruction	
  between	
  teachers	
  of	
  Japanese	
  with	  different	
  cultural	
  and	
  educational	
  backgrounds”
Yoshiko	
  Mori,	  Georgetown	  University	  	
  “Acquisition	
  of	
  Japanese	
  lexicalization	
  patterns	
  of	
  motion	
  events	
  by	
  advanced-­‐level	  English-­‐speaking	  learners	
  of	
  Japanese”
Saori	
  Nozaki,	
  The	
  Ohio	  State	  University	
  
	
  	
  “A	
  quantitative	
  approach	
  to	
  Japanese	
  passives	
  in	
  learner	
  production”
Sanako	  Mitsugi,	
  University	
  of	
  Kansas

Session	
  2-­‐C:	
  SIG-­‐Focused	
  Papers	
  (Classical	
  Japanese,	
  Translation,	
  Language	
  &	  Culture)[	  Linden	
  
Room	
  ]
Chair:	
  Kazue	
  Masuyama,	  California	
  State	  University,	
  Sacramento	  	  	
  “Japanese	  particle	
  i:	
  A	
  study	  in	
  early	
  middle	
  Japanese”	
  [Classical	
  Japanese	
  SIG]John	
  Bundschuh,	  The	
  Ohio	  State	  University	  	  	
  “Life	
  history	
  of	
  an	
  issei	  woman:	
  Translation	
  of	
  daily	
  diaries	
  from	  World	
  War	  II	  (1941-­‐1946)”	
  [Translating/Interpreting	  SIG]
Kazue	
  Masuyama,	  California	
  State	  University,	
  Sacramento	  	
  “Star	
  Wars’	
  mirrored	
  dichotomies:	
  Teaching	
  gendered	
  language	
  constructs	
  through	
  _ilm	  translation”	
  [Language	  &	
  Culture	  SIG]
Caleb	
  Boteilho,	
  South	  Kitsap	
  High	  School,	
  WA	
  
	
  	
  “Shin	
  Godzilla	
  for	
  teaching	
  Japan”	
  [Language	
  &	  Culture	
  SIG]
Hisaaki	  Wake,	
  Amherst	
  College

Session	
  2-­‐D:	
  Language	
  and	
  Technology	
  Papers	
  [	  Pine	  West	  Room	  ]Chair:	
  Nobuko	
  Chikamatsu,	
  DePaul	
  University「日本語初中級コースにおけるハイブリッド化とフリップクラスの導入」(Hybrid	
  and	
  _lipped	
  Japanese	
  courses:	
  An	
  attempt	
  in	
  1st	
  and	
  2nd	
  year	  language	
  curriculum)
Nobuko	  Chikamatsu	
  and	
  Mika	  Obana,	
  DePaul	
  University	
  「反転授業のための『げんきI・II』講義ビデオの開発と運用」(Development	
  and	
  operation	
  of	
  lecture	
  videos	
  for	  Genki	  textbooks)	
  	
  Yoshie	  Kadowaki	
  and	
  Sayumi	  Suzuki,	
  University	
  of	
  Nevada,	
  Reno	
  「デジタルテクノロジーを用いた実践的教材の活用と多様な評価者：遠隔地の教師とテクノロジーでつながる小規模校の試み」(Use	
  of	
  practical	
  teaching	
  materials,	
  digital	
  technologies,	
  and	  diverse	
  evaluators:	
  A	
  trial	
  to	
  connect	
  with	  an	
  instructor	
  remotely	
  via	
  technology	
  at	
  a	
  small	
  college)	
 Noriko	  Sugimori,	
  Kalamazoo	
  College;	
  Soichiro	
  Motohashi,	
  Western	  Carolina	
  University	
  「Augmented	
 realityを使った効果的な速読の指導」(Incorporating	
  augmented	
  reality	
  for	  more	  effective	  rapid	
  reading	
  instruction)	
  Satoru	  Ishikawa,	
  Boston	  University;	
  Kazuhiro	
  Yonemoto,	
  Tokyo	
  Medical	
  and	
  Dental	
  University	
  6

Session	
  2-­‐E:	
  Literature	
  Papers	
  [	  Chestnut	
  West	  Room	  ]Chair:	
  Kristin	  Sivak,	
  University	
  of	
  Toronto	  	
  “Vernacular	
  practices	
  of	
  folk	  heroes	
  in	
  Meiji	  Japan:	
  The	
  rhetoric of the Legend of Kintarō”
Wakako	  Suzuki,	
  University	
  of	
  California,	
  Los	
  Angeles「安部公房初期作品研究―「弱者の物語」と「経験」をめぐって」(The	  “Narrative	
  of	
  the	
  Oppressed”	
  and	
  “Experience”:	
  A	
  study of Kōbō Abe’s early	
  works)Xie	
   Fang,	
   Tokyo	
   University	
   of	
   Foreign	   Studies	   	
   “Abe	
   Kazushige’s	
   Fiction	
   and	   the	   Ethics	
   of	
   Hyperrealism:	
   Surveillance,	  conspiracy,	
  and	
  Local	
  Dialect”
Jason	
  Herlands,	
  Grand	  Valley	
  State	  University	  	
  “Passing	  notes:	
  The	
  matter	  of	  Minè	  in	
  Mishima	  Yukio's	
  Spring	
  Snow”	  Kristin	
  Sivak,	
  University	
  of	
  Toronto	  Session	  2-F:	
  Linguistics	
  Panel	  [	  Chestnut	
  East	  Room	  ]Chair:	
  Mutsuko	
  Endo	  Hudson,	
  Michigan	
  State	  University	  Panel	
  Title:「日本語文法の諸相：言語教育との関連において」(Aspects	
  of	
  Japanese	  Grammar:	
  With	  Reference	  to	
  Language	
  Instruction)	
  「日本語の複数マーカー「たち」に関する一考察」(Japanese	
  plural	
  marker	
  '–tachi')Kiri	
  Lee,	
  Lehigh	
  University	  「「進行中」か「結果の継続」か：エネルギー導入理論に基づくテイルの機能の明確化」("On-­‐going"	
   or	
   "Resultative"?:	
  An	
  attempt	
  to	
  clarify	
  the	
  functions	
  of	
  –te	
  iru)	
  Yuki	
  Johnson,	
  Johns	
  Hopkins	
  University	
  「「つもり」の使用実態とその教育」(Tsumori:	
  The	
  gap	
  between	
  its	
  actual	
  usage	
  and	
  instruction)	
  Mutsuko	
  Endo	  Hudson,	
  Michigan	
  State	  University	
  「日本語教育のための品詞論」(Parts	
  of	
  speech	
  for	
  JFL	
  education)
Michio	  Tsutsui,	
  University	
  of	
  Washington	  12:00	
   p.m.–12:30	
   p.m.	
   — 	
   L unch	
   B reak	
  Sandwiches	
  can	  be	
  purchased	
  in	
  the	
  hotel	  lobby’s	
  Link	  Cafe.	
  Coffee	
  and	
  tea	
  will	  be	
  available	
  in	
  the	
  Birchwood	  Ballroom.

	
  12:30	
   p.m.–2:10	
   p.m.	
   — 	
   S ession	
   3

Session	
  3-­‐A:	
  Pedagogy	  Papers	
  [	  Pine	  East	  Room	  ]	
  Chair:	
  Yoshiro	
  Hanai,	
  University	
  of	
  Wisconsin,	
  Oshkosh「文章構造を変えないで言い換えることはどこまで可能か	
 －上級日本語学習者が書いた要約文における言い換え表現の使用状況を通して」(Is	  it	
  possible	
  to	
  paraphrase	  a	
  text	  without	
  changing	
  the	  original	
  structure?	
  －A	
  look	  at	
  the	
  
use	
  of	
  paraphrasing	
  expressions	  in	
  summaries	
  written	
  by	
  advanced	
  students	
  of	
  Japanese)
Mitsuko	
  Kido,	  University	
  of	
  Tsukuba「初級での読解量を増やす必要性と方法」(Increasing	
  the	
  amount	
  of	
  reading	
  at	
  the	  beginning	
  level:	
  Needs	
  and	  methods)
Yoshiro	
  Hanai,	
  University	
  of	
  Wisconsin,	
  Oshkosh「ハイブリッド型多読授業：個人からオンライン空間へ」(Hybridizing	
  extensive	  reading	
  in	
  a	
  Japanese	
  course:	
  Moving	
  from	
  individual	
  to	
  online	
  spaces)Yuki	
  Yoshimura	
  and	
  Sharon	
  Domier,	
  University	
  of	
  Massachusetts,	
  Amherst;	
  Hisako	
  Kobayashi,	  Mount	
  Holyoke	  College「読解授業での多読」(Tadoku	
  -­‐	
  Extensive	  Reading	  -­‐	  in	
  Japanese	
  reading	
  class)	
  Keiko	
  Ueda,	
  University	
  of	
  Missouri,	
  St.	
  LouisSession	
  3-­‐B:	
  Second	  Language	  Acquisition	
  Panel	  [	  Cedar	
  Room	  ]Chair:	
  Hiroyo	
  Nishimura,	
  Yale	  University
Panel	
  Title:「ことばと音楽、記憶との関係：言語習得における音楽の役割」(Language,	
  Music	
  and	  Memory:	
  The	
  Role	  of	  Music	  in	
  Language	  Acquisition)	
  「記憶の常識を覆すメロディの潜在記憶と教育ビッグデータ」(The	
   implicit	
   memory	
   of	
   melodies	
   and	   education:	
   Big	  data	
  that	  override	
  common	
  sense	
  about	
  memory)
Takafumi	
  Terasawa,	
  Okayama	
  University	
  Graduate	
  School	
  of	
  Education	
  7

AATJNEWSLETTER February 2017

「音楽（歌）が語彙学習に及ぼす影響（理論を踏まえての実践）」(Effect	
  of	
  song	
  on	
  vocabulary	
  acquisition)
Noriko	  Mori-­‐Kolbe,	
  Georgia	
  Southern	
  University	
  「オンラインミュージックビデオ教材 “Japanese Through Music” の開発とその実践活用例」(The	
  online	
  music	
  video	
  teaching	
  resource	
  “Japanese	
  Through	  Music”:	
  Its	
  development	
  and	
  application	
  in	
  the	
  classroom)
Hiroyo	  Nishimura,	
  Yale	  University	  「ことばは音楽と関わっているか」(Is	
  language	
  connected	
  with	  music?)
	  Seiichi	
  Makino,	
  Princeton	
  University	  	
  Session	
  3-­‐C:	
  SIG-­‐Focused	
  Papers	  (Study	
  Abroad	
  for	  Language	
  Advancement	  SIG)[	  Linden	
  Room	  ]Chair:	
  Atsushi	
  Hasegawa,	
  University	
  of	
  Kentucky「留学生は日本の大学寮で何を学んでいるのか」(What	
  do	
  students	
  learn	
  in	
  residence	
  halls	
  during	
  study	
  abroad	
  in	
  Japan?)Fumi	
  Yamakawa,	
  Toyo	  University「日米2キャンパスにおける双方向共修活動の教育デザイン分析－日本語教育への応用－」(An	
  analysis	
  of	
  educational	
  design	
  for	
  US-­‐Japan	
  two-­‐way	
  collaborative	
  learning:	
  Application	
  to	
  Japanese	
  language	
  education)
Akiko	
  Murata,	
  Hosei	  University;	
  Yuko	  Prefume,	
  Baylor	
  University	  	
  “An	
  initial	
  analysis	
  on	
  why	
  U.S.	
  university	
  students	
  elect	
  not	  to	
  study	
  abroad	
  in	
  Japan”
Thomas	  Mason,	
  ALLEX「短期留学中の社会ネットワークの形成と言語使用の変化」(Study	
  abroad,	
  social	
  network,	
  and	
  language	
  choice:	
  A	
  preliminary	
  report)
Atsushi	  Hasegawa,	
  University	
  of	
  Kentucky	
  Session	
  3-­‐D:	
  Language	
  and	
  Technology	
  Papers	
  	  [	  Pine	  West	  Room	  ]Chair:	
  Kazumi	  Hatasa,	
  Purdue	
  University「バーチャルワールドを用いた体験型コミュニケーション学習：会話分析から見えるもの」(3D	
  virtual	
  world	
  for	  experiential	
  communicative	
  learning:	
  A	
  discourse	
  analysis	
  of	
  learner	
  interactions)
Kasumi	  Yamazaki,	
  University	
  of	
  Toledo「ARISコンテンツの実践と評価	
 —初級、中級、上級から一例ずつ」(Execution	  and	  evaluation	
  of	
  three	
  ARIS	  contents)
Kazumi	  Hatasa,	
  Purdue	
  University	  「ビジュアルノベル	
 -「ゲーム感覚で読める」初級読解教材の開発」(Development	
  of	
  an	
  online	
  novel	  for	  Japanese	
  language	  learners	
  at	
  the	
  novice	  level)Yuta	
  Mori,	
  University	
  of	
  Michigan	  	
  “Conversation	
  success	
  and	
  failure:	
  A	
  telecollaboration	
  case	  study”	
  Kiyomi	  Fujii,	
  Kanazawa	
  Institute	
  of	
  Technology;	
  Yasuo	
  Uotate,	
  University	
  of	
  Florida;	
  Yuka	  Matsuhashi,	  Temple	
  University,	
  Japan	  Campus

