VOL. 8, NO. 3

A AT JN E W S L E T T E R
September 2019

MESSAGE FROM THE PRESIDENT
会員の皆さん、
この夏は、 I hope you have had a restful and fruitful summer andゆっくり休みを取り充実し are ready for the new academic year. Thank you to
た時 間を過ごされ、新 学 those of you who participated in voting for the revision
年に向けて準備万端整っ of the bylaws. With the new bylaws, there will alwaysているのではないかと思 be at least three executive officers of President Elect,
います。
当協会の規約改正 President, and Vice President who will be able to drawにつき、投票に参加してく on ideas and feedback from more varied constituents.
ださりありがとうございま We are electing new officers, and an election committee
Suwako Watanabe した。無事改正案は承認 has been formed. Members are also welcomed to
され、新たに、次期会長が nominate themselves or a colleague to the executive
渡辺素和子
設けられ、会長、副会長と officers’ positions. Please expect to receive a further
ともに、常に３名のエグゼクティブ役員がいることになり、 announcement for voting.
いろいろなアイデアや意見を反映させて協議決定することができるようになります。今年もまた役員選挙を迎えま There have been changes in the executive office in
す。選挙委員会も結成されました。会員の皆さんからの推 Colorado. Deputy Director Kathleen Ajisaka is retiring
薦を期待しています。投票の案内は追って連絡しますの at the end of 2019. Kathy has served AATJ for many
years, and her administrative skills and dedication have
で、投票にもぜひ参加してください。
been remarkable and a key to the smooth operation of
コロラドでの事務局にも変化があります。長年日本語教 the association. I am so grateful for her service to AATJ.
師協会に貢献してくださったDeputy Director のキャシ Kathy will be at the ACTFL convention in November;ー・アジサカさんが、今年末をもって引退します。彼女の献 please join us in celebrating and thanking her at the
身的な働きと素晴らしい事務処理能力によって協会の運 reception on Saturday evening.
営その他の活動なども滞りなく行うことができました。心から感謝いたします。
１１月のACTFL大会にキャシーさん Recently Kyoko Hanes, who was in charge ofは出席しますが、土曜の夜（予定）のレセプションで、
お祝 coordinating the administration of the JLPT, announced
her resignation, and Michiyo Colclasure will be the
いをしますので、皆さんもぜひご参加ください。
contact for JLPT. Thank you to Kyoko, who managed
そして、長年JLPTを担当してくださっていた恭子ヘインズ the administration of JLPT for the past six years.
さんも担当を降りることになりました。新たに、Michiyo
Colclasure さんが、JLPT担当となります。
ヘインズさん、 This year’s ACTFL is November 22-24 in Washington,
この６年間JLPT担当、ご苦労様でした。厚くお礼申し上 D.C. AATJ is holding advocacy sessions, so pleasecome and share your advocacy ideas.
げます。
今年のACTFLは、ワシントンDCで１１月２２日から２４日までです。AATJでは、アドボカシーのセッションを２つ連続して行いますので、皆さん奮ってご参加ください。
-会長

渡辺素和子

-Suwako Watanabe

AATJNEWSLETTER ∙ September 2019
2

ELECTION OF AATJ OFFICERS
Nominations are now open for three AATJ Executive Officer positions:
1. A President: One-year term (this year only).
2. A President Elect: This is a new position. The President Elect will serve one year and then become
President for one year.
3. A Vice President: Two-year term. The position alternates between K-12 and post-secondary members.
This year a post-secondary member will be elected to the position.
For details about the duties and terms of office of the officers, please see the recently revised Bylaws, which areonline at https://www.aatj.org/resources/2012reorganization/AATJBylawsRevisedJuly2019.pdf.
Nominations are requested for these three positions. To nominate a colleague (or yourself), please send thename(s) by email to nominations@aatj.org.

2019 Annual Fall Conference at ACTFL

4National Japanese Exam

14

AATJ NENGAJO Contest Announcement

15

AATJ AP Japanese Exam 2019 Survey Report

16

Japanese National Honor Society

16

JNHS 2018-2019 Academic Year

17

Register for the 2019 JLPT

17

Fall 2019 Bridging ScholarshipS Awarded

17

CALL FOR PROPOSALS: AATJ 2020 ANNUAL SPRING CONFERENCE

20

Call for Papers: SEATJ 2020

20

LILL 2019 Report21

Host an ALLEX Teaching Fellow or Instructor

22

ALLEX Intensive Language

23

ALLEX Teacher Training

23

Keep Your AATJ Membership Up to Date

24

15th Hakuho Japanese Research Fellowship25

Job Announcements

26

AATJNEWSLETTER ∙ September 2019

TABLE OF CONTENTS

3

AATJNEWSLETTER ∙ September 20192019 ANNUAL FALL CONFERENCE AT ACTFL

The ACTFL Annual Convention and World Languages Expo is where language educators from around the worldcome to meet! This global event brings together more than 8,000 language educators from all languages, levels,and assignments.
REGISTRATION: To register for the ACTFL Convention, please go to the website (https://www.actfl.org/
convention-expo/registration). BE SURE TO SCROLL DOWN AND SELECT OPTION 2: “CONVENTIONPARTNER ORGANIZATION MEMBERS”; THEN SELECT “AATJ” IN ORDER TO REGISTER AT THE LOWER
MEMBER RATE.
		Registration: Advance				
Late/Onsite

by Wednesday, October 30th, 2019
after Wednesday, October 30th, 2019
Advance (by 10/30/19)

FULL CONVENTION REGISTRATION
MemberNon-member

DAILY REGISTRATION
One day member

One day non-member

Late/Onsite (after 10/30/19)

$270

$365

$240

$335

$385

$335

$480

$430

HOUSING: For details regarding hotel reservations, go to https://www.actfl.org/convention-expo/housing.
PRESENTATION SESSIONS: This year, AATJ sponsors two concurrent sessions including 12 research-oriented
paper presentations, 12 practice-oriented paper presentations, and 24 45-minute session presentations. (seeschedule below).
Please direct questions regarding the presentation length to the AATJ Annual Fall Conference Co-Directors:
Masahiro Tanaka (mtanaka@unis.org) and Yasuo Uotate (yuotate@ufl.edu) rather than to ACTFL.
PRESENTERS: Please read “FOR PRESENTERS” on the ACTFL website (https://www.actfl.org/conventionexpo/presenters). There are a number of presentation tips for presenters in sessions, paper presentations,roundtables, and electronic poster sessions. All ACTFL sessions are searchable by using the ACTFL ONLINECONVENTION PROGRAM (https://ww5.aievolution.com/tfl1901/index.cfm?do=cus.pubSearchOptions).

4

Room 154A & 154B

Room 146AAATJNEWSLETTER ∙ September 2019

Walter E. Washington Convention Center, Washington, DC
Floor Plans
http://www.dcconvention.com/Attachments/Convention-Center/Floorplans-Apr2011.aspx

Room 202B
Exhibit Hall

Japan Pavilion

AATJ Booth 615

5

AATJNEWSLETTER ∙ September 2019

JAPAN PAVILION IN EXHIBIT HALL: The Japan Pavilion in the Exhibit Hall will feature entertainment as well as
exhibits by publishers, travel agents, universities, and other companies and services related to our profession.
Please check the Convention Center Exhibit Hall Floor Plan. AATJ’s Booth number is 615.
https://s36.a2zinc.net/clients/ACTFL/ACTFL2019/Public/eventmap.aspx?shmode=E
Japan Pavilion Exhibitor List (Booth Numbers 515-521, 615-621)
515: Kinokuniya Bookstores of America			
516: Japan National Tourism Organization (JNTO)
518: The Japan Foundation, Los Angeles
520: Nikkei America, Inc.
521: Nippon Express Travel USA, Inc.
615: AATJ
617: Northeast Council of Teachers of Japanese (NECTJ)
618: Movement for Language and Culture (MLC)
619: JPT America, Inc.
621: Shogakukan Inc.
EXPERIENCE HANDS-ON LEARNING:
Exhibit Hall Visit Free Times are scheduled by ACTFL at 10:00-11:00AM on Friday, 11/22; 10:4511:45AM & 3:30-4:30PM on Saturday, 11/23; and 9:00-10:00AM on Sunday, 11/24. Teachersand educators in the greater Washington DC area, the Mid-Atlantic Association of Teachersof Japanese community, are planning to demonstrate Calligraphy (Friday), Tea Ceremony(Saturday morning), Kimono Photo Booth (Saturday afternoon), and Flower Arrangement(Sunday) at the Japanese Pavilion in the Exhibit Hall.

