The
Summer 1997/Number 15 T H E J A P A N Q u a r t e r l y F O U N DAT I O N B r i d g i n g & Language Center Japanese Language i n L o s A n g e l e s One of the roles of a foundation is of course, besides making grants, to connect Meeting, people to people in order for something new to happen. In this BREEZE issue, we April 1997 a re going to rep o rt on our latest bridging B A C KG RO U N D p roject in the language area: a meeting in Washington, D.C. By the time we print In the last decade, Japanese language education this issue, we will be enga ged in the nex t witnessed dramatic growth and improvement, in Japanese Language Meeting bridging project: a Japanese teach e r s ’ m e e t- both quantity and quality.Though in the P ROFILE OF ing in Colorado. Please be assured that United States foreign language education overall PA RT I C I PATING5 ORG A N I Z AT I O N those bridges will be built not over tro u- has recently suffered setbacks, and despite the bled, but over shimmering wa t e r. recession of the Japanese economy, Japanese lan- In the green ASAGI section, you can see guage education has stabilized. This could be h ow many great Japanese films, some of Nihongo Libra ry due to a strengthened infrastructure in the field, wh i ch are alre a dy known and others wh i ch thanks to the continuing efforts of teachers and RECENT VIDEO AC QU I S I T I O N S a re not, have been presented in the Los 8 supporters. A n geles area this ye a r. Bridges being bu i l t However, the number of students and qualified b e t ween lost Japanese cinemas and people teachers is still scarce. Hence, the field is not in Holly wood will sure ly bear something very visible on a national scale. Many teachers’ L a n g u a ge Grant Pro g ra m s new and exciting in the future. It will be activities, such as forming national networks and our ch i l d ren who enjoy the fruits of t h i s 10 creating teaching standards, are still in the early l a b o r. stages of development. Financial resources, from both the U.S. and Japan, are not in good IS AO TS U J I M OTO D i re c t o r A s a g i shape. In all, Japanese language education today GRANTEE LIST is vulnerable and needs more support in order to
THE JA PAN FOUNDATION GRANT become a commonly taught language, thereby 11P RO G R A M setting a unique precedent for international edu- SPONSORED FILM PRO G R A M cation. In light of these circumstances, National Foreign Language Center (NFLC) and The Japan Foundation & Language Center in Los News from Re l at i n g Angeles co-organized a national meeting on O rga n i z at i o n 14 Japanese language education for good partner- ship.We felt that it was time for concerned organizations and teachers to gather and discuss (continued on page 2) (continued from page 1) ways to better cooperation and coordination in the field in order to These also include four organizations from Japan: Noriyuki ascertain what should be done in the coming years. Matsukawa, Education Attache, Embassy of Japan; Kayoko Nakano, Director and Yoko Harashima, Program Division, The P A RT I C I PA N T S Japan Fo rum; Kimiko Kabutomori, Lecture r, The Ja p a n Foundation & Language Center in Los Angeles; Juniichi Chano, The meeting took place in the form of a brainstorming session Director of New York Center,The Japan Foundation Center for at NFLC at Johns Hopkins University in Washington, D.C., on Global Partnership (CGP). Dr. David Maxwell, Director of April 21, 1997. Thirty-two individuals, representing twenty- NFLC and Isao Tsujimoto of The Japan Foundation co-chaired three organizations, were in attendance. the meeting. (See attached Organization Profile)
Teaching representatives included: Professors Laurel Rodd of the C U R R E N T S TA T U S University of Colorado (President of Association of Teachers of Japanese, [ATJ]) and Hiroko Kataoka of the University of There were basically three agendas in the meeting: 1) share com- Oregon; high school teachers Norman Masuda of Palo Alto mon information on the current status of the Japanese language High School, CA (former President of National Council of education in the U.S., 2) identify the most critical issues to be Secondary Teachers of Japanese, [NCSTJ]) and Trasey Nomachi solved, and 3) discuss possible collaboration among organiza- of Venice High School, CA. Dr. Charles Igawa, President of The tions. California Association of Japanese Language Schools, Inc. repre- sented heritage schools. Starting with Prof. Rodd, teachers of Japanese at the table reviewed history of the field and made an assessment of where There were participants from seven language organizations: we presently stand. There have been increases in teachers, stu- Barbara Tu rlington, Director of I n t e rnational Education, dents, materials, study opportunities and organizations. There American Council on Education; Edward Scebold, Executive have also been widening contexts of Japanese language educa- D i re c t o r, American Council on the Te a ching of Fo re i g n tion—K-12 programs, heritage schools, university programs for L a n g u a ges, Inc. (ACTFL); Elvira Swe n d e r, Director of both under- and post-graduate