Session	
  3-­‐E:	
  Pedagogy	  Papers	
  [	  Chestnut	
  West	  Room	  ]	
  Chair:	
  Satoko	  Ogura	  Bourdaghs,	
  Columbia	
  College,	
  Chicago	
  「日本語クラス内における「谷川俊太郎」作品への多角的なアプローチ」(Various	
  approaches	
  to	
  the	
  works	
  of	
  Shuntaro	
  Tanikawa	
  in	
  Japanese	
  class)
Teruka	  Nishikawa,	
  University	
  of	
  Winnipeg	
  	
  「語彙ネットワーク構築のための支援の可能性―語彙マップ作成とその運用の実践から」(Support	
  for	
  learners	
  in	
  building	
  semantic	
  and	  syntactic	
  networks:	
  "Vocabulary	
  maps"	  and	  their	
  classroom	
  use)
Satoko	  Ogura	  Bourdaghs,	
  Columbia	
  College,	
  Chicago	
  
	
  	
  “A	
  study	  of	
  the	
  pragmatic	
  uses	  of	
  chotto	
  “a	
  little”	
  by	
  non-­‐native	  Japanese	
  speakers:	
  From	  the	  perspective	  of	
  intersubjectivity”
Yan	
  Wang,	  Carthage	  College	
  Session	  3-F:	
  Linguistics	
  Papers	
  [	  Chestnut	
  East	  Room	  ]Chair:	
  Kotoko	  Nakata,	
  University	
  of	
  Kansas	  	
  “Explicit	
  learning	
  of	
  Japanese	
  mimetics	
  using	
  voicing,	
  gemination,	
  and	
  reduplication	
  rules”
Kotoko	  Nakata,	
  University	
  of	
  Kansas
	
  	
  “A	
  study	
  on	
  the	
  use	  of	
  zenzen	
  with	  af_irmative	
  vocabulary”
Hyunji	  Kim,	
  University	
  of	
  Oregon
	
  	
  “A	
  comparative	  variationist	
  approach	
  to	
  borrowing:	
  The	
  status	
  of	
  lone	  English-­‐origin	
  nouns	  in	
  Japanese”	
  Yukiko	  Yoshizumi,	
  University	
  of	
  Lethbridge	
  	
  

8

2:20	
   p.m.–4:00	
   p.m.	
   — 	
   S ession	
   4

Session	
  4-­‐A:	
  Pedagogy	  Panel	  [	  Pine	  East	  Room	  ]Chair:	
  Yasu-­‐Hiko	  Tohsaku,	
  University	
  of	
  California,	
  San	
  DiegoPanel	
  Title:「評価が変える日本語教育：ソーシャル・ネットワーキング・アプローチ（SNA）の事例から」(The	  Role	  of	
  Assessment	
  in	
  Teaching	
  and	
  Learning	
  Japanese	
  as	
  a	
  Foreign	
  Language:	
  Cases	
  from	  the	  Social	
  Networking	
  Approach	
  (SNA))「形成的評価が生む新しい日本語学習」(Creating	  new	  Japanese	
  language	
  learning	
  by	
  formative	  assessment)
Yasu-­‐Hiko	  Tohsaku,	
  University	
  of	
  California,	
  San	
  Diego「販売実務のビジネス・スキルと日本語力の学生による評価と教師による評価の考察」(Assessment	
  of	
  a	
  basic	
  business	
  competence	
  and	
  language	
  skills	
  project	
  by	
  students	
  and	
  instructors)
Hideko	  Shimizu	  and	  Naruhiko	
  Shiratori,	
  Kaetsu	
  University「ジャンルに基づいた漢字習得のための学習者主体の評価活動」(Learner-­‐centered	
  assessment	
  for	
  genre-­‐based	
  kanji	  learning)
Yuki	
  Matsuda,	
  University	
  of	
  Memphis「評価が育てる学生、教師、日本語教育 ― デザイン力育成を目指した留学生と日本人学生の協働学習を通して―」(Fostering	
  students,	
  teachers	
  and	  Japanese	
  language	  teaching	
  through	
  assessment:	
  Development	
  of	
  designing	
  ability	  in	
  collaborative	
  learning	
  for	
  international	
  and	  Japanese	
  students)	
  Noriko	  Okamoto,	
  Tokyo	
  International	
  University	  Session	
  4-­‐B:	
  Second	  Language	  Acquisition	
  Papers	
  [	  Cedar	
  Room	  ]Chair:	
  Hitoshi	
  Horiuchi,	
  Akita	  International	
  University「日本語作文内の結束性に焦点を当てた修正フィードバックの効果」(The	
  effect	
  of	
  written	
  corrective	  feedback	
  on	
  cohesion	
  in	
  Japanese	
  as	
  a	
  foreign	
  language	
  learners'	
  writing)
Shota	
  Kawamoto,	
  Purdue	
  University	  「独学成功者から何を学べるかーライフストーリーから見る日本語独習者の学習動機と学習法ー」(What	
  can	  successful	  self-­‐taught	  Japanese	
  learners	
  teach	
  us?:	
  Studying	
  the	
  learning	
  motivations	  and	
  methods	
  of	
  self-­‐taught	  Japanese	  learners	
  through	
  life	  story	
  interviews)
Tomoko	  Ikeda,	
  McGill	
  University「英語母語話者の日本語丁寧体動詞の使用実態：コーパスに基づく分析」 (On	
  the	
  use	  of	
  polite	
  forms	
  of	
  verbs	
  in	
  Japanese	
  by	
  English-­‐speaking	  learners:	
  A	
  corpus-­‐based	
  analysis)
Hitoshi	  Horiuchi,	
  Akita	  International	
  University「日本語母語話者と英語を母語とする日本語学習者の意見陳述の比較」 (Comparison	
  of	
  Japanese	
  native	
  and	
  non-­‐native	  speakers’	
  academic	
  argumentative	  interviews)
Chisato	  Yokoyama	
  and	
  Yukiko	
  Hatasa,	
  Hiroshima	
  University

Session	
  4-­‐C:	
  SIG-­‐Focused	
  Papers	  (AP,	
  Pro_iciency	  Assessment,	
  Professional	
  Development)	
  [	
  Linden	
  Room	  ]Chair:	
  Etsuyo	
  Yuasa,	  The	
  Ohio	  State	  University
	 “Translation	
  as	
  a	
  Pedagogical	
  Tool	  in	
  the	  AP	  Japanese	
  Language	
  and	  Culture	
  Classroom”	
  [AP	  Japanese	
  SIG]
Nicholas	
  Sturtevant,	
  Silver	
  Creek	  High	  School	
  (CA)	
  「留学による異文化適応能力評価の一手法としてのデジタルストーリーテリング：実践報告」(Using	
  digital	
  storytelling	
  
as	
  an	
  assessment	
  tool	  for	
  intercultural	
  competence	
  after	
  study	
  abroad)	
  [Pro_iciency	  Assessment	  SIG]
Nobuaki	  Takahashi,	
  Elizabethtown	
  College	  	
  「実践的文法指導トレーニングのニーズとポイント」(Teacher	
  training	
  for	
  grammar	
  instruction)	
  [Professional	
  Development	  SIG]
Etsuyo	
  Yuasa,	  The	
  Ohio	  State	  University	
  「日本語教育実習のあり方による実習生の学び」(Practicum	
  students'	
  learning	
  as	
  related	
  to	
  the	
  form	  of	
  Japanese	  teaching	
  practicum]
Akiko	
  Mitsui,	
  York	  University;	
  Hiroko	  Yamamoto,	
  Chubu	
  University	
  	
  

9

AATJNEWSLETTER February 2017

Session	
  4-­‐D:	
  Language	
  and	
  Technology	
  papers	
  [	  Pine	  West	  Room	  ]Chair:	
  Junko	
  Tokuda,	
  University	
  of	
  California,	
  San	
  Diego「母語話者と学習者の話ことばデータを使ったコーパスシステムCo-Chuの研究事例」(A	
  case	  study	
  with	  the	
  corpus	
  system	  Co-­‐Chu	
  using	
  NS	
  and	
  NNS	
  spoken	
  data)	
  Saeko	
  Komori,	
  Chubu	
  University;	
  Matthew	  Lanigan「仮名学習アプリ『美文字』を使った実践報告」(Exploring	
  the	
  use	  of	  a	
  kana	  writing	
  app	  in	
  the	
  classroom)
Ryosuke	
  Sano,	
  Purdue	
  University;	
  Shinji	  Shimoura,	
  University	
  of	
  South	  Florida	
  「日本語口頭能力テストJOPTの開発と報告	
 －ビジネス領域を中心に－」(On	
  the	
  development	
  of	
  Japanese	
  Oral	  Pro_iciency	  Test	  (JOPT):	
  Focusing	
  on	
  the	  construction	
  of	
  the	
  business	
  domain)	
  Masahiko	
  Mutsukawa,	
  Osamu	
  Kamada,	
  and	
  Tadashi	
  Sakamoto,	
  Nanzan	
  University	
  	
  「学習意欲を高める形成的評価とは：テクノロジーを利用した大規模な教室での評価活動の実践例」(Motivating	  students	
  with	  formative	  assessments:	
  Technology	
  implementation	
  in	
  large	
  classroom	
  settings)	
  Junko	  Tokuda,	
  University	
  of	
  California,	
  San	
  Diego

Part	
  Two
Terrace	
  Room,	
  Chestnut	
  Conference	
  Centre89	
  Chestnut	
  St.,	
  Toronto,	
  Ontario	  Thursday,	  March	  16,	
  4:30	
  p.m.	
  4:30	
  p.m.	
  –	
  6:30	
  p.m.:	
  Refreshments	
  and	
  cash	  bar	  available	
  
	
  

5:00	
  p.m.:	
  Conference	  Keynote	
  Speech	
  (in	  Japanese)	
  Seiichi	  Makino	
  (Princeton	
  University)	
  “To	
  Delete	
  or	
  To	
  Repeat,	
  That’s	
  the	
  Question”	
  Seiichi	  Makino,	
  Princeton	
  University	  [Abstract]	
  
	
  	
  	
  	
  	
  A	
  functional-­‐linguistic	
  analysis	
  of	
  deletion	
  was	
  systematically	
  presented	
  by	
  Kuno	  in	
  his	
  1978	
  book『談話の文法』.	
  There	  he	
  stated	  the	
  following:	
  “The	  main	
  objective	
  of	
  deletion	
  is	
  to	
  lower	  redundancy	
  of	
  a	
  sentence	
  by	
  deleting	
  information	
  known	
  obviously	
  to	
  the	
  listener,	  even	
  if	
  the	
  speaker	
  hasn’t	
  said	  anything	
  about	
  it.”	  (p.8)	
  	
  I	
  started	
  to	
  wonder	
  if	
  an	
  act	  of	
  repetition	
  simply	  heightens	
  the	
  level	  of	
  redundancy,	
  and	
  wrote	  my	
  book	  『くりかえしの文法』	
  in	
  1980.	
  My	
  encounter	
  and	
  talk	  with	  Oriza	
  Hirata,	
  a	
  playwright,	
  led	  me	  to	
  start	  to	
  reconsider	
  issues	
  of	
  repetitions	
  during	
  the	
  past	  cive	  or	
  six	
  years.	
  