Friday, November 22nd, 12:45-1:30PM
AATJ AFFILIATE COUNCIL MEETING: The AATJ Affiliate Council Meeting will be in Room 154A, Convention
Center. Any AATJ member is welcome to attend. Lunch will not be served; please bring your own lunch.

Friday, November 22nd, 2019, 7:00PM (TENTATIVE)
Place: Old Japanese Ambassador’s Residence (2516 Massachusetts Avenue, N.W., Washington, D.C.)
RECEPTION TO SUPPORT JAPANESE LANGUAGE EDUCATION: This event is being hosted by the
Embassy of Japan to provide an opportunity for networking and information exchange among educators andsupporters of Japanese language education in the U.S. A buffet-style meal will be served at the reception.
The reception is open to AATJ members and other Japanese language educators only. If you wish to attend,
please RSVP using this form by Friday, September 27th. You may RSVP on behalf of up to two additional
individuals on one form.
*Please note that the Embassy of Japan cannot guarantee that all registration requests will be honored. If
registration demand exceeds the capacity of the venue, the embassy will consider aspects such as numbers ofguests from different US regions and the order of RSVPs received.

Saturday, November 23rd, 7:00-8:00AM
VISIT JAPAN BREAKFAST SEMINAR: Japan National Tourism Organization, JNTO’s “Visit Japan Breakfast
Seminar” will be held in Ballroom, Salon 8, Marriott Marquis Washington, DC. Please see details on the next
page.

6

日本政府観光局(JNTO)では、訪日外国人数の増加に向けた取り組みの一貫として、日本語学習者による訪日教育旅行および留学の促進に取り組んでいます。
今般、ワシントンDCにおいて11月22日(金)～11月24日(日)にAmerican Council on The Teaching of Foreign
Languages(ACTFL、
全米外国語教師協会)が開催する言語・語学イベント「The 2019 Annual Convention andWorld Language Expo」にビジットジャパン(VJ)ブースを出展し訪日教育旅行及び留学に関する情報提供を実施することに伴い、「ビジットジャパン朝食セミナー」
を下記の通り開催いたします。
本セミナーでは、訪日教育旅行及び留学の受け入れに熱心な日本の地方自治体・教育機関による各種支援制度及び受け入れ事例のご紹介などを通して、皆様の今後の訪日教育旅行の手配や留学プログラムの理解にお役立ていただくことを目的としています。
どうぞ奮ってご参加ください。
ACTFL 2019 ビジットジャパン朝食セミナー
開催日時: 		11月23日(土) 07：00～08：00AM
開催地：		
米国、
ワシントンDC
開催場所：		Marriott Marquis Washington, DC (Ballroom, Salon 8)
			
901 Massachusetts Ave NW, Washington, DC 20001
内容：		地方自治体、教育機関による教育旅行受け入れ支援・留学制度、事例の紹介
対象：		
全米で日本語教育に携わる先生及び教育関係者
募集人数：		45名程度セミナー参加費： 無料※ 座席数に限りがございますので先着順とさせていただきます。予めご了承ください。

AATJNEWSLETTER ∙ September 2019

■ ACTFL 2019「ビジットジャパン朝食セミナー」の参加者を募集！ (締切 : 10月11日)

セミナー参加に関心をお持ちの皆様は、下記までご連絡ください。
よろしくお願い申し上げます。
＜お申し込み期限＞		
10月11日(金)＜ご連絡・お申し込み先＞
ご連絡を頂き次第、申し込み用紙をお送りいたします。
		
ACTFL 2019 ビジットジャパン朝食セミナーUS事務局
		
NTA America Inc.
		E-mail：support@ntaamerica.com
		
TEL： 310-768-1870＜申込み方法＞
上記Eメールアドレスに、「ACTFL 2019 ビジットジャパン朝食セミナー宛」として頂き、必要事項 『氏名（日本語/英語）、所属先（学校名と所在州）、役職、
メールアドレス』 をご連絡下さい。受信後、Eメールにてご連絡させて頂きます。

Saturday, November 23rd, 12:00-1:15PM
AATJ TEACHER AWARD LUNCHEON: The AATJ Luncheon will be held in Room
202B, Convention Center from 12:00-1:15PM on Saturday, November 23rd. This is agreat opportunity to network with Japanese educators, supporters, and guests from thelocal community.
The tickets are $55, and the last day to purchase tickets is November 17th. Please purchase a luncheon ticket
when you register for the conference. AATJ will not sell tickets at our booth, and ACTFL will not have tickets
for sale on-site. If you have already registered but did not request a luncheon ticket, please go back online to youraccount on the ACTFL website and add the luncheon to your registration, or contact ACTFL.

Saturday, November 23rd, 6:30-7:30PM
AATJ GENERAL MEMBERSHIP MEETING AND DOOR PRIZES: The AATJ General
Membership Meeting will be held in Room 146A, Convention Center from 6:30-7:30PM
on Saturday, November 23rd.

7

AATJNEWSLETTER ∙ September 2019

FRIDAY, November 22, 2019
7:15am8:15am
8:30am10:00am
10:00am11:00am
11:00am11:45am

Room A - Room 154A

Room B – Room 154B
Orientation and Welcome

Opening General Session (blackout w/no meetings/sessions)
Welcome Coffee/Exhibit Hall Opening
Transforming Learning Through Formative
Assessment
Mio Nishimura
Alisal High School
Yoshiko Saito-Abbott
California State University Monterey Bay(Language of presentation: Japanese)<AATJ Research-Oriented Paper Session I>
Motivation or Personal Traits? The
Characteristics of Successful Learners
Shinji Shimoura
University of South Florida
Yumiko Tashiro
Kenyon College(Language of presentation: Japanese)
Learning Strategies, Motivational Beliefs
and Academic Performance
Masako Nunn
University of Redlands(Language of presentation: English)

12:00pm12:45pm'Flipgrid Friday'-- Increasing Fluency
Through a Video Discussion Platform
Tammy Cunningham
Yu Hiraoka
Lincoln Southwest High School(Language of presentation: English)

Observational Analysis of “Divergent”
Language Teachers of Japanese
Shinsuke Tsuchiya
Brigham Young University(Language of presentation: English)<AATJ Research-Oriented Paper Session II>
The Instruction of Japanese Refusals on
American Learner's Pragmatic Choice
Bo Zhan(Language of presentation: English)
Effective Account for Conflict Management
in a Japanese Enterprise Setting
Kanako Yao
Washington University in St Louis(Language of presentation: English)

12:45pm1:30pm

8

Closing the Gap Between Theory andPractice: Japanese Honorific Expressions
Sanae Eda
Middlebury College
Misako Chapman
Cornell University(Language of presentation: Japanese)
AATJ Affiliate Council Meeting (Room 154A)

Does the Study of Literature Need to Wait?
Ayako Anderson
Noble and Greenough School / Global Online
Academy(Language of presentation: Japanese)<AATJ Practice-Oriented Paper Session I>
Business Japanese: A Curriculum for
Foreigners Working with the JapaneseMichele Plattenberger
Akiko Kashiwagi-Wood
Oakland University(Language of presentation: English)
Developing Global Competence in an
Advanced-Level Japanese Course
Ayako Nagai
University of California - Irvine(Language of presentation: Japanese)

2:30pm3:15pm

Teaching Social Justice Through theJapanese Refugee Experience
Ann Jordan
J-LEAP Program; Los Gatos High School(Language of presentation: Japanese)

3:30pm4:15pm<AATJ Advocacy Session I>

4:30pm5:15pm

5:30pm6:15pm

7:00pmTentative

Let's Keep Japanese Programs Standing!
Kazumi Yamashita-Iverson
Maloney Interdistrict Magnet School
Suwako Watanabe
Portland State University(Language of presentation: Japanese)<AATJ Advocacy Session II>
Collaboration Toward the Future ofJapanese Programs
Suwako Watanabe
Portland State University(Language of presentation: Japanese)
Augmented Reality: Increasing Student
Engagement, Enhancing Language Skills
William Paris
New Providence High School
Yoko Fukuda
Northern Valley Regional High School(Language of presentation: English)

Can Culture Be Taught? Heritage
Language Learners and Cultural
Knowledge
Akane Shirata(Language of presentation: Japanese)
Mini Oral Tests as Effective Formative
Assessment Tools
Junko Sato
Noriko Taira Yasohama
Northwestern University(Language of presentation: Japanese)
Proficiency-Oriented Instruction with the
National Japanese Exam
Tomomi Sato
University of Virginia
Nana Suzumura
University of Hawaii at Manoa
Yasu-Hiko Tohsaku
University of California San Diego(Language of presentation: Japanese)
Empowering Students' Autonomous andLifelong Learning Through ePortfolios
Junko Tokuda Simpson
Minori Inada
Kayoko Ross
Yuko Tipton
University of California, San Diego(Language of presentation: Japanese)
Enhancement of Learning Environments
and Skills through Virtual Tandems
Noriko Fujioka-Ito
University of Cincinnati
Akiko Meguro
Dickinson College(Language of presentation: Japanese)

AATJNEWSLETTER ∙ September 2019

1:30pm2:15pm

Reception to Support Japanese Language Education
at the Old Japanese Ambassador's Residence

9

AATJNEWSLETTER ∙ September 2019

SATURDAY, November 23
7:00am8:00am
8:00am8:45am

Room B – Room 154B

Breakfast Seminar - Marriott Marquis Washington, DC (Ballroom, Salon 8)
Hosted by Japan National Tourism Organization (JNTO)
Engaging Learners in Social Change
Through Authentic Resources
Michelle Lupisan
Yo Azama
North Salinas High School(Language of presentation: Japanese)<AATJ Research-Oriented Paper Session III>
Tense and Modality Relationships inJapanese Counterfactuals
Priya Ananth
Middle Tennessee State University(Language of presentation: English)
Utilizing the Knowledge of English as a
Vocabulary Pool in L2 Japanese
Hironori Nishi
University of Memphis(Language of presentation: English)

9:00am9:45am

10:00am10:45am

10

Room A - Room 154A

Transformative Teaching: 7 Inspiring
Activities to Empower Learners andTeachers
Mieko AvelloMiami Palmetto Senior High School
Kazue Masuyama
California State University, Sacramento(Language of presentation: Japanese)

Nature Immersion and Play: Organic
Language Learning for Young Students
Meridith Kiyosue
Red Oak Community School(Language of presentation: English)

Japanese Learners' Thinking Processes
When Revising Their Written Sentences
Fukumi Matsubara
North Central College(Language of presentation: English)<AATJ Research-Oriented Paper Session IV>
Constructing a Social Network During
Study Abroad in Japan
Hiromi Tobaru
Ohio State University(Language of presentation: English)
Enhancing Intercultural Competence
Through a Six-Week Study Abroad
Program
Hiromi Takayama
Rice University(Language of presentation: English)
New Approach to Improve InterculturalCompetency During Study Abroad
Makiko Fukuda
University of Texas San Antonio(Language of presentation: Japanese)<AATJ Practice-Oriented Paper Session II>
Building Up Student 21st Century
Literacies Through Digital Storytelling
Projects
Junko Ueno
Union College(Language of presentation: English)10:45am11:45am
12:00pm1:15pm
1:30pm2:15pm

Holistic Approach to Information Literacy
Education in the Japanese Classroom
Tomoko Hoogenboom
University of Maryland Baltimore County
Takae Tsujioka
George Washington University(Language of presentation: Japanese)
Exhibit Hall Visit Free Time
Electronic Poster Session II
AATJ Teacher Award Luncheon (Room 202B)
Tips and Tools to Promote Learner Agency
in the Japanese Language Classroom
Yasu-Hiko Tohsaku
Junko Tokuda Simpson
Izumi Takeda
University of California, San Diego(Language of presentation: Japanese)

AATJNEWSLETTER ∙ September 2019

Assessing “Presentational
Communication” in a Japanese Film
CourseHamako Furuhata-Turner
University of Mount Union(Language of presentation: English)<AATJ Practice-Oriented Paper Session III>
Exploring ePortfolio as a Tool to EnhanceStudents’ Motivation
Megumu Tamura
University of Pennsylvania(Language of presentation: Japanese)
Incorporation of Audio-Visual Materials inIntermediate Japanese Courses
Hisaaki Wake
US Air Force Academy(Language of presentation: Japanese)

2:30pm3:15pm

21st Century Skills: Impact of AP on HS andCollege Instruction
Yoshiko Saito-Abbott
California State University Monterey Bay
Shingo Satsutani
College of DuPage
Kiyomi Chinen
California State Univ. Long Beach(Language of presentation: Japanese)
The short documentary film, Gambatte
Kimashita, will be screened immediately
following this session from 3:15-3:45pm.

Improved Character Learning ThroughAnki and Anki Accountability
Stephen Luft
University of Pittsburgh(Language of presentation: English)
Can-Do Crash Course: Make YourClassroom More Communicative!
Yoko Sakurai
CUNY, Hunter College
Eiko Williams
University of Miami
Kwimi Taylor
University of West Florida
Mako Nozu
University of South Florida
Naoko Komura
Florida International University(Language of presentation: Japanese)

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AATJNEWSLETTER ∙ September 2019

3:30pm4:30pm
4:30pm5:15pm

5:30pm6:15pm

6:30pm7:30pm

Exhibit Hall Visit Free Time
Electronic Poster Session III
Adding Depth: Making Students Think on a
Daily Basis for Critical Thinking
Junko Hosoi
Aragon High School
Susan Watson
Long Beach Polytechnic High School(Language of presentation: Japanese)
Transform the Classroom with the Essenceof Task-Based Language Teaching
Mako Nozu
Shinji Shimoura
Sakurako Hiroike
Chizuru Imase
University of South Florida(Language of presentation: Japanese)

Creating an Interactive Asynchronous
Learning Environment in Hybrid Courses
Kumiko Tsuji
Northeastern University(Language of presentation: English)
Instructional Strategies for Teaching
Mixed-Ability Classes
Masako Douglas
Hiroko Kataoka
California State University Long Beach(Language of presentation: Japanese)

AATJ General Meeting and Door Prizes (Room 146A)

SUNDAY, November 24, 20198:00am8:45am

Room A - Room 154A
AP Japanese and Culture Exam: Tips andStrategies
Koji Otani
Thomas Jefferson High School(Language of presentation: Japanese)

Room B – Room 154B
<AATJ Practice-Oriented Paper Session IV>
Summer Study Abroad Curricula
Enhancing Students’ Global Perspectives
Yuki Waugh
Texas A&M University
Yayoi Takeuchi
University of North Texas(Language of presentation: Japanese)
The Reality of How Effectively We Stay in
the Target Language in Classrooms
Shigeko Sekine
California State University Monterey Bay
Rie Tsuboi
San Dieguito Academy(Language of presentation: Japanese)
Handwriting in the Digital Age
Satoru Shinagawa
University of Hawaii
Mayumi Ishida
Dartmouth College(Language of presentation: English)

12

Exhibit Hall Free Time

10:00am10:45am

11:00am12:00pm

Concept-Based Learning Using Inquiry into
UN Sustainable Development Goals
Masayo Ohyama
Kazuo Tsuda
United Nations International School(Language of presentation: Japanese)