	
  	
  	
  	
  	
  	
  In	
  my	
  talk	  I	
  will	  discuss	
  the	
  following	
  nine	  aspects	
  of	
  repetition:	
  (1)	  Is	  an	
  optional	
  deletion	
  rule	  called	
  the	
  Gapping	
  Rule	  (穴あけ規則)	
  always	
  optional?	
  	
  (2)	
  Does	
  repetition	
  always	
  express	
  pathos	
  (emotion),	
  not	
  logos	
  (logic)?	
  (3)	  Is	  poetic	
  emotion	  created	  by	
  rhythmic	
  repetitions?	
  	
  (4)	
  What	  functions	
  does	
  repetition	
  have	  in	
  conversation	  and	  in	
  dialogue?	
  (5)	
  How	  is	
  literary	
  style	
  related	
  to	
  repetition?	
  (6)	
  What	  are	  the	
  roles	
  of	
  cixed	
  repetitive	
  constructions?	
  (7)	
  When	  does	  a	
  Japanese	
  infant	
  start	  to	
  use	
  repetitions	
  interactively?	
  (8)	  Are	
  repetitions	  in	
  elementary	  Japanese	
  language	  textbooks	
  enough?	
  (9)	
  What	  does	  Benoit	
  Mandelbrot’s	
  Fractal	
  Geometry	
  mean	
  for	  the	  theory	
  of	
  repetition?	
  「省くか、繰り返すか、それが問題だ」
牧野成一
[要旨]	
  
機能言語学的な省略の分析は久野の『談話の文法』（1978）で体系的に議論されている。その著書で久野は「省略の主目的は、話し手が何も言わなくても聞き手にとって自明のインフォーメーションを省くことによって、文の冗長度を下げることであろう」（p.8)と述べている。それでは、反復は単に文の冗長度を上げることだろうか、と考え、私は反復の分析を『くりかえしの文法』(1980)	
  で書いた。その後、劇作家の平田オリザと出会って話し合ったことがきっかけとな
り、繰り返しの問題を過去５、６年再考してきた。
私の講演では反復をめぐる次の９点の問題点に関して話す。(1)	
  「穴あけ規則」という随意の省略規則は常に随意か。
(2)	
  反復はlogos	
  (論理)ではなくpathos	  (感情)を表現するか。(3)	
  詩的感情はリズムの反復で創られるか。(4)	
  「会話」と「対話」における反復はどんな機能を持っているか。(5)	
  文体は反復とどう関係するか。(6)	
  慣用的な反復表現の役割は何か？(7)いつ日本の幼児は相互作用のために反復を使い始めるか。(8)	
  日本語初級教科書のダイアローグの反復は十分か。	
  (9)	
  数学者ブノワ・マンデルブロの「フラクタル幾何学」の発見は反復理論に何を示唆するか？	
  10

Panels	
  of	
  Interest	
  to	
  AATJ	  Members	
  at	
  the	  Association	
  for	
  Asian	
  Studies	
  (AAS)	
  Annual	  Meeting	  The	
  Saga	  of	
  Japanese	
  Honori_ics	
  (keigo):	
  Persistent	
  Myth,	  Persistent	
  Reality	
  Panel	
  Sponsored	
  by	
  AATJ	  Thursday,	  March	  16,	
  7:30	
  –	
  9:30	
  p.m.	
  Patricia	
  Wetzel’s	
  (2004)	
  Keigo	  in	
  Modern	
  Japan	  is	  a	
  backdrop	
  for	
  this	
  interdisciplinary	
  discussion	
  of	
  the	
  current	
  status	
  of	
  keigo	
  studies.	
  It	
  is	
  said	  that	  Japanese	
  honoricics	
  embody	
  cultural	
  identity	
  for	  Japanese	
  speakers	
  and	  serve	  as	
  a	  tool	  for	
  agency;	
  through	
  keigo,	  speakers	
  negotiate	
  their	
  identities	
  in	
  what	  Geertz	
  calls	
  “common	
  sense”	
  fashion.	
  This	  panel	  examines	
  the	
  dynamic	
  status	
  of	
  keigo	  from	  the	
  viewpoints	
  of	
  anthropology,	
  linguistics,	
  history,	
  literature	
  and	
  pedagogy.	
  Panelists:	
  Hiroaki	  Kawamura	
  (University	
  of	
  Findlay)	
  (chair)Mari	
  Noda	  (The	  Ohio	  State	  University)	
  	
  Steve	
  Nussbaum	
  (Gustolab	
  International	
  –	
  Institute	
  for	
  Food	  Studies)	
  	
  Barbara	
  Pizziconi	
  (University	
  of	
  London)	
  	
  Charles	  Quinn	
  (The	  Ohio	  State	  University)	
  	
  
Pat	
  Wetzel	
  (Portland	
  State	  University)	
  (discussant)Who’s	
  Studying	
  Japanese?	
  Preparing	
  the	  Next	  Generation	  Panel	
  Sponsored	
  by	
  Japan-­‐US	  Friendship	
  Commission	  Thursday,	  March	  16,	
  7:30-­‐9:30	
  p.m.
Who	
  is	
  studying	
  Japanese?	
  And	
  why	  is	
  Japanese	
  language	
  study	
  important?	
  The	
  study	  of	
  Japanese	
  language	
  is	
  one	  of	
  the	
  most	  critical	
  ways	  that	  students	
  get	
  interested	
  and	
  engaged	
  in	
  the	
  study	  of	
  Japan.	
  This	  panel	
  will	
  focus	
  on	
  ways	  to	
  secure	
  interest	
  in	
  
and	
  support	
  for	  Japanese	
  language	
  study	
  amongst	
  the	
  next	  generation	
  of	
  students,	
  and	
  will	  discuss	
  ways	  in	
  which	  to	
  engage	  a	
  diverse	  student	
  body.	
  	  Panelists:	
  Theodore	
  Bestor	
  (Harvard	
  University)	
  (chair)	
  Any	
  Catalinac	
  (NYU)	
  Ian	
  Condry	
  (MIT)	
  Indra	
  Levy	  (Stanford	
  University)	
  Motoko	
  Tabuse	
  (Eastern	
  Michigan	
  University;	
  AATJ)	
  Teaching	  Translation	  and	  Interpreting	
  in	
  a	
  Global	
  AgeRound	  Table	  Sponsored	
  by	
  AATJ
Saturday,	  March	  18,	
  5:15-­‐7:15	
  p.m.	
  To	
  mark	  the	
  inauguration	
  of	
  AATJ’s	
  newest	
  Special	  Interest	
  Group	  (SIG),	
  Translating/Interpreting,	
  educators	
  and	
  practitioners	
  discuss	
  the	
  latest	
  developments	
  in	
  teaching	
  the	  much-­‐needed	
  skills	
  of	
  interpreting	
  and	  translating.	
  Their	
  topics	
  will	  include:	  how	
  translation	
  courses	
  simultaneously	
  develop	
  students’	
  translation	
  skills	
  and	  their	
  overall	  Japanese	
  prociciency;	
  teaching	
  business,	
  technical,	
  and	
  literary	
  translation;	
  helping	
  students	
  who	  are	
  interested	
  in	
  careers	
  in	
  translating	
  and	
  interpreting;	
  and	  making	  cross-­‐language	
  skills	
  one	  of	
  the	
  cornerstones	
  of	
  cross-­‐	
  cultural	
  education.	
  	
  Panelists:	
  James	  Davis	
  (University	
  of	
  Wisconsin,	
  Madison)	
  Janet	
  Ikeda	
  (Washington	
  &	  Lee	
  University)	
  (chair)	
  Yoshihiro	
  Mochizuki	  (University	
  of	
  Michigan)	
  Stephen	  Snyder	
  (Middlebury	
  College)	
  Anna	
  Zielinska-­‐Elliott	
  (Boston	
  University)	
  

VISIT	
  AATJ	
  AT	
  BOOTH	
  211	  IN	  THE	  AAS	
  CONFERENCE	
  EXHIBIT	  HALL	  ON	
  FRIDAY	
  (3/17),	
  SATURDAY	  (3/18),	
  AND	
  SUNDAY	
  (3/19)!
(AAS	
  Conference	  Registration	
  Is	
  Not	
  Required	
  to	
  Visit	  the	  Exhibit	
  Hall)11

AATJNEWSLETTER February 2017

Special Interview with Dr. Seichi Makino
by Yoshiko Saito-Abbott, AATJ President

この度はAATJ（全米日本語教育学会）のLife Time Achievement Awardを受賞なされた牧野誠一先生とのインタビューが実現しました。牧野先生にはトロントで開催される春季学会での基調講演をして頂けることになりました。インタビューでは牧野先生のご専門分野と日本語教育に関する思いを語って頂きました。

12

齋藤牧野先生、この度はAATJ Life Time Achievement Awardの受賞おめでとうございます。

牧野

なにも賞に値することはしておりませんが、ありがたくお受けいたします。

齋藤先生のご専門は理論言語学だと理解していますが、日本語教育と深い関わりを持つきっかけになったのは何でしょうか。

牧野

私は最初は早稲田で英文学を専攻していましたが、文体批評ができれば文学の評価が客観的にできるのではないかと、文体論を読み漁りました。ちょうどそのころソシュールの翻訳者で、かつ文体美学論者としてよく知られていた小林英夫先生に偶然お会いし、文体論をするのなら言語学の基礎知識が必須だと言われ、東大で言語学をほとんどゼロから学び始めました。そのあと博士課程のコースワークを終了する予定でしたが、1964 年の夏から１年の予定でフルブライトの留学生として文体論学者のマイケル・リファテールという学者のいるインディアナ大学に留学しました。ところがこの学者はほかの大学に移っていて初期の目的は果たせず、折から台頭してきていたノーム・チョムスキーの言語学を学ぶことになりました。 フルブライト留学は滞在期間は１年と夏の２か月だったのでもう１年ぐ
らいはアメリカにいようと思い中西部の大学を探していたら、1965年に創設されたばかりのイリノイ大学言語学科で日本語教育の助手をしながら博士課程をイリノイ大ですることになったのです。これが言語学と日本語教育の深い関わりの出発点です。 日本語教育方法について無知だった私は言語学の知識を利用しながら初級と中級の日本語のコースを最初は１人で教えていました。そのうち、学習者の文法上のまちがいに強い興味を持ちその分析をしては学生に説明しはじめました。ずっとあとになりますが、1986年に筒井道雄さんと一緒に書いた文法辞典は日本語教育をはじめたときからの関心事だったのです。

齋藤

先生はいろいろな地域での日本語教育に関わっていらっしゃいますが、米国の日本語教育
をどのように捉えられていらっしゃいますか。

牧野

アメリカの日本語教育の中心であるAATJは日本語教育上の「知の集結地」になっていると思います。すべての日本語教育のレベル向上のために日本語教育だけではなく言語教育を理論的に支えるさまざまな（応用）言語学を中心に据えています。さらに、文学専攻の会員にも日本語教育とつながる読み教育や翻訳の問題などを議論するパネルもあるし、日本
語教育の中の文化のリテラシーの議論もなされています。学会と学会誌で日本語教育と関わりのあるさまざまな考えが発表されていて、それを通して人と人、コミュニティーとコ
ミュニティーのつながり、ウチの国（日本）とソトの国のつながりに焦点をおく社会・政治学的なアプローチの研究発表・実践報告が発表されています。AATJはソト向きに日本語教育とつながるものを模索することをしていると思います。高校生が大学で取る基本的なコースを先取りできる Advanced Placementを日本語のコースにも適用し、積極的に支えてきています。教育を支えてお互いがスムースなつながりを持つ接続の問題を扱うことは非常に大事な点です。

齋藤

先生はATJの会長もご経験されましたが、先生からご覧になって、米国の日本語教育での強い点はなんです
か。	
 

牧野

２つ目のご質問への回答でAATJが先導するアメリカでの日本語教育の強い点はすでに触れましたので、そこで触れなかった点だけ取り上げます。アメリカはカナ
ダやEU諸国と同じように、子供が英語だけのモノリンガルになってしまうため、継承言語教育をする切実な

Dr. Seichi Makino

問題が出てきて、アメリカにある日本語学校の先生方を中心にこの１０年アメリカでは飛躍的にこの分野の研究と実践が進んでいると思います。私自身がこの問題に気づいたのは息子がアメリカで生まれ、小中高と進むにつれ日本語が弱くなって行ったのを目の当たりにしてからです。イリノイ大学へ客員教授として１年間見えた鈴木孝夫先生は日本人の親たちはどうして母語を捨てるのか、という痛烈な批判をしていらっしゃいましたが、その発言も継承言語教育と結びつく発言でした。元トロント大学の中島和子先生は９０年代後
半から継承日本語教育を手がけていらっしゃいましたが、それがアメリカの日本語教育でも盛んになってきていることはすばらしい点だと思います。さらに、２０００年以降カリ
フォルニア州を中心に行われている日本語教育者によるアドボカシー（外国語教育推進運動）があります。目的は日本語教育の支援者を増やすために「声をあげる」活動で、特に公立の初等・中高の日本語教育推進のために州議会へ働きかけることを２０００年からやっており、AATJで當作靖彦先生がかなり早くからアドボカシーを進めていらっしゃいます。
齋藤

ではこれからの日本語教育の課題は何だと思われますか。

牧野

そうですね。ひとつ前のご質問へのお答えの続きになりますが、一般性のある、包括的で、ユニークな日本語教育理論を展開することでしょう。その為にはまず借り物でない言語・文化理論で、しかも日本語教育と車の両輪の一つになるようなものを考え、新しい日本語教育法を地道に編み出すことです。日本語教育の中からもアメリカの英語教育から出てくる外国語教育のような普遍的な枠組を提案しなければならないと思います。
私はコンピュータ音痴の典型ですが、１つ注文があります。阪大の石黒浩先生のロボット
人間（最近の夏目漱石のロボット）や平田オリザ先生のロボット演劇を参考にして人工知能の応用をAATJのメンバーのブレインたちが集まり大きなプロジェクト・チームを作り、学生が楽しんで話せるロボット日本語人の作製にそろそろ取りかかるべきではないでしょうか。愉快な日本語人ロボットを造ったら，日本語学習者はおおいに楽しんで日本語を学
ぶでしょう。もし人間ロボットが無理なら日本語犬でも日本語猫でもいいでしょう。ロボッ
トを造るには言語と文化の分析が前提になるので言語学や人類学（特にkinesics (身振り学)）もおおいに関わってきて非常に魅力的です。日本が世界に誇るロボット工学を使わない手はないと思います。
先に触れた日本語の継承言語教育のことですが、継承言語教育だけではなく，継承文化教
育の視点が日本語教育のときと同じように欠けていると思います。言語のようにきびしい
きまりではないにしても、文化にもきまりがあります。この線で、私は「言語は音楽だ」という隠喩をテーマに何度か講演したことがあります。みなさんも直感的にその通りだと思われるでしょう。言語と音楽という文化はお互いに多くの接点を共有しているのです。
この引喩を発展させると教科書の会話は楽譜化できて、単音だけでなくイントネーションの習得に役に立つだろうと思います。さらに、日本語は日本人だけのものではないという認識で日本語教育をすべきだと思います。アメリカの中には英語がアメリカ人だけのもとという認識はほとんどないと思いますが、日本人は、日本語は日本人のものだというウチ向きの認識が強過ぎます。日本語学習者に非日本語人が「日本語作家」として日本語で書いた文芸作品や様々な分野の論文などを読むような教育は，皆無ではないにしても、日本語教育にはまだまだ欠けていると思います。最後にもう一点。AATJはICJLE（国際日本語教育学会）をアメリカで開催することもあり、世界の日本語教育者と意見の交換をしています。世界の日本語教育者と交流することで目が開かれますが、もっとソト向きになって，
日本語以外の言語教育者の同僚達と意見を交換するということも必要ではないかと思います。私は1978年から88年までミドルベリーの日本語学校の校長をしていましたが、折にふれて中国語、フランス語、ロシア語、スペイン語、イタリア語の教師たちと外国語教育法などについて色々話し合いました。

齋藤

最近のMLA調査によると、米国の外国語学習者が2009年から2013年の間に6.7%減少したそうです。小中高校でも、日本語だけでなく、外国語プログラムが縮小、廃止されることが多々あるようです。国際化が進む中、米国で外国語学習者数が伸びない要因は何だと思いますか。そのような中で、AATJとして、日本語教育をどう推進していったらいいとお思い
ですか。	
 

牧野

このご質問にお答えするのは非常に難しいです。おっしゃるように、MLAの調査によると、2002年から2009 年までに、外国語履修者の数は6.7% 減少しています。同期に日本語は7.8％減少しています。日本語学習者の減少率はロシア語（-17.9%)，イタリア語 (-11.3%)、
ドイツ語（-9.3%）、スペイン語 (-8.2%)、フランス語 (-8.1%) の次になっています。逆に、増加率が高いのは韓国語 (+44.7%)、ポルトガル語 (+10.1％)、中国語 (+2.0%) です。全体として言語履修者が減ってきている理由を、有利な仕事がある非人文系を専攻する学生が増加しているからだと見ています。もしそれが正しいのなら、 日本語を使って日米で仕事を

13

AATJNEWSLETTER February 2017

しているアメリカ人の状況を把握して、人文系と非人文系の先輩がどのような経路で日本語使用の仕事についているか、後輩が日本語が関わるためにはどんなことをすべきだと思うのか、など詳しい状況を調べて、現在日本語を取っている学生たちに教えることが必要ではないでしょうか。履修者の数は日本語の文化力だけの問題ではなく、基本的には経済上の問題だと考えます。学部生が夏期日本語・日本文化研修をするときに学習者が将来日本で就職することを先輩に来てもらって話を聞くとか、日本語がらみの就職をうながすよ
うな教材を開発する必要もあるでしょう。もう一点大事な点があります。AATJの事務局長のSusan Schmidtさんが1999年から担当している 日本留学を支援するBridging Scholarshipは非営利団体の米日ブリッジング基金から日本語を学んでいるアメリカの学部生が１年間希望の日本の大学に留学をするための奨学金を支給しています。家庭がどんなに貧しくても日本語をよく勉強し、日本に強い興味を持っている学生が日本に行ける仕組みはすばらしいです。「日本語をやれば日本に行ける」ということが広く伝われば、これも日本語の登録者数と結びつくでしょう。現場の先生がこぞってBridging Scholarshipという奨学金がある、ということを宣伝してくださるとありがたいです！	
 

14

齋藤

先生は日本語教育だけでなく、教員指導にも深く関わってきていらっしゃいましたが、米国では、これからの日本語教育を担う若い教員達が育つためにどのようなことが必要だと思われますか。

牧野

日本語教育を担う若い先生が成長するためには、先輩格の先生の偏りのない指導が大切だと思います。私が現役のときはプリンストン大学では一人ひとりの先生が何か日本語教育上の研究をしてそれを年に一回は発表することにしていました。プリンストンでは私がイリノイから移った1991 年から春にかならず学会を開き、外部から日本語教育の経験豊かな先生方の発表をいながらにして聞けるようにしました。そのうちにプリンストンの先生もこの学会で発表するようになり、成長して行きました。プリンストンのソトからの日本語教育の著名な学者を呼び、親しく交流する機会ができ、視野がおおいに 開かれたと思います。この学会はPrinceton Japanese Pedagogy Forum Proceedings を出しています。私は今までACTFLの４日間のOPI Workshopを日本を中心に韓国やフランスでやってきましたが、プリンストン大学でも３、４回行い、日本語の口頭能力を測る一つのテスト法を学ぶだけでなく、そこでも日本語教育一般の問題を参加者同士が話し合う場になっています。 ACTFLには口頭能力だけではなく、聞く能力、読む能力、書く能力の基準があります。そのテス
ト法は未開発ですが、早い時点で目を通しておくべきです。私自身はミドルベリー時代にいろいろと教材開発に手を出していましたが、若い教員は将来自分で教材開発ができるよ
うに指導することも肝心です。教科書を批判することはたやすいですが、それを作成する
ことはどんな小さいスケールのものでも有益な作業になります。

齋藤先生が現在、興味を持って研究されているテーマは何ですか。

牧野

かなり前から継続している研究テーマは日本の文芸を英語に翻訳するときに日本語の表記、
書記方向、数の単複、時制の転換、受動・自発・可能構文に現れる「自然の声」、
繰り返し現象、共感、比喩（とりわけ深層の比喩）などを総合的にまとめるというものです。此の中で比喩に関しては日英語でいかに共通点があるかを過去１５年以上も岡まゆみ
先生と意見を交わしながら書いているところです。ウチとソトという空間概念のメトノミー
として色々と考えてきましたが、今でも言語と文化に関してウチとソトで説明できるもの
を絶えず考えています。
「繰り返し現象」は1980年に『くりかえしの文法』（大修館）として出版していますが、目下繰り返しを最初から見直しています。繰り返しは認知言語学・心理学での焦点の１つである「感情」（パトス）の問題と繋がっているということと、それとは対蹠的なブノ
ワ・マンデルブローという数学者 (1924~2010) が「フラクタル幾何学」として言語以外の自然の中の複雑形の現象を数学の研究対象にした「フラクタル」（自己相似形）の観点に強い興味を持っています。例えば、ブロッコリーの一見複雑な構造も最初の形を成長過程で繰り返し模倣をしているということです。それから、このインタービューの最初に触れた
文体論の一部として、漱石の未完の小説『明暗』を書き上げた水村美苗の日本語の文体が漱石の文体とどの程度一致しているのか、同じく漱石の文体の問題ですが、 漱石の文体が修善寺の大患以前と以後で変化したという論を文体論者の小林英夫が発表していますが、それが正しいかどうかの検証研究をしたいと思っています。さらに明治から大正、昭和にかけて出てきていた著名な作家の代作者たち代作する著者の文体をどのように再現しているのか、という問題を研究しはじめた所です。日本語上級の読みの教育にしても文体も含めるべきです。 トロントでのAATJの学会の基調講演では「繰り返し」についてお話しますが、この研究も初級から上級までの日本語教育にそのままはねかえりがあります。