Language Education Advocacy Beyond
Classrooms: Tokyo Olympic Dance Project
Yuko Prefume
Baylor University
Erina Romanowich
University of Texas at San Antonio
Chiaki Johnson
University of Houston(Language of presentation: Japanese)

Closing Session Speaker

AATJNEWSLETTER ∙ September 2019

9:00am10:00am

Featuring AATJ Members on the ACTFL Conference Program
Friday (11/22), 11:30-11:45am, Room 159B
Scaffolding in Writing: A Case of Intermediate & Advanced Japanese Classes
Sachiko Hiramatsu
Brown University(Language of presentation: English)
Saturday (11/23), 4:30-5:15pm, Room 150B
Think Outside the Classroom: Intercultural Events to Engage All Students
Hanna Brandt
Ryo Nakayama
Harding High School(Language of presentation: English)

13

AATJNEWSLETTER ∙ September 2019

NATIONAL JAPANESE EXAM
What is the NJE?
The National Japanese Exam (NJE) is an online, proficiency-oriented, standards-based, and culture-related
assessment tool for students who are studying Japanese as a second language. The purpose of the NJE is torecognize achievement in the study of Japanese language and culture, to motivate students to further study
and explore Japanese language and culture, to advocate for standards-based, proficiency-oriented, andcontent-based teaching and learning of Japanese, and to serve as a diagnostic assessment of Japanese
language skills.
Teachers who conduct the NJE may award certificates to students (Gold Level, Silver Level, Bronze Level,
Honorable Mention, and Participation certificates), and the exam results can be used to highlight the success of
their Japanese programs and celebrate their students’ accomplishments. The NJE also helps teachers identify
strong and weak areas in their teaching as well as to see students’ strengths and weaknesses in various areas
including skimming, scanning, contextual reading & listening, grammar and vocabulary.
National Japanese Exam (NJE) は、第２言語として日本語を学習している生徒・学生のために開発された、
プロフィシェンシー重視、スタンダーズベースのテストで、また文化能力を評価するテストです。NJEは日本語学習の成果を讃え、また日本語学習に対するさらなる学習意欲を高めることを目的としています。
NJEでは、受験者全員に賞（金賞、銀賞、銅賞、努力賞、参加賞）が授与されます。先生方には学内、学区などで日本語プ
ログラムの業績を可視化したり、学習者の努力や達成度を称したりするために利用可能です。
また、教師の教え方の振り返りのためのツールの一つとしての利用、
そしてスキミング、
スキャニング、読解力、聴解力、基礎知識などスキル別に学習者の得手不得手を見分けるのにも役立ちます。

National Japanese Exam 2020
Registration Period
1/6/20 (M) - 2/14/20 (F)Exam Period
3/2/20 (M) - 4/3/20 (F)Exam Fee$10 per student

申し込み期間2020年1月6日〜2月24日

試験期間
2020年3月2日〜4月3日

受験料
一人１０ドルGeneral Guidelines（ガイドライン）			Gold Level:
90% and above
Silver Level:
80-89%
Bronze Level:70-79%
Honorable Mention:
60-69%
All:
Certificate of Participation

ゴールドレベル：
９０％以上の正答率*
シルバーレベル：８０−８９％の正答率*
ブロンズレベル：７０−７９％の正答率
努力賞：
６０−６９％の正答率
参加賞：
参加者全員
*

日本語における賞の名前が一部変更になりました。

*

Categories（カテゴリー）

Level 1: Middle/Junior High School, RegularHigh School, RegularCollege, Regular
Level 2: Middle/Junior High School, RegularHigh School, RegularCollege, Regular
Level 3: High School, RegularHigh School, Additional
High School, Others
College, RegularCollege, Additional

2019 NJE Report

2,094 students Participated in 2019 National Japanese exam during the exam period between 3/4-4/12/19.
More information: http://aatj.org/nje | Questions? nje@aatj.org

14

2020 Year of the Rat
Welcome back to a new school year! We hope you had a wonderful and rejuvenating summer break and areready for the exciting year. As the new school year begins, we would like to inform all AATJ members about the
Nengajo Contest 2020, Year of the Rat. In 2019, Year of the Boar, 758 cards were submitted by 126 members.
For College/University teachers: your students can send a card individually. All you need to do is promote the
Nengajo contest! We understand that your term works differently from K-12 levels, so we hope this helps yoursituation.
There are 4 categories for the contest: Artistic, Comical, Original, and Computer Graphic. Please consider eachcategory carefully. We choose the winners who meet each category’s description.
CATEGORYARTISTIC
COMICAL
ORIGINALCOMPUTER GENERATEDDESCRIPTION
The card shows the skills of the artist on the design, coloring, and writings.
The design is amusing and funny and the card is done neatly and nicely.
The design is creative and inventive, and the card is done neatly and nicely.

AATJNEWSLETTER ∙ September 2019

AATJ NENGAJO CONTEST ANNOUNCEMENT

The card meets all the requirements and neatly done by a computer.

Each school can nominate 2 cards per category, for a total of 8 students. If you teach at 2 or more schools or
different levels such as elementary, middle, and high school, you can nominate 8 cards from each school and/or each level (Each level means elementary, middle, high school, and college/university). If you are teachingdifferent grades in elementary school, you can only nominate up to 8 students from the school.
The winners will be awarded a certificate and an Amazon gift card. Images of the winners’ Nengajo will be
displayed on the AATJ website and during the ACTFL Annual Convention. All participants will receive a certificate
of participation.
This year, we will begin accepting digital submissions of your students’ nengajo for the contest.
You can sign up for the contest and upload your entries on this Google Form:• https://forms.gle/GuVpoYyzZpC9EwCf8
Hard-copies are still accepted for this year’s contest. For hard-copies, please read the following directions:• Please remember to include a self-addressed and stamped 9x12 inch envelope in the application.
• This will help us send your students’ work back to you at the conclusion of the contest.
• Thank you for helping us expedite this process!
You need to be a current 2019 member of AATJ to submit yournominations. Please check your membership status before submitting yourcards. The submission must be postmarked before or on Thursday,
December 26th, 2019.
For more detail information, please go to https://www.aatj.org/studentactivities.

Example:9 inYour Address Here__________________________________

12 in

Please contact Cameron Chien at cameron.chien@gmail.com with anyquestion. Thank you and we look forward to your submission!

15

AATJNEWSLETTER ∙ September 2019

AATJ AP JAPANESE EXAM 2019 SURVEY REPORT
By Ann Jordan
One of the important jobs of AATJ is to advocate not only for the study of Japanese language, but on behalf ofJapanese language teachers of all levels. When K-12 teachers have concerns or need guidance beyond thescope of their school or district leadership, they often turn to their AATJ leadership for help. Shortly after the
AP Japanese Exam was administered in high schools throughout the U.S. this past May, I began to hear fromteachers about unusual issues that came up during the set-up phase or actual testing. To try to determine how
widespread these concerns were, I sent out a survey on behalf of AATJ in the hopes that we could reach as
many AP Japanese teachers as possible. In order to share the data with AP Japanese Development Committee
members while they were meeting in June to score exams, teachers didn’t have much time to respond to thesurvey.
However, despite the short turnaround time, the response was good, and the comments were heartfelt and often
detailed. Many thanks are due to the AP Japanese teachers who took precious time at a very busy time of year to
respond and provide the very important voices of those who are “in the trenches”. Those voices are now shaping
the discussion that is beginning to take place around how to improve the annual administration of not just the AP
Japanese Language & Culture Exams, but also the AP Chinese Language & Culture Exams.
The AP Japanese Development Committee, headed by Chief Reader Kazue Masuyama, presented the data andconcerns reflected in your responses to the College Board’s test administration leadership. A focus group has
been formed and will be meeting to determine ways to best address as many of those concerns as possible. I
will provide an update via an AATJ email bulletin.
Here are the AATJ AP Japanese Exam 2019 results, excluding individual comments and respondents’ info.