齋藤

先生が仕事でやりがいを感じるときはどんなときですか。また、もし言語学者、日本語教師になっていなかったら、どのような職業を選択されていたとお思いですか。

牧野

私は自由の身ですから、講演をしたり集中講義をしたりしていますが、話し合うのが大好きですから、聞いてくださる方々といろいろな形で偶然つながっていき、それがまた思わぬ進展につながるとき、やり甲斐を感じます。日本語の文法などの新しい見方に出会った
り、思いついたりする時は一番やり甲斐を感じます。もし言語と日本語教育をしていなかったら、ということは考えたことはありません。今やっていることで十分楽しいからでしょう。

齋藤

ご研究でも、ご趣味でも、先生がこれから新しく始めたいと思っていらっしゃることはありますか。

牧野

そうですね、３つあります．１つ目は日本の大学で７年間も古典ギリシャ語を勉強したのでギリシャに一度は行って見たいです。２つ目は、共通ギリシャ語で書かれている新約聖書の自然の比喩の分析を通して聖書の「非神話化」をしてみたいです。多分若い時読んでいたルドルフ・カール・ブルトマン (1884-1996) の影響かもしれません。３つ目も２つ目と関係がありますが、スペインのバルセロナに行って、アントニオ・ガウディのアニミティッ
クな建造物「聖家族教会」がどうしても見たいです。

齋藤 これから日本語教員を目指す若い会員の方々へメッセージをお願いします。
まず日本語教員をめざす若い会員でまだ修士号を取っていらっしゃらない方は日本語の修士コースのある最寄りの大学で修士号を取ることを強くお薦めします。宣伝めいて申し訳ありませんが、修士コースを選ぶ前にどんなことを学ぶのかを掴むために、私が深く関わってきたコロンビア大学の東洋言語・文化学科にある夏期日本語教育修士のプログムについて説明します。このプログラムは1996年に始まったもので、ずっと続いています。夏続けて３回来て日本語教育の修士号をとるプログラムです。学ぶ内容は、日本語教授法と模擬授業、第２言語習得理論、教材の電子化、日本語の音声学と音韻論、文法論、意味論、日本語史、言語社会学、プラグマティックス、認知言語学、日本語と文学などのコースを取り、３回目の夏には修論を出すというものです。先生はアメリカ、日本、オーストラリア
からそれぞれの分野の専門家が教えています。近い将来ミドルベリーにも日本語教育の修士プログラムができるはずです。
なお、外国語教育の諸問題を総括的にとらえて書かれたAlice Omaggio Hadley (1993) の教科書 Teaching Language in Contextを読むことをお薦めします。
牧野

齋藤先生、インタービューをどうもありがとうございました。どうぞ新任のAATJ会長として会の発展にご貢献ください。

齋藤

牧野先生、この度はお忙しいなかお時間を頂きありがとうございました。トロントでの先生の基調講演を心待ちにしております。

J-Can Project Reportby Yasuo Uotate, AFTJ President

It has been seven months since the summer J-CAN Workshop on July 8-10, 2016. The J-CAN
Project has been moving forward and clearly making a positive impact in the four regions
represented by the Association of Florida Teachers of Japanese (AFTJ), the Mid-Atlantic Associationof Teachers of Japanese (MAATJ), the Ohio Association of Teachers of Japanese (OATJ), and theSoutheastern Association of Teachers of Japanese (SEATJ).
The regional associations have several ongoing articulation projects based on the Core Practices as acommon language, and we have further strengthened our networks within and among organizations
through follow-up online meetings and conference participations.
More than ten J-CAN Project members participated in the SEATJ 2017 conference and gave four
presentations to share their articulation efforts. Their presentations with practical project ideas withconcrete examples were inspiring and well received.

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AATJNEWSLETTER February 2017

J-CAN Project Presentations at the SEATJ 2017 Conference
February 4-5, 2017, Middle Tennessee State University in Murfreesboro, TN• Developing tasks using authentic materials
through teacher collaboration (SEATJ)• Implementation of Can-Do Statements in the
Genki I Japanese courses (AFTJ)• J-CAN Project: Teaching grammar as aconcept and using it in context (MAATJ &OATJ)• The development and expansion of thecommunity through articulation projects in the
Association of Florida Teachers of Japanese(AFTJ)
Photo: J-CAN Project members at SEATJ 2017
AFTJ (5)	
 Hagihara, Motohashi, Nozu, Tylor, Uotate, (Isogai & Sakurai), MAATJ (2)	 Tsujioka,
Vaughan, OATJ (1)	 Markovic, SEATJ (3)	 Hamrick, Matsuda, Takata
At the ACTFL 2016 conference, the J-CAN Project leadership group and several participating
members gave two presentations. Their J-CAN Project presentation engaged the audience indiscussing the significance of expanding and sustaining articulation projects that started with theJapanese Global Articulation Project (J-GAP) in 2011. Furthermore, a large number of native- andnon-native-speaking Japanese teachers enjoyed
the presentation about Six Core Practices.
J-CAN Project Presentations at the ACTFL 2016
Conference
November 18-20, 2016, Boston Convention &Exhibition Center in Boston, MA• Impact of the J-CAN Project: Expansion andcollaboration beyond local regions• The Six Core Practices of effective Japaneseteachers
Photo: J-CAN Project members at ACTFL 2016 with AATJ President Saito-Abbott sensei, AATJ
Former President Tohsaku sensei, and JFLA Director Hara.
The J-CAN Project is co-sponsored by the AATJ and the Japan Foundation, Los Angeles (JFLA) as
part of AATJ’s J-CAN initiative. We greatly appreciate the AATJ and the JFLA’s support for theregional associations’ efforts.
More detailed information about our activities, about the J-CAN Project, and about the Core
Practices can be seen at the following website:
J-CAN Project Website 地域の教師会J-CANプロジェクト
http://jcanproject.weebly.com/

16

Report from Illinois Association of Teachers of Japaneseby Karla Button, IATJ President

Spring is right around the corner and filled with exciting events for our students in Illinois. This
coming March, students will be able to participate in annual events to encourage their Japanesestudies. The Japan America Society will be conducting the Illinois Japan Bowl at North Central
College. Later in the month of March, students will be able to showcase their speaking skills at theJapanese Language Speech Contest. Heritage learners were able to compete in Illinois’ first Heritage
Japanese Speech Contest this past January. Both speech contests are held at the Japan Information
Center in Chicago.
Japanese language teachers will be able to develop their teaching skills at IATJ’s annual workshop
being offered on April 30th. In addition to our workshop, IATJ members were able to apply for ascholarship funded by the Japan Foundation and IATJ to help offset the cost of attending the 2017
ACTFL Convention in Nashville, Tennessee. Congratulations to the following award recipients:
Yasuko Makita-Discekici of Glenbrook High School, Jeung-Hee Park of Northside College Prep
High School, Yukiko Schrock of Whitney Young Magnet High School, and Ryoko Uechi ofIntercultural Montessori Language School.

Report from Washington Association of Teachers of Japaneseby Kei Tsukamaki, WATJ President

WATJ is looking forward to another busy year supporting our members. Already we have hosted ourOshogatsu Workshop and Potluck. By the time of publication, we will have also held our 24th annual
conference on Saturday, February 11. This year we are honored to have Kiyomi Chinen-sensei from
CSU Long Beach as our keynote speaker, with several afternoon breakout workshop sessions. We
hope our World Languages colleagues will join us, as we have opened our conference to all language
teachers for the past several years.
WATJ co-sponsors the annual Washington State Speech and Skit Contest for high school students.
This year, the festival is on Friday, April 21. Every year, students compete at various levels topresent individual speeches or group skits, performing in front of audiences gathering at the Seattle
Center for the annual Cherry Blossom Festival.
Our June through August events include our last of three workshops for the 2017-18 calendar year inearly June and the annual Summer Institute, held in conjunction with the Hyogo Business andCultural Center, August 21-23.

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AATJNEWSLETTER February 2017

AATJ
“Year of the Rooster”
NENGAJO Contest
Results
2017 Year of2017
theRooster
NENGAJO
ContestResults

Kazumi
Yamashita-Iversonby Kazumi Yamashita-Iverson, AATJ Nengajo
ContestDirector

AATJ NENGAJO Contest Director

Thanks to everyone who participated in the 2017 NENGAJO Contest. We had 794 cards
submitted by 125 teachers from schools nationwide this year. I am very pleased that the numberof participants are increasing every year!

Following list is the number of members of each local affiliate submitted the NENGAJOs and thenumber of cards submitted for each category.
NUMBER OF MEMBERSUBMITTEDLOCAL AFFILIATE(Number of 2016 )18

CAJLT (15)MAATJ(13)

Number of cards submitted for each category

17

NECTJ (11)YEAR

ARTISTIC

COMICAL

ORIGINAL

CG

TOTAL

15

WATJ (15)

2017

251

222

246

75

794

6

JTAT (6)HATJ (3)

2016

215

212

232

51

723

5

WiATJ (2)

2015

218

198

217

50

683

4

CJLEA (2)KAJLT (4)
NCATJ (3)
NATIONAL (3)3

ATJO (6)
IATJ (3)NJATJ (6)2

AFTJ (4)
AITJ (3)AzATJ (1)GATJ (1)
JTAM (2)OATJ (3)AKATJ (1)UATJ (1)SNJTA (0)1Number of cards submitted for each level

LEVEL

2017

2016

2015

ES

92

112

109

MS

135

131

112

HS

491

438

439

College

76

44

14

The winning cards were chosen by blind-anonymous judging. My colleagues, Ami Kaneko, andNaoko Iwasaki have helped me selecting finalists. Then, about 20 staff member of Maloney
Interdistrict Magnet School voted for the best cards for each category. I have confidence that thewinning cards represent each category very well. The most artistic cards for the Artistic category,
the funniest ones for the Comical category, the most creative ones for the Original category, andthe most technical ones for the CG category.

18

All	
  of	
  the	
  winners	
  received	
  an	
  award	
  cer2ﬁcate	
  and	  an	
  Amazon	
  gi7	
  card	  ($25	
  for	  the	
  ﬁrst	  place,	
  $20	  for	
  the	
  second	
  place,	
  and	
  $15	
  for	  the	
  third	
  place)	
  for	  their	
  accomplishment.	
  Some	  students	
  received	
  an	
  Honorable	  Men2on,	
  which	  means	
  their	
  card	  was	
  one	  of	
  the	
  ﬁnalists	
  and	  all	  par2cipants	
  received	
  cer2ﬁcates	
  of	
  par2cipa2on.	
  It	
  was	  a	  very	  diﬃcult	  to	
  decide	
  winners	
  since	  all	  the	
  nomina2ons	
  were	  excellent	
  and	
  clearly	
  show	
  the	
  hard	  work	  of	
  your	  students	
  and	
  AATJ	
  members.	
  There	  are	
  some	  disqualiﬁed	
  ones	  due	  to	
  not	
  following	
  requirements.	
  Please	
  make	  sure	  to	
  follow	
  all	  the	  requirements	
  next	  2me.	
  	
  Congratula2ons	
  to	
  all	  par2cipants,	
  especially	
  award	
  winners!	
  I	
  hope	  AATJ	
  NENGJO	
  contest	
  helps	
  you	  teaching	
  a	
  culture	
  and	
  advoca2ng	
  your	  program.	
  I	
  would	
  also	  like	  to	
  thank	  you	
  for	  the	
  opportunity	
  to	
  work	  as	
  AATJ	
  NENGAJO	
  Contest	  Director.	
  This	  is	
  my	
  last	  2me	  serving	
  as	
  a	
  director.	
  Mio	
  Nishimura-­‐Sensei	
  of	
  Alisal	
  High	  School	
  will	
  take	  over	  the	  posi2on	
  next	  year.	
  	
  If	  you	  have	  ques2ons	
  or	
  concerns,	
  please	
  contact	
  Kazumi	
  Yamashita-­‐Iverson	
  at:	  kyamashita@waterbury.k12.ct.us	
  	
  
The	
  winning	
  cards’	
  images	
  are	  on	  display	  in	
  slide	
  show	
  format	  on	
  the	
  AATJ	
  website:	
  	
  www.aatj.org	
  	
  
The	
  following	
  is	
  the	
  list	  of	
  honorable	
  men2on	
  and	  the	
  images	
  of	
  the	
  winning	
  cards:	  	
  Honorable	  Men2on	  ELEMENTARY	
  CJ	  Alejo-­‐Dickey,	
  Alyssa	
  Fernandes,	  Paige	
  Goodman,	
  Nico	  Sainfort,	
  Gabriela	
  Smit,	
  Amiliya	
  Smith,	  Kayla	
  Hoo	  Stewart	  MIDDLE	  SCHOOL	  Jacqui	  Cesiro,	
  Tahsis	  Fairley,	
  Jackson	
  Greene,	
  Madison	
  Kohnen,	
  Soﬁe	  Levine,	
  Juliana	
  Loyd,	
  Julia	  Peirce-­‐Wallace,	
  Julia	  Samson,	
  Anne	  Santos,	
  Brooke	
  Sexton,	
  Kanon	  Shinohara,	
  Violet	
  Updike,	
  Abby	  Vandergri7,	
  Hanako	  Walker,	
  Kayleigh	
  Wyad	  HIGH	
  SCHOOL	  Kyungsun	  Ahn,	
  Alexandra	
  Antunes,	
  Kanoa	
  Arai,	
  Ngan	  Bui,	
  Emily	
  Chu,	
  Nicole	
  Cushman,	  Juliet	
  Daidone,	
  Bridney	
  Do,	  Asher	  Ewing,	
  Joseph	
  Francisco,	
  Jolene	  Fernandez,	
  Gwyneth	
  Gravador,	  Elizabeth	
  Gaver,	
  Zeya	  Hamilton,	
  Keiko	  Higa,	
  Hikaru	
  Higaki	
  Janelle	  Hizon,	
  Adriene	
  Im,	
  Mina	  Kim,	
  Timothy	
  Kim,	
  Helen	
  Lu,	
  Anita	  Mei,	
  Kidy	  Mui,	
  Ashraf	
  Murad,	
  Denise	
  Nguyen,	
  Joseph	
  Ni,	
  Isabella	
  Nielsen,	
  Emily	
  Pai,	
  Crystal	
  Pires,	
  Vanessa	
  Roser,	
  Sebrina	
  Dement	  Semer,	  Tengku	
  Hana	  Shaﬁkha,	  Naman	
  Shah,	
  Ueijin	
  Shin,	  Elianna	
  Stackpole,	
  Sandra	
  Suarez,	
  Lauren	
  Suzukawa,	
  Lam	
  To,	
  Micah	  Tuazon,	  Hanna	
  Wetzel,	  Kathryn	
  Yamabe,	
  Jia	  Yang,	
  Alex	  York	  COLLEGE/UNIVERSITYAryn	  Benavides,	
  Eryn	  Benner,	
  Jiuying	
  Cheng,	
  Sabrina	
  Estrada,	  Ashley	
  Kohler,	
  So	
  Jung	  (Kelly)	
  Min,	
  Phillip	
  Paik,	  Katherine	  Revels,	
  Yesenia	
  Itsel	  Saldaña,	
  Rollin	
  Woodford,	
  Ashley	
  Wu

19

20

AATJNEWSLETTER February 2017

21

22

AATJNEWSLETTER February 2017

23

AATJNEWSLETTER November 2016

Result of J.LIVE Talk 2016

by Takae Tsuioka, Executive Director of J.LIVE Talk 2016

The second annual J.LIVETalk 2016 was held on Sunday, November 13, 2016 at the George
Washington University. With an emphasis on 21st century communication skills, J.LIVE (Japanese
Learning Inspired Vision and Engagement) Talk 2016 invited college level Japanese learners to
showcase their presentation skills. The contest encouraged contestants to make use of audio-visualmaterials, audience interactions, and other innovations to enhance the messages they delivered inJapanese. Q&A sessions with the judges and audience members also allowed the contestants todisplay their interpersonal skills.
This was the first year that J.LIVE Talk opened its door to colleges and universities beyond the East
Coast. A panel of five judges evaluated each finalist’s presentation by taking into consideration not
only his or her linguistic proficiency, but also the vision and dynamism he or she displayed, and thelevel of audience engagement that he or she was able to achieve. Each finalist’s presentation, which
was accompanied by PowerPoint slides and audio-visual clips, was followed by 2 to 3 questions
from the judges and the audience. (Only the judges’ Q&A session had an impact on the contestants’score; the Q&A with the audience was not scored.) Mr. Tamaki Tsukada, the Minister for Public
Affairs of the Embassy of Japan, served as a judge. He said that that selecting awardees fromamongst the finalists’ excellent presentations was a “very tough call.” After careful consideration, thefollowing decisions were announced in the Award Ceremony.
Category I: Intermediate Low-Mid
Gold Award Winner
Brigette Faula A. Labastida, Old Dominion University: フィリピン系アメリカ人学生会“Filipino-American Student group.”
Silver Award Winner
Tyler Burton, George Washington University: 効果的の勉強法：生きた経験の大切さ “Theeffective way to study: Importance of life experiences.”
Bronze Award Winner
Kenneth Mercado, California State University at Sacramento: ディズニーイマジニアになる “I
will become a Disney Imagineer.”
Category II: Intermediate High- Advanced Low
Gold Award Winner
Kexin Ma, the College of William and Mary: 黒い茶碗の中の世界 “The world inside a black tea cup.”
Silver Award Winner
Sumrestar Beauchamp, The University of Findlay: 子供の目を持ちましょう！ “Let’s live
through children’s eyes!”
Bronze Award Winner
Hyung Jin Cho, the University of Maryland, College Park: マイクになってください “Pleasebecome the microphone.”
Category III: Advanced Mid- Advanced HighGold Award Winner
Robert Duanmu, Cornell University: 中国語を勉強しろ！ “Study Chinese!”
Silver Award Winner
Jong In (Joe) Chey, the University of Virginia: “Vision.”
Bronze Award Winner
Tak Chi Wan, Emory University: より充実した日々を送る方法 “How to live your days withmore fulfillment.”24

Cash awards of $300, $200, and $100 were presented,
respectively, to the Gold, Silver, Bronze award winners ineach category. Gold award winners also received
additional exciting prizes. The Category I Gold award
winner, Ms. Brigette Faula A. Labastida, received ascholarship to study at a six-week summer intensive
Japanese language course at Nanzan University in Nagoya,Japan, along with an ANA round-trip ticket from the U.S.
to Japan and a living stipend of $2,700. The Category II
Gold award winner, Ms. Kexin Ma, received a scholarshipto study at a six-week summer intensive Japanese language course at the Naganuma School, alongwith an ANA round-trip ticket from the U.S. to Japan and a living stipend of $2700. The Category III
Gold award winner, Mr. Robert Duanmu was offered a choice between an all-expenses paid tour ofJapan from January 9-16, 2017 (as part of the Kakehashi Project organized and sponsored by theJapanese Ministry of Foreign Affairs), and an ANA round trip ticket from the U.S. to Japan.
The J.LIVE Talk 2016 was made possible with generous support (in alphabetical order) from: All
Nippon Airways, Department of East Asian Languages and Literatures, GW, The Embassy of Japanin the United States of America, George Washington University, Dr. Shoko Hamano, Japan
Commerce Association of Washington, DC, Inc, Japan Commerce Association of Washington, DC,
Foundation, Inc, Japan Foundation Los Angeles, Language Center, GW, Naganuma School, Nanzan
University, Sasakawa Peace Foundation USA, Sigur Center for Asian Studies, GW, Sojitz
Foundation, TOP NY, Washington Japanese Heritage Center.
For more detailed report, please see: https://eall.columbian.gwu.edu/jlive-talk-2016-report
You can see the full event video here: https://www.youtube.com/watch?v=Y4p43VP0F50

Call for Proposals: 2017 JCMU Symposium
The Japan Center for Michigan University Symposium will provide a forum for scholars andteachers of Japanese culture, Japanese language, and English language to gather and exchange
knowledge in their area of expertise on Saturday, June 3 and Sunday, June 4, 2017. The conference
features individual paper presentations as well as panels and roundtables at which faculty andgraduate students present and discuss new research and pedagogical tools.
INVITED PRESENTERS
・E. Taylor Atkins, Northern Illinois University (Cultural History of Modern Japan and Korea)
・M. Endo Hudson, Michigan State University (Linguistics and Language pedagogy) and more.
SUBMITTING PROPOSALS
Proposals are solicited for panels, roundtables, individual papers, and workshops for all fields inareas related to Japanese culture, Japanese language, and English language.
We will accept abstracts on a rolling basis up to April 1, 2017.
Please click on the link in the symposium website (https://jcmuofficialblog.com/2017-jcmusymposium-june-3rd-and-4th/) to submit a 200-word proposal in English or Japanese.
The Japan Center for Michigan Universities (JCMU) study abroad program is a product of the strong
sister-state relationship between the State of Michigan and Shiga Prefecture. It is located on the
shore of Lake Biwa in the City of Hikone, Shiga Prefecture, Japan. Our programs are dedicated tobuilding relationships between Japanese, Americans, and other nationalities through active learningand participation in language, culture, family life and society. Since 1989, JCMU has been
welcoming students of all majors and from any university, not only a member school.

25

AATJNEWSLETTER February 2017

Job Opening Announcements
Bates College
Bates College, a residential liberal arts college in Maine, invites applications for a Japanese Language
Learning Associate (LA) starting late August 2017 and ending mid-April 2018. We are looking for a
dynamic individual who can work closely with our undergraduate students both inside and outside theclassroom, and who will support our small and energetic community of Japanese learners and speakers
on campus. The candidate must have native fluency in Japanese and experience of teaching Japanese in
the classroom. A B.A. degree is required, and an M.A. degree and training in language pedagogy arehighly desirable.
The Learning Associate is expected to work 35 hours per week (inclusive of preparation time).
Responsibilities include aiding professors in teaching language courses, running drill sessions, tutoring,and planning and organizing extracurricular activities. In addition to a monthly stipend, the Learning
Associate is provided with full room and board, visa fees, a per diem allowance when the college is on
break, and compensation for travel from the home country where appropriate.
Applicants should submit the following documents electronically, in PDF format, to Professor Keiko
Konoeda at kkonoeda@bates.edu: a letter of application, curriculum vitae, and undergraduate andgraduate (if any) transcripts. Two letters of recommendation should be sent directly to the same addressby the recommenders. Please include your last name and the words “LA application” in the subject lineof all submissions. Review of applications will begin February 27, 2017, and continue until the
position is filled. Employment is contingent upon the successful completion of a background check.
Bates is an Equal Opportunity/Affirmative Action employer. Bates College and the Asian Studies
Program are committed to enhancing the diversity of the campus and the curriculum. We welcome
applications from all individuals with the ability to contribute to the college’s continuing commitment tosocial and cultural diversity, inclusiveness, and the transformative power of our differences.