JAPANESE NATIONAL HONOR SOCIETY
By Ann Jordan
Over 2,000 students from 151 middle and high schools across the United States were inducted into the Japanese
National Honor Society last year. If your school had a Japanese National Honor Society chapter during the 20182019 school year, check the following list of JNHS Pre-college Chapters to be sure that your school is included
and identified correctly.
Any school organization that operated as or claimed affiliation with Japanese National Honor Society in the 201819 school year, but did not actually register for membership through AATJ, is not included in the list. Please knowthat this oversight does a disservice to students, who may accidentally misrepresent themselves when proudly
listing membership in JNHS among their extracurricular activities and academic affiliations as they apply forscholarships and to colleges.
Starting a chapter of Japanese National Honor Society at your middle or high school has many benefits foryour students and your program, and AATJ is proud to be able to offer this to its members. Students in JNHS
gain national recognition for their achievement and excellence in the study of Japanese, encouragement andmotivation to continue, and a sense of connectedness to the national community of Japanese language learners.
They develop empathy and understanding, as well as skills in leadership and organization, as they work together
to fulfill the JNHS promise to “serve as a bridge of international understanding” and to “promote friendshipbetween Japan, the United States, and other countries”.

continued on next page16

If you have questions or concerns, please email me at teiann@gmail.com.

JNHS 2018-2019 ACADEMIC YEARAATJ offered both pre-college level and college level chapters of the Japanese National Honor Society. There
were 151 schools that formed chapters of Pre-College JNHS with a total of 2153 inductees; and 53 college
chapters of JNHS-CC with 350 inductees in the 2018-2019 academic year. Each chapter received Certificates of
Excellence and optional red/white cords for their students. The list of the schools and the number of inductees
are posted on the AATJ website.
Congratulations to all of the teachers for their dedication and the high academic achievements of their students.

REGISTER FOR THE 2019 JLPTAATJNEWSLETTER ∙ September 2019

To start or renew a chapter, sponsoring teachers must be members for the current year of AATJ and submit anapplication form along with a list of students and the required fee (annual $20.00 chapter fee; $8 per student).
For details, please go to the Japanese National Honor Society Pre-college Chapter link.

Registration for the 2019 JLPT Is OpenThe 2019 Japanese Language Proficiency Test will be held on Sunday, December 1st, at 18 test sites across theUS.
Online registration is open until September 30th at 9:00 p.m. Eastern time.
To register, direct your browser to https://jlpt.us.
For information on the location of test sites and tentative time schedules, visit https://www.aatj.org/jlpt-us.

FALL 2019 BRIDGING SCHOLARSHIPS AWARDED
Eighty undergraduate students from colleges and universities across the United States have been named
recipients of Bridging Scholarships for Study Abroad in Japan. The winners will receive awards of $2,500
to assist with their expenses while they study in Japan beginning in Fall 2019.
AATJ administers the Bridging Scholarship program on behalf of the US-Japan Bridging Foundation (www.
bridgingfoundation.org), which accepts donations from private individuals and organizations. Since 1999, morethan two thousand scholarships have been awarded.
Applications are being accepted for the next group of Bridging Scholarships, for study in Japan beginningin Spring 2020. For information on the scholarships and to access application form, visit the Bridging Project
online at www.aatj.org/studyabroad/japan-bridging-scholarships. For information on the Bridging Foundation,
visit www.bridgingfoundation.org.

continued on next page17

AATJNEWSLETTER ∙ September 2019

Recipients of Bridging Scholarships forStudy Abroad in Japan, Fall 2019
Shalena ADAMS / Johns Hopkins University/ Waseda University / East Asian studies
David AGUILAR / University of Texas, Austin/ Kyoto University / international relations
Chloe ALLAN / University of Alaska, Fairbanks / Hokkaido University / mechanical engineering
Natalie ANTONIK / Ohio State University / Waseda University / international studies
Kofi BAZZELL-SMITH / Eastern Illinois University / Kansai Gaidai / studio art
Lindsay BENNETT / University of Kentucky / Akita International University / international economics
Kendall BOZICK / University of Mount Union / Kansai Gaidai /Japanese
Hayli BROWN / University of Oregon / Senshu University / linguistics
Nicholas BUTTRAM / University of Tennessee / Kansai Gaidai / modern foreign languages
Aleksei CARPENTER / Middle Tennessee State University / Kansai Gaidai / international relations
Perla CERVANTES / Earlham College / Waseda University /history
Patricia CLOSE / College of St. Benedict / Bunkyo Gakuin / Asian studies
Ian COMBS / Northern Kentucky University / Gifu University / biological sciences
Haley CREEF / Northern Kentucky University/ Gifu University / economics; computer science
Taylor CROSWELL / Willamette University / Tokyo International University / economics
Nailah DAVIS / New College of Florida / Nagasaki University of Foreign Studies (USAC) / East Asian studies
Jacqueline DELARA / North Central College / Kanda University of Foreign Studies (IES) / business administration
Dominique DiGIACOMO / Rowan University / JF Oberlin / English education
Hien DO / University of Oregon / Senshu University / operation & business analytics
Lyssa DOUGLAS / University of Memphis / Nagoya Gakuin / Japanese
Jacob ECKMANN / University of Wisconsin, Madison / University of Hokkaido / biochemistry
Rachel FISCHER / Ohio State University / Nanzan University / Japanese
Rachel FLATT / Middlebury College / International Christian University / global studies
Nora FUJITA-YUHAS / Occidental College / Kanda University of Foreign Studies (IES) / politics
Alexis GREB / Grand Valley State University / International Christian University / geography
Harriet HALL / Eastern Michigan University / Japan Center for Michigan Universities / Japanese
Jeremy HICKS / Oklahoma State University / Shinshu University / agriculture education
Hai Nhu HO / University of Houston/ JF Oberlin / kinesiology
Elma HOFFMAN / University of Chicago / Kyoto Consortium for Japanese Studies / comparative literature
Hannah HUDNALL / Miami University of Ohio / Kansai Gaidai / international studies
Tiarha HUERTA / UCLA / International Christian University / psychology
Marco KAISTH / University of Chicago/ Waseda University / computer science
Robert KAUFFMAN / Drexel University / Akita International University / animation
Victoria KHROBOSTOVA / Rhode Island School of Design / Kyoto Seika University / illustration
Margaret KRIEBEL / Ohio Wesleyan University / Waseda University / comparative literature
Jayachandra KURA / University of Florida/ Kansai Gaidai / physiology
Phung LE / Stanford University / Doshisha University / biology
Derrick LEE / Dixie State University (UT) / Meijo University / computer science
Jacalyn LI / University of California, San Diego / International Christian University / computer engineeringcontinued on next page18

Hannah LYONS / St. Olaf College / Nagoya University/ Asian studies
Michael MANTOOTH / Dartmouth College / Temple University Japan Campus / Native American studies; economics
William MARTIN / Colorado State University / Kansai Gaidai / international studies
Raine MCLELLAN / Cal Polytechnic San Luis Obispo / University of Tsukuba/ psychology
David McMILLIAN / California State University, Chico / Hiroshima University / illustration; Asian studies
Michael MERRITT / University of Houston / Hiroshima University (USAC) / chemistry
Jamie MI / University of California, Riverside / Waseda University / English; Japanese
Arjun MOORE / Knox College / Waseda University / Asian studies
Susan MOORE / Texas Tech University / KCP International / electrical engineering
Molly MOTES / University of Missouri, St. Louis / Toyo University / Japanese; English
Sumayyah MUMFORD / Earlham College / Waseda University / Japanese studies
Chloe NEUNSINGER / University of North Carolina, Greensboro / Nagoya University of Foreign Studies / business
Christine NGUYEN / San Jose State University / Kyushu University / linguistics
Zoe NIVER / Hobart & William Smith Colleges / Japan Center for Michigan Universities / studio art
Hikmah OKOYA / Bowdoin College / Nanzan University (IES) / neuroscience

AATJNEWSLETTER ∙ September 2019

De’Jia LONG-HILLIE / University of Maryland, Baltimore County / Nanzan University / global studies