Ball State University
The Department of Modern Languages and Classics at Ball State University invites applications for afull-time, one-year contract faculty position to teach Japanese courses starting August, 2017.
Major responsibilities: Teaching load is 12 credit hours in three or four language classes in Japaneseeach semester. The teaching assignment will generally include introductory as well as intermediatelevel courses. The primary emphasis for contract faculty is excellence in language teaching. Candidate
must also demonstrate a willingness to participate in departmental activities and perform other duties asassigned by the department chairperson.
Minimum qualifications: Master’s degree or higher in Japanese or appropriate related field, from anaccredited college or university; strong commitment to teaching Japanese to undergraduates; native ornear-native fluency in Japanese and English.
Preferred qualifications: Ph.D. in Japanese or appropriate related field; evidence of successful
Japanese language teaching at the college level.
Candidates for searches must have current authorization to be employed in the U.S. without employer
sponsorship.
Send letter of application, curriculum vitae, official transcripts, and three recent letters ofrecommendation to:
Dr. Chris Luke, Interim Chairperson

26Department of Modern Languages and Classics
Ball State University
Muncie IN 47306
Review of applications will begin immediately; applications will be accepted through February 28,
2017. Ball State University is located in Muncie, Indiana, on an attractive campus 45 miles northeast ofIndianapolis. Approximately 22,000 graduate and undergraduate students enroll in one of eight
academic colleges that offer 190 undergraduate programs. We offer more than 140 master’s, doctoral,
certificate, and specialist degrees, with many of them ranking among the best in the nation.
Ball State aspires to be the model of the most student-centered and community-engaged of the 21st
century public research universities, transforming entrepreneurial learners into impactful leaders –committed to improving the quality of life for all. The university offers an excellent benefits package,
including health care and retirement plans, tuition assistance for employees and dependents, andgenerous time off with pay. EEO/AA Employer/Veterans/Disabled.
Bowdoin College
The Asian Studies Program at Bowdoin College invites applications for a one-year leave
replacement position in Japanese Language and Culture at the rank of Assistant Professor or
Instructor beginning July 1, 2017. The successful candidate will teach one Japanese language class,and another class in English in their area of specialization. Areas of teaching may include Japanese
literature, culture, film, or theatre. Preference will be given to candidates with a Ph.D., but ABDs
are also encouraged to apply. Native or near-native fluency in Japanese, and experience teaching
Japanese to English-speaking students at the college level are required.
Bowdoin College accepts only electronic submissions. Please visit https://careers.bowdoin.edu to
submit a cover letter, CV, and the names and contact information for two people who have agreed toprovide letters of reference. A language-teaching demonstration video/DVD may be requested after
initial review of application materials. Review of applications will begin on February 20, 2017, andcontinue until the position is filled.
A highly selective liberal arts college on the Maine coast with a diverse student body made up of
31% students of color, 5% international students and approximately 15% first-generation college
students, Bowdoin College is committed to equality and diversity and is an equal opportunity
employer. We encourage inquiries from candidates who will enrich and contribute to the cultural,socio-economic, and ethnic diversity of our college. Bowdoin College does not discriminate on thebasis of age, race, color, sex, sexual orientation, gender identity and/or expression, marital status,
religion, creed, ancestry, national and ethnic origin, physical or mental disability, or veteran status in
employment, or in our education programs. For further information about the College please visit
our website: http://www.bowdoin.edu.

Georgia Institute of Technology
The School of Modern Languages at Georgia Institute of Technology in Atlanta seeks six recent
PhDs with training in modern languages (French, German, Japanese, Mandarin Chinese, Russian,and Spanish) for the newly instituted Global Languages, Cultures, and Technologies (GLACT)
Post-doctoral Program. The GLACT Program seeks to foster collaboration across languages,
technologies, and global cultures. GLACT positions are full-time and renewable for up to three
years. They include a 3/3 teaching assignment (with opportunities for a course offset in support ofacademic program development), health and retirement benefits, a salary of $45,000 per academic
year, and a professional-development allocation. Candidates with expertise in innovative teaching

27

AATJNEWSLETTER February 2017

methodologies and interest in shaping cross-disciplinary language program development for the 21stCentury are especially encouraged to apply.
Teaching and Curricular Development: The GLACT Program involves teaching a range ofundergraduate courses with one to two courses possible in the candidate’s area of research
specialization. The GLACT Program includes opportunities for curricular and program development
in topics related to languages, cultures, and technologies, as well as potential instruction inconnection with our signature summer study abroad programs Languages for Business andTechnology (LBAT). Interest in collaboration with faculty and researchers in the School of Modern
Languages and across the Institute – including in technology-oriented disciplines – is vital, as the
GLACT position involves teaching a range of students while contributing to new and innovative
academic programming that aligns with Georgia Tech strategic priorities.
Within each language concentration, preferred specializations include:• French: Applied Linguistics; Second Language Acquisition; Online Instruction and Elearning.
• German: Language for business and Technology; online instruction; contribution to the
LBAT program.
• Japanese: Linguistics; Language and Technology (NLP expertise is a plus); content-based
courses in Japanese, including advanced levels; contribution to the LBAT program.
• Mandarin Chinese: Chinese Linguistics; Second Language Acquisition; Heritage Learning;and Online Instruction• Russian: Culture and Media Studies; Language for Business and STEM; contribution to the
LBAT program; Linguistics.
• Spanish: Technical and Business Spanish; Spanish for the Healthcare Profession,
Linguistics, Online Instruction.
Research: Candidates are expected to continue their scholarly agendas and are encouraged to extend
them to include research in areas such as pedagogy, service learning, international education, digital
humanities, cross-disciplinary language and technology instructional innovation, and assessment.
The GLACT Program encourages active collaboration on shared research interests as part of avibrant scholarly community, with regular and formalized opportunities for feedback, mentorship,
and intellectual development.
Professional Development: Candidates are supported in their professional development toward
academic and non-academic career paths through projects such as programmatic assessment, grantwriting, administration, publishing, and public relations.
Service: Candidates may serve on committees to help shape programmatic initiatives in areas suchas innovative instructional technologies, curriculum development, recruitment and outreach, andprofessional opportunities for Georgia Tech students in the global arena.
To Apply: Position requirements include a PhD awarded no more than five years prior toappointment plus demonstrated research and teaching strengths. Dossiers should include a letter ofapplication, curriculum vitae, teaching portfolio (minimally, a teaching statement, sample syllabi,
and summary of course evaluations/comments; additional elements are acceptable), and three lettersof recommendation, to be submitted in one single PDF document to glacthiring@modlangs.gatech.edu. Only digital applications will be reviewed. Review of applications
begins on March 1, 2017, and continues until the positions are filled. Expected start date is August
15, 2017.
The Georgia Institute of Technology is an equal opportunity/affirmative action employer. The Schoolof Modern Languages is especially interested in considering applications from minority candidates.

28

Harvard University
The Department of East Asian Languages and Civilizations at Harvard University anticipates an
opening for a full-time Drill Instructor/Teaching Assistant in Japanese expected to begin August
1, 2017, and to extend through June 30, 2018. Drill instructors teach small-group drill sections inJapanese language classes under the supervision of a course head and assist the course head inpreparing class materials, grading, and providing individual assistance to students. Candidates musthave native or near-native fluency in all modalities of Japanese (reading, writing, listening, andspeaking); a bachelor’s degree or higher; experience teaching Japanese, preferably at the college
level to students whose native language is English; and computer literacy.
This is a term appointment for one year, with the possibility of renewal dependent on performanceand curricular need.
Interested candidates should submit a letter of application, curriculum vitae, and the names andcontact information of three references (who will be invited to upload letters of recommendation) to
http://academicpositions.harvard.edu/postings/7427. The references will be contacted separately andinvited to upload letters of recommendation. Candidates should also submit a 20-minute teachingdemo by URL through the ARIeS portal. All the above should be submitted by February 28, 2017.
Selected candidates will be contacted directly in mid-March for an interview to be conducted either
by Skype, for candidates outside the Boston area, or on the Harvard campus, for candidates within
the Boston area.
Please note that references will only be invited to upload letters of recommendation after a complete
application has been submitted online. Please plan ahead so that the three letters can be submitted
no later than March 7.Harvard is an equal opportunity employer, and all qualified applicants will
receive consideration for employment without regard to race, color, religion, sex, sexual orientation,
gender identity, national origin, disability status, protected veteran status, or any other characteristic
protected by law.

Haverford College
Haverford College invites applications for a full-time Visiting Instructor position in the Japanese
Language Program in the Bi-College Department of East Asian Languages and Cultures, to begin
in the Fall semester of 2017. This is a one-year position with the possibility of renewal, depending
on staffing needs, funding, and positive evaluations.
The Bi-College Japanese Language Program offers four levels of language instruction for Haverford
College and Bryn Mawr College students. The successful candidate will team-teach courses, develop
online learning/testing resources, and engage in program-related activities/tasks, which varydepending on immediate needs. Preference will be given to candidates who have taught Japanese ina liberal arts college setting, especially those familiar with the textbooks “Genki” (The Japan Times)and “Tobira” (Kurosio Publishers). Also desirable are: full professional proficiency in both English
and Japanese; competence in developing teaching materials; advanced computer skills; and theability to teach an Advanced Japanese course. The topics of such a course might include literature,classical Japanese, translation, science/technology-related topics, and/or social justice and civic
engagement.
Candidates for the position should have an M.A. in Japanese pedagogy or a related field and an
excellent teaching record. Please submit the following files (PDF format) to: http://
apply.interfolio.com/40545. 1) a cover letter stating an interest in the position; 2) curriculum vitae;
3) sample course syllabi in elementary and/or Advanced Japanese; 4) sample of recently developed
learning/testing materials/websites (2-3 pages); 5) sample course evaluations (1-2 pages); and,29

AATJNEWSLETTER February 20176) a statement of teaching philosophy and professional goals (1-2 pages). Please prepare a teachingdemo video clip (50-60 minutes) to be shared online and indicate the link on the cover letter. Also,
please arrange to have two confidential letters of recommendation sent to the Interfolio site above.
Review of applications will begin starting March 1, 2017, and continue until the position is filled.
Questions about the application process should be directed to Karla Alfaro-Urias(kalfarou@haverford.edu). For technical questions, please contact Interfolio directly at
877-997-8807 or help@interfolio.com.
Haverford College is an Equal Opportunity/Affirmative Action employer that does not discriminate
on the basis of race, ethnicity, religion, gender identity, sexual orientation, national origin, age,marital status, disability or veteran status. Haverford has a longstanding commitment to diversity
rooted in values of inclusion and social justice, a commitment reflected in the curriculum,classrooms, and communal composition of the College. Haverford welcomes applications fromcandidates who share these values and who will foster their contribution to the College’s educational
mission.