Gwynette PAEZ / University of California, Irvine / Nagasaki University of Foreign Studies / education
Melissa PURNELL / Johnson & Wales University / Sophia University (CIEE) /pastry arts; food service management
Serah REYES / Oklahoma State University / Kansai Gaidai / global studies
Lindsey ROOSA / University of Montana / Sophia University / political science
Cara ROSNER / Montclair State University / Temple University Japan Campus / linguistics
Jennifer RUPRECHT / San Diego State University / Sophia University / international business
Erica SASAKI / California State University, Long Beach / Ritsumeikan University / child development
Isabel SEICOL / Earlham College / Waseda University / comparative languages & linguistics
Carly SHIEVER / Hobart & William Smith Colleges / Japan Center for Michigan Universities / international relations; Asianstudies
Alexis SHOUSHOUNOVA / University of Wisconsin, Madison / Nanzan University / Japanese; East Asian studies
Shechinah SMITH / University of Memphis / Nanzan University (ISEP) / international business; film
Camrick SOLORIO / University of Chicago / Kyoto Consortium for Japanese Studies / East Asian studies
Jayden THOMAS / Western Kentucky University / Kansai Gaidai / international affairs
Ryoma THOMAS / University of Mississippi / Nanzan University / mechanical engineering
Darlene TINSLEY / Syracuse University / Kansai Gaidai / radio & film; English
Sheila TODOROVAC / University of North Texas / Nagasaki University of Foreign Studies (USAC) / Japanese
Taike TOLBERT / University of Georgia/ Waseda University / electrical engineering
Jason VALDES / University of Rhode Island / Niigata University / mechanical engineering
Eunice VALENZUELA / Carleton College / Waseda University / Japanese
Lorenz VARGAS / George Washington University / Waseda University / international affairs; Japanese
Kylan VOORHEES / Utah State University / Waseda University / human movement
Sarah WILHELM / Willamette University / Tokyo International University / Japanese studies
Isaac WITTENBERG / Western Michigan University / Ritsumeikan University / Japanese
Myqyel ZIMMERMAN / University of Oregon / Waseda University / social sciences
Rebeckah ZORA / University of Massachusetts, Dartmouth / Kyoto University of Foreign Studies / English

19

AATJNEWSLETTER ∙ September 2019

CALL FOR PROPOSALS: AATJ 2020 ANNUAL SPRING CONFERENCE
The 2020 Annual Spring Conference will be held on Thursday, March 19, 2020, in Boston, MA, in conjunction
with the Annual Meeting of the Association for Asian Studies (AAS).
Proposals are invited for individual papers and panels. A proposal should be in one of the following areas/
categories:(1) pedagogy, (2) literature, (3) linguistics, (4) second language acquisition, (5) language and technology, or(6) special interest group topics*
Individual papers are 20 minutes long with an additional 5 minutes for discussion. Organized panels are 100
minutes long and are limited to four active participants (four paper presenters, or three presenters with one
discussant).
If your proposal is on a topic related to one of AATJ’s Special Interest Groups (Professional Development,
Translating/Interpreting, Japanese for Specific Purposes, Japanese as a Heritage Language, Study Abroadfor Advanced Skills, Language and Culture, Classical Japanese, Community College Training, Proficiency
Assessment, or AP Japanese), and if you would like to have it considered for sponsorship by the SIG, pleaseindicate which SIG topic is addressed in the appropriate section of the submission form. If your proposal is on a
topic that is outside the main topic areas, please consider whether it might fit into one of the SIG topics.
*

The submission deadline for all proposals is 9 p.m. Eastern time, Thursday, October 31st, 2019.
An abstract for an individual paper should be no more than 300 words in English or 700 characters in Japanese.
For organized panels, a maximum 300-word or 700-character abstract is required from each participant, in
addition to a maximum 300-word or 700-character abstract for the panel itself.
Proposals will be evaluated based on the following characteristics: contribution to the field, originality, practicality,
methodological or conceptual soundness, and clarity of writing.
Please note that each individual may submit only one proposal, as presenter, co-presenter, or panel
member. This includes participation in SIG panels and presentations.
Proposals must be submitted online. For details, and to submit proposals, please go to http://aatj.org/conferencesspring.

CALL FOR PAPERS: SEATJ 2020
We are pleased to announce the Call for Papers for the 35th Annual Southeastern Association of Teachers ofJapanese (SEATJ) Conference to be held at the University of Memphis in Memphis, Tennessee on Saturday,
February 22nd, 2020. This year’s keynote speaker is Dr. Jae Takeuchi, Assistant Professor of Japanese at
Clemson University and 2018 recipient of the Hamako Ito Chaplin Memorial Award for Japanese language
teaching
The theme of the conference is “Beyond the Textbook: Challenges and Opportunities in Teaching Japanese
as a Foreign Language.” The conference aims to facilitate discussion of Japanese language education which
incorporates Japanese in all of its variations and explores ideas for curricular innovations that encourage students
to see themselves as speakers of Japanese in and beyond the classroom. We particularly welcome proposals

continued on next page20

SEATJ is an organization serving all levels of Japanese teachers, and we welcome proposals from K-12 educators
as well as instructors and graduate students at institutes of higher education, including both native and nonnative speakers of Japanese. Proposals are for 30-minute sessions (20-minute presentation plus 10-minute Q& A), and presentations can be in either English or Japanese. Please submit your proposals using Google Form
(https://forms.gle/LbLJKu1VLrHxWcFC6) by November 15th, 2019. Proposals should not exceed 250 words in
English or 500 characters in Japanese. Notification of acceptance will be sent via email by December 1st. Papers
will be published in the conference proceedings on the SEATJ website (https://seatj.weebly.com/proceedings.
html) in August, 2020. For more information, please go to the 2020 conference homepage (https://seatj2020.
weebly.com/).

LILL 2019 REPORT
By Teppei Kiyosue

AATJNEWSLETTER ∙ September 2019addressing (1) teaching the various speech styles of Japanese, including, but not limited to, casual speech andhonorifics; (2) Japanese for specific purposes, such as business Japanese or technical Japanese; (3) written
Japanese and issues related to translation; and (4) approaches to teaching Japanese as an international language.
Other topics related to Japanese and Japanese language education broadly construed are also welcome.

I was appointed as a representative from AATJ to attend the ACTFL Leadership Initiative for Language Learning(LILL) Summer Institute June 24th-26th 2019 in Franklin, Tennessee. LILL is based on the premise that every
educator is a leader who strives to be highly effective. For language educators, effectiveness is demonstrated byevidence of learners’ growth in proficiency, including their growth in interculturality. This initiative aims to encourage
language educators, teacher leaders, and national experts to explore this and other important issues. LILL’s
goal is to establish a sustainable model of K–16 collaboration that not only focuses on honing research-basedteaching and learning practices, but also deepens our understanding of research-based leadership strategies
and skills through experiences, networking, and mentoring. LILL also influences educators with potential throughimplementation of a structured action plan, bringing them into the professional circle and thus serve as an agent
for professional growth.
Back in 2014 and 2015, I was appointed as a representative from Ohio Association of Teachers of Japanese(OATJ) to attend the Japan Foundation, Los Angeles (JFLA) - AATJ Leadership Training program during the
AATJ Annual Fall Conferences held in conjunction with the annual national conventions of ACTFL. I increased
knowledge of assessment strategies and resources, to strengthen our national community by reinforcing the ties
among AATJ’s regional and state affiliate organizations. For this year, I attended LILL in the hope of encouraging
collaboration not only among Japanese language teachers but with teachers of other foreign languages,
especially with the ones who teach Less Commonly-Taught Languages (LCTL) so that we can unite the LCTLs
to garner more strength to maintain these languages as a coalition.
I would like to briefly share the two most significant takeaways regarding advocacy and leadership from LILL.
1. Vision and Mission
LILL defines Vision as the future you are ultimately working towards and Mission as leadership goals. All LILL
participants reflected upon their own journey, considered their spheres of influence and how they have worked
to impact and expand them in tandem with personal strengths and values. Important questions we needed tokeep asking ourselves were: What are you contributing to those around you and how are you bringing others’
contributions back to influence your students? Where else could your voice make a difference? The answers
pointed us to department-level professional development, district initiatives, state or regional conferences, or
national committees.