University of Hawai’i, Manoa
The University of Hawai‘i at Mānoa, Department of East Asian Languages and Literatures,
invites applications for a Japanese Language Instructor, position number 82979T. The initial termof appointment for this full-time position will be Academic Year 2017-18 with the possibility of
renewal. Appointment to begin August 1, 2017.
Temporary, non-tenure track appointment, pending position availability and funding, annually
renewable.
Duties: Teach 24-credits per academic year in Japanese language courses at all levels; advise
undergraduate students; participate in departmental and university service; other duties as assigned.
Continuous recruitment with application review beginning February 24, 2017, until position isfilled. To apply see the full ad located at: http://workatuh.hawaii.edu/Jobs/NAdvert/
24339/4181117/1/postdate/desc\
Mount Holyoke College
The Asian Studies Program at Mount Holyoke College invites applications for a one-year visiting
lecturer position in Japanese. The appointment is for AY 2017-18; it is renewable for one
additional year based on performance.
The position requires teaching the Japanese language in beginning and intermediate levels andparticipating in departmental meetings and events. The successful candidate will teach five (5)courses per academic year.
Applicants are expected to have a Master’s degree or equivalent in Japanese language, education,
linguistics, or a related field with native or near-native proficiency in Japanese and English.
Preference will go to a person with experience teaching Japanese as a foreign language at the college
level. The successful candidate will demonstrate competence in working with students who arebroadly diverse with regard to race, ethnicity, socioeconomic status, gender, nationality, sexual
orientation, and religion.
Applications must be made on-line at https://jobs.mtholyoke.edu by submitting the following: letterof interest, curriculum vitae, sample syllabi and course materials that the candidate has taught with(as one pdf), teaching evaluations of one course (as one pdf), and three statements concerning (1)teaching philosophy, (2) research interests, and (3) a statement about mentoring a diverse student

30

body. Applicants should also arrange to havethree letters of reference submitted on their behalf. We
recommend early submission because electronic prompts to referees will be generated automatically(and letters of reference accepted) only after the completed application has been submitted.
Review of applications will begin on March 6, 2017 and will continue until the position is filled.
Please direct inquiries to Search Committee Chair Naoko Nemoto, nnemoto@mtholyoke.edu.
Mount Holyoke is an undergraduate liberal arts college for women with 2,200 students and 220
faculty. Over half the faculty are women; one-fourth are persons of color. Mount Holyoke College
is located about 90 miles west of Boston in the Connecticut River valley, and is a member of the Five
College Consortium consisting of Amherst, Hampshire, Mount Holyoke, and Smith Colleges and the
University of Massachusetts.
Mount Holyoke College is committed to enriching the educational experience it offers through thediversity of its faculty, administration, and staff members. Mount Holyoke seeks to recruit andsupport a broadly diverse faculty who will contribute to the college's academic excellence, diversityof viewpoints and experiences, and relevance in a global society. In furtherance of academic
excellence, the College encourages applications from individuals from underrepresented groups inthe professoriate, including faculty of color, faculty with diverse gender identities, first generationcollege students, individuals who have followed non-traditional pathways to college due to
exceptional talent and motivation in the face of adversity, such as societal, economic or academic
disadvantages, and individuals with a demonstrated commitment to applying and including diverse
backgrounds and perspectives to learning, scholarship, service, and leadership in the academy.

University of Notre Dame
The Department of East Asian Languages and Cultures at the University of Notre Dame invites
applications for two full-time visiting lecturer positions in Japanese language beginning August
2017. One is a replacement position, the other is a new lecturer position added for next year as theJapanese program at Notre Dame continues to grow. Both positions have one-year initial
appointments with the possibility of renewal. Responsibilities include teaching first-year throughadvanced Japanese (11-13 hours per week), active program involvement in language and culture
activities, and close collaboration with faculty to build a rigorous and cohesive program.
Appointments offer excellent benefits and competitive salary commensurate with qualifications andexperience.
QUALIFICATIONS: M.A. or higher degree in teaching Japanese as a foreign language, linguistics,
second language acquisition, or related field; and demonstrated success teaching Japanese at thecollege/university level in the United States. ABDs and Ph.Ds are encouraged to apply.
We are seeking highly skilled language instructors with native or near-native proficiency in Japaneseand English.
As an international Catholic, research university, the University of Notre Dame has made asignificant commitment to furthering Asian studies, as evidenced in the founding of the Liu Institutefor Asia and Asian Studies and the opening of a new graduate School of Global Affairs, both ofwhich collaborate regularly with our growing Department of East Asian Languages and Cultures.
Information about Notre Dame is available at http://www.nd.edu; information about the Japanese
Program and the Department can be found at http://eastasian.nd.edu.
APPLICATION INSTRUCTIONS: Submit cover letter, current curriculum vitae, statement ofteaching philosophy, an unedited video clip of classroom teaching and corresponding lesson plan,teaching evaluations, and three letters of recommendation. Review of applications will begin
February 24, 2017, and continue until the positions are filled. Inquiries can be made to Professo

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AATJNEWSLETTER February 2017

Vassar College
Vassar College invites applications for the position of Japanese Language Fellow (Intern) for the
2017-18 academic year (late August 2017 through May 2018).
Vassar College is an affirmative action and equal opportunity employer with a strong commitment toincreasing the diversity of the campus community and the curriculum and promoting an environmentof equality, inclusion and respect for difference. Candidates who can contribute to that goal areencouraged to identify their strengths and experiences in this area. Applicants who havedemonstrated commitment to diversity and inclusion are particularly encouraged to apply.
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 theacademic year, a monthly stipend of $650 for 10 months, and health insurance coverage. They may
also take up to two courses per semester free at Vassar. Language Fellows must have a B.A. and befluent in English.
To apply, please send a cover letter, vita, an audio recording introducing yourself in both Japaneseand English, and at least one recommendation letter. Review of applications is ongoing until the
position is filled. Please send applications to Peipei Qiu, Chair, Department of Chinese andJapanese, Box 285, Vassar College, 124 Raymond Avenue, Poughkeepsie, NY 12604 or (preferably)
via email to chineseandjapanese@vassar.edu.

University of Virginia
The Department of East Asian Languages, Literatures and Cultures at the University of Virginia
invites applications for a part-time, non-tenure-track one-year position as Assistant Professor,
General Faculty of modern Japanese literature and culture beginning in fall 2017. Responsibilities
include teaching two undergraduate courses per semester, one of which will be a 4th-year Japanese
language class in the fall involving the candidate's area(s) of expertise, and one of which will be asurvey of modern Japanese literature in the spring.
Applicants must have a Ph.D. at the time of appointment. The anticipated appointment start date is
July 25, 2017.
To apply, please submit a Candidate Profile through Jobs@UVA (https://jobs.virginia.edu), search on
posting number 0620326 and electronically attach the following: curriculum vitae, a statement ofteaching philosophy, and sample syllabi. Please arrange for three confidential letters ofrecommendation to be emailed to Charles A. Laughlin at cala5m@virginia.edu.
Review of applications will begin on March 3, 2017 and will continue until the position is filled.
Questions regarding this position should be directed to:
Gustav Heldt
Chair, Search Committee
434-924-3740
gch8r@virginia.edu
The University will perform background checks on all new faculty hires prior to making a final offer
of employment.
The University of Virginia is an equal opportunity / affirmative action employer. Women, minorities,
veterans, and persons with disabilities are encouraged to apply.

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Michael Brownstein, Acting Chair, at mbrownst@nd.edu.
This institution is using Interfolio's ByCommittee to conduct this search. Applicants to this position
receive a free account and can send all application materials, including confidential letters ofrecommendation, free of charge. For help signing up, accessing your account, or submitting yourapplication, please check out the help and support section or get in touch via email at:
help@interfolio.comor phone at (877) 997-8807. Please apply at: http://apptrkr.com/956793.
These appointments are also contingent upon the successful completion of a background check.
Applicants will be asked to identify all felony convictions and/or pending felony charges. Felony
convictions do not automatically bar an individual from employment. Each case will be examined
separately to determine the appropriateness of employment in the particular position. Failure to beforthcoming or dishonesty with respect to felony disclosures can result in the disqualification of acandidate. The full procedure can be viewed at http://facultyhandbook.nd.edu/university-policies/
background-check-procedure-for-prospective-faculty/.
EQUAL OPPORTUNITY EMPLOYMENT STATEMENT: The University of Notre Dame seeks toattract, develop, and retain the highest quality faculty, staff and administration. The University is an
Equal Opportunity Employer, and is committed to building a culturally diverse workplace. We
strongly encourage applications from female and minority candidates and those candidates attracted
to a university with a Catholic identity. Moreover, Notre Dame prohibits discrimination against
veterans or disabled qualified individuals, and requires affirmative action by covered contractors to
employ and advance veterans and qualified individuals with disabilities in compliance with 41 CFR
60-741.5(a) and 41 CFR 60-300.5(a).

Purdue University
The School of Languages and Cultures at Purdue University (http://www.cla.purdue.edu/slc/main/)invites applications for the position of Visiting Assistant Professor of Japanese for the 2017-2018
academic year beginning August 2017. This is a one-year appointment.
Duties: Teach undergraduate language courses, a content course in Japanese linguistics, and a
graduate course in language pedagogy, SLA, or linguistics. The teaching load is 4/3. The candidate
is expected to be actively engaged in all activities of the program (Japanese tea hour, film series,
etc.)
Required Qualifications: Ph.D. in hand or ABD in Japanese or related field. Second language
acquisition, language pedagogy, linguistics are preferred fields. Possess native or near-native
fluency in Japanese and English. Demonstrated evidence of excellence in research and teaching.
Application Deadline: The deadline for receipt of applications is March 3, 2017, or until the
position is filled. Review of applications will begin immediately and continue until the position isfilled. Please send letter of application that addresses the candidate’s teaching experience andteaching philosophy, curriculum vitae, and three letters of recommendation (addressing candidate's
research and teaching strengths) to Cheryl Spencer, spencerc@purdue.edu Letters ofrecommendation must be on letterhead with handwritten or electronic signature. Address all
inquiries to Professor Kazumi Hatasa khatasa@purdue.edu
The appointment is from August 14, 2017 through May 13, 2018.
A background check is required for employment in this position.
Purdue University is an EOE/AA employer. All individuals, including minorities, women,
individuals with disabilities, and veterans, are encouraged to apply.

33

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

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

Date:

Address:Tel:
E-mail:School/Organization where you work:
Area of specialization:
 K-12
 Post-secondary Corporate Language Teaching Linguistics

Membership Category (check):
Regular Member

$ 45

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Student Member$ 30

Journal (optional)$ 15

Japanese Language & Literature Journal (2 issues/yr.)Institution$100(includes all publications)

Shipping & handling$ 20(outside of U.S.)

Total Payment (U.S. Dollars)

Literature
SLA
TheaterOther

Special Interest Groups (SIG):

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AP
Classical JapaneseCommunity College
Heritage Language
Japanese for Specific Purposes
Language & Culture
Professional Development
Proficiency Assessment
Study Abroad
Translating & Interpreting___________
Affiliate (Choose one):

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Check Enclosed

MasterCard/VISA#_________________________________________________
Exp. ______/________________________________________________________
Signature

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Alaska (AKATJ)
Arizona (AzATJ)
California (CAJLT)
California-north (NCJTA)
California-south (CAJLT)
Colorado (CJLEA)
Florida (AFTJ)
Hawaii (HATJ)
Illinois (IATJ)
Indiana (AITJ)
Iowa (JLCTIA)
Kentucky (KAJLT)Michigan (JTAM)

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Mid-Atlantic (MAATJ)
Minnesota (MCTJ)
Nevada-south (SNJTA)
New Jersey (NJATJ)
Northeast (NECTJ)
Ohio (OATJ)
Oregon (ATJO)South Central (SCATJ)Southeastern (SEATJ)Southern Nevada (SNJTA)
Texas (JTAT)
Washington (WATJ)
Wisconsin (WiATJ)

I live outside of the U.S.

AATJNEWSLETTER February 2017

American Association of Teachers of Japanese, Inc.
1424 Broadway, Campus Box 366
University of Colorado
Boulder, CO 80309-0366Support Our Sponsors
The ALLEX Foundation is proud to be a sponsor of AATJ. ALLEX provides professionally trained Chinese,
Korean and Japanese instructors, sabbatical replacements, and teaching assistants to language programs atover 200 universities. Learn more at www.allex.org
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.
NHK Cosmomedia America, Inc., broadcaster of the TV JAPAN Channel in the USA and Canada, is a
corporate sponsor of AATJ. Visit www.tvjapan.net to find out how to subscribe to TV JAPAN at home orcontact scott@nhkcma.com to find out how to add TV JAPAN to a Campus CableTV system.