continued on next page21

AATJNEWSLETTER ∙ September 2019

2. Empowerment Through Leadership Opportunities
We know teacher retention is a serious issue, but we also know the positive impacts of teacher leadership onteacher retention and student achievement. How have leadership opportunities have come to you in the past?
Just like I was given this opportunity by AATJ president Suwako Watanabe, opening up leadership opportunities
for teachers and giving them opportunities where they feel their voices are heard and that their efforts arerecognized at any spheres of influence where you lead is crucial. During LILL, I learned two concepts to organize
communities that are proven highly effective for this purpose:
Edcamp and Unconference. Due to limitations of space, I cannot
go into details about these concepts, but you can discover them
here.
There are many more takeaways I could share from LILL. Yasuo
Uotate at University of Florida participated in LILL representing
AATJ in the past. Tomonori Nagano at LaGuardia Community
College also participated in LILL this year, representing MLA.
We are planning to collaborate on a proposal, hoping to be able
to spread more benefits of LILL at ACTFL 2020.

HOST AN ALLEX TEACHING FELLOW OR INSTRUCTOR
We provide professionally trained Chinese, Japanese and Korean teaching fellows and instructors touniversities who teach in exchange for financial support to take courses.
www.allex.org
ALLEX (Alliance for Language Learning and Educational Exchange) will provide your institution with aprofessionally trained native speaking teaching fellow or instructor who will teach for two years in exchange forfinancial support to pursue a Master’s or second Bachelor’s degree.
Alternatively, for institutions which already have established Asian language programs, the ALLEX Foundation
also offers a one-year option designed as a cost-effective way to expand course offerings, add drill instructors,
staff adjunct positions, or replace faculty on leave. Teaching Fellows in the one-year plan teach in exchange forroom, board and tuition to take one or two classes, either for credit or as auditors. They are not degree seeking.
This program has run successfully since 1988 at more than 230 universities all over the U.S. Schools currently
using ALLEX instructors include Boston University, Colby College, Florida Institute of Technology, Indiana
University Bloomington, Portland State University, Texas Tech University, University of Kentucky, University of
Utah, Vanderbilt University and Wellesley College.
The distinctive feature of the ALLEX program is the 7 weeks of Chinese, Japanese or Korean language teacher
training that our teaching fellows and instructors undergo at Washington University in St. Louis during the summer
before they begin teaching. It is taught by some of the nation’s foremost experts in Asian language pedagogy,
with faculty drawn from Cornell University, M.I.T., Ohio State University, Washington University in St. Louis andWilliams College.
The ALLEX admission process is rigorous and selective: we personally interview all of the candidates in Taiwan,
China, Japan and Korea, and only about 15-20% of applicants are admitted to the program. ALLEX instructors arebright, dynamic native speakers of their language with very good English skills. Once we make the assignment,
you have the final say in accepting or rejecting the candidate we recommend to you.
Please contact us for more information: www.allex.org or thomas.mason@allex.org or 978-401-0085

22

Scholarships Available to Study Intensive Chinese or Japanese at Washington University in St. Louisin Summer 2020 with the ALLEX Foundationwww.allex.org
The WUSTL-ALLEX Intensive Chinese and Japanese Institute will offer intensive beginning level classes inJapanese and Mandarin Chinese at Washington University in St. Louis for seven weeks in Summer 2020. Eachclass meets for 2 hours per day, 5 days a week for 7 weeks. The course is intensive and requires 3-5 hours of
mandatory self-managed study per day.
This program is designed to train students to speak and listen to Chinese or Japanese, and to introduce students
to reading and writing the language. At the end of the course students will be expected to perform in all four
skills—speaking, listening, reading and writing—at a basic level of proficiency. Students will not only learn tospeak the language; they will also develop an understanding of Chinese or Japanese interpersonal behavior.
The ultimate goal is to teach students not just to speak Chinese or Japanese, but to function successfully in
Chinese or Japanese culture—to present yourself as an intelligent person in the culture using the language.
Students will learn to speak and perform correctly in a variety of social situations.

AATJNEWSLETTER ∙ September 2019

ALLEX INTENSIVE LANGUAGE

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

ALLEX TEACHER TRAINING
Scholarship Support Available for Chinese/Japanese Teacher Training Program
Sponsored by Washington University in St. Louis and the ALLEX Foundationwww.allex.org
Washington University in St. Louis and the ALLEX Foundation will again offer an intensive teacher training
program for Chinese and Japanese instructors in Summer from mid-June to early-August. The WUSTL-ALLEX
Chinese & Japanese Teacher Training Institute is an intensive course for current language teachers or those whoplan to enter the field. The program provides the foundation for future instructors to teach Chinese or Japaneseand gives substantial tools to current teachers to reinforce and strengthen their programs. It is a hands-on
course, and effective methodology in teaching Chinese and Japanese to North Americans is emphasized over atheoretical analysis of the language.
Mari Noda (Ohio State University) is Academic Director; Ginger Marcus (Washington University in St. Louis)
serves as Associate Academic Director. Faculty have included Masayuki Itomitsu (Linfield College), Cornelius
Kubler (Williams College), Li Yu (Williams College), Rachel Wayne (Ohio State University), Haohsiang Liao
(MIT), Kanako Yao (Washington University in St. Louis), Yongfang Zhang (Wofford College), and many others.
Successful graduates will receive credits from Washington University and a certificate of completion.
Significant substantial scholarship support is available.
For more details on the course and registration information please visit the ALLEX Website: http://www.allex.org/
teacher-training/overview/

23

AATJNEWSLETTER ∙ September 2019

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:

E-mail:School/Organization where you work:
Institutional Setting:qqqq

Membership Category (check):
Regular Member

$ 45

q

Student Member$ 30

Institution$100

Shipping & handling

$ 20

q

(includes all publications)(outside of U.S.)

Total Payment (U.S. Dollars)

K-12
Post-secondaryCompany
Other

q
q
q
q

Language Teaching
Linguistics
Literature
Other

Special Interest Groups (SIG):qq

Area of Specialization:

q
q
q
q
q
q
q
q
q
q

AP
Classical JapaneseCommunity College
Heritage Language
Language & Culture
Professional Development
Proficiency Assessment
Specific Purposes
Study Abroad
Translating & Interpreting

Affiliate (Choose one):q

Check Enclosedq

MasterCard/VISA#
Exp.

Signature

24

/

q
q
q
q
q
q
q
q
q
q
q
q
q

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

q
q
q
q
q
q
q
q
q
q
q
q
q

Minnesota (MCTJ)
Nevada-south (SNJTA)
New Jersey (NJATJ)
North Carolina (NCATJ)
Northeast (NECTJ)
Ohio (OATJ)
Oregon (ATJO)South Central (SCATJ)Southeastern (SEATJ)Southern Nevada (SNJTA)
Texas (JTAT)
Washington (WATJ)
Wisconsin (WiATJ)q

I live outside of the U.S.

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AATJNEWSLETTER ∙ MAY
2019 2019
SeptemberAATJNEWSLETTER ∙ September 2019JOB OPENING ANNOUNCEMENTS
Brown University
Brown University seeks a scholar of Japanese Literatureof any period at the rank of assistant professor (tenure
track) for a joint appointment in the Departmentsof Comparative Literature and East Asian Studies.
Ph.D. must be completed by the time of employment or
firmly expected. Proficiency in Japanese, and English,
is required. The field and period of specialization is open,
but the successful candidate will be expected to teach acomprehensive range of genres and historical periods.
Candidates in their application should outline their current
and future research in Comparative Literature and East

Asian Studies. Candidates should also suggest courses
at introductory and advanced levels illustrating range inhistorical and critical approaches. Demonstrated excellencein scholarship and teaching, and a commitment to diversity
and inclusion in education, are essential. Please submit
complete dossier, including cover letter, curriculum vitae,
dissertation abstract, sample of scholarly writing, and threeletters of recommendation, online at http://apply.interfolio.
com/66122 by October 15th, 2019. Review of applications
will begin then; however, applications received after thatdate may be considered until the position is filled.

San Diego State University
The Department of Linguistics and Asian/Middle Eastern
Languages at San Diego State University (SDSU) seeks tohire a tenure-track Professor of Japanese at the rank ofAssistant Professor, to begin in fall 2020. The candidate
is expected to have native or near-native proficiency inJapanese in addition to strong proficiency in English.
The ideal candidate will pursue research in Japanese
language and/or linguistics and demonstrate potential for
substantial contribution to the field. Possible specialization
areas include teaching Japanese as a second (or heritage)language, the acquisition of Japanese as a second (orheritage) language, and Japanese linguistics. The successful
candidate should have a proven track record of teachingundergraduate courses in Japanese that is grounded incommunicative language teaching, and possess knowledgeof current trends in second language teaching methodologies
and new technologies in language learning. The candidate
needs to be able to teach all levels of Japanese language
courses. In addition, the ideal candidate will have theexpertise to teach two or more upper-division courses thatare part of the Japanese major, such as Business Japanese,
Newspaper Reading and Advanced Composition, andJapanese Literature through Text and Film. We are especiallyinterested in candidates who demonstrate strong potential
to direct a Japanese Language Program, which includes aJapanese major and minor, and successfully lead its growth,
while collaborating with relevant units across the university.
Applicants should present evidence of teaching excellenceand scholarly potential.

Review of applications will begin October 31st, 2019, andcontinue until the position is filled. A Ph.D. in Japanese
Language, Linguistics, or a related field must be in-handat the start of the appointment. Applicants should apply via
Interfolio at: https://apply.interfolio.com/67200 and should
submit a letter of application, CV, documentation of teachingexcellence, including sample syllabi and student evaluations,and sample publications (two maximum), and should arrange
for three letters of recommendation to be sent.
Requests for additional information should be directed to Dr.
Yoshiko Higurashi, Search Committee Chair, Departmentof Linguistics and Asian/Middle Eastern Languages, San
Diego State University, 5500 Campanile Drive, San Diego,
CA 92182-7727. Email: yhigurashi@sdsu.edu; Phone: (619)594-1005; Fax: (619) 594-4877.
SDSU is a large, diverse urban university and HispanicServing Institution with a commitment to diversity, equity,and inclusive excellence. Our campus community isdiverse in many ways, including race, religion, color, sex,age, disability, marital status, sexual orientation, gender
identity and expression, national origin, pregnancy, medical
condition, and covered veteran status.
We strive to build and sustain a welcoming environment
for all. SDSU is seeking applicants with demonstrated
experience in and/or commitment to teaching and working
effectively with individuals from diverse backgrounds andmembers of underrepresented groups. SDSU is an Equal
Opportunity/Title IX Employer.

University of Michigan
The University of Michigan Department of Asian Languages
and Cultures invites applications for the position of Japanese
Language Program Director (LEO Lecturer III) starting
September 1st, 2020, pending position approval. This is a26

non-tenure-track position with a university-year appointment.
This position will provide supervision and leadership for
the faculty teaching Japanese language. Responsibilities
include 6-9 instructional hours per week, active leadership

Applicants must have an MA (PhD preferred) in Japanese
language pedagogy, applied linguistics, or a related field.
Expertise and experience in curriculum development isessential, and evidence of scholarly work related to language
teaching or linguistics is welcome. Familiarity with digital andmulti-media language instruction and innovative approaches
to engaged and experiential learning is highly desired. Native
or near-native competence in both English and Japaneseis required. Excellence in teaching and instructional service
will be the principal criteria used to select the successful
candidate.
A complete dossier includes a letter of application explaining
your qualifications, separate statement of teaching

philosophy and experience, a current CV, evidence ofteaching excellence, three letters of recommendation, andexamples of publications. A teaching demo and samplesof materials development are recommended. Applicationmaterials must be submitted electronically. Please go to
http://apply.interfolio.com/66575 to apply. Inquiries should
be directed to Patrice Whitney (alc-admin@umich.edu).
The deadline for applications is November 1st, 2019. Review
of applications will begin immediately after the deadline andwill continue until the position is filled.
The University of Michigan is an Equal Opportunity/
Affirmative Action employer. Women and minorities areencouraged to apply.
Based on the expected supervisory responsibilities
associated with this position, it is anticipated that it will be
excluded from the provisions of the Collective Bargaining
Agreement between the University of Michigan and theLecturers’ Employee Organization.

Williams College
The Department of Asian Studies at Williams College invites
applications for a tenure-track position of AssistantProfessor of Japanese, beginning in the fall of 2020.
We seek someone who can teach all levels of Japanese
language and contribute at least one course per academic
year in the candidate’s disciplinary specialization, which can
include literature, cultural studies, linguistics, or any related
field. We welcome innovative scholars whose teaching andresearch can creatively contribute to our Japanese major
and to our interdisciplinary Asian Studies major. Candidates
should have a Ph.D., or all requirements for the Ph.D.
degree, completed by September 2020.
Review of applications will begin on October 7th, 2019.
To apply, send letter of application, curriculum vitae, threeletters of recommendation, and a link to a sample video clipof language teaching in Japanese. Your cover letter should
include a statement concerning your ability to work effectively
with a student population that is broadly diverse with regard
to gender, race, ethnicity, nationality, sexual orientation, and

AATJNEWSLETTER ∙ September 2019in curricular and program affairs, and supervision of program
faculty. The Director of the Japanese Language Program is amember of the department’s Language Program Committee.
A typical full-time (100% effort) load for a Lecturer III in theCollege of Literature, Science, and the Arts is three courses
per semester, or the equivalent in other duties.

religion. All materials should be addressed to Professor Sam
Crane, Department of Asian Studies, and submitted throughInterfolio (https://apply.interfolio.com/65429). Questions canbe sent to scrane@williams.edu.
All offers of employment are contingent upon completionof a background check. Further information is available
here:
http://dean-faculty.williams.edu/prospective-faculty/
background-check-policy/.
Williams College is a coeducational liberal arts institution
located in the Berkshire Hills of western Massachusetts.
The college has built its reputation on outstanding teachingand scholarship and on the academic excellence of its
approximately 2,000 students. Please visit the Williams
College website (www.williams.edu). Beyond meeting fully
its legal obligations for non-discrimination, Williams College
is committed to building a diverse and inclusive community
where members from all backgrounds can live, learn, andthrive.

Winona State University
Winona State University (Winona, MN) invites you to join
our Community of Learners as an Assistant Professor ofJapanese Studies. This position is a probationary/tenuretrack appointment with an expected start date of August
17th, 2020. As an Assistant Professor, you will serve as
the sole full-time Japanese Studies faculty member in the
Department of Global Studies and World Languages. Duties
associated with this position include: (1) teaching 1st through3rd year undergraduate Japanese language courses; (2)teaching undergraduate Japanese Studies Minor courses inEnglish; (3) promoting Japanese Studies through program
development and student recruitment; and (4) contributing

to student learning and development, including advising theJapanese Club.
Minimum qualifications for this position are: (1) a Ph.D.
in hand by the appointment date in any of these areas:
linguistics, applied linguistics, Japanese linguistics, Japanese
language, literature and/or culture, or a closely related field;(2) demonstrated excellence in teaching Japanese language
at the university level; (3) demonstrated record of scholarshipand a credible research agenda; (4) demonstrated fluency inJapanese at the advanced-mid or above level according tocontinued on next page27

AATJNEWSLETTER ∙ September 2019

ACTFL or equivalent measurement; and (5) native or nearnative fluency in English. For a complete job description
and information on applying for this position, please go tohttps://winona.peopleadmin.com. Application deadline is
September 26th, 2019.

WSU is a member of the Minnesota State Colleges andUniversities and is an equal opportunity educator andemployer.

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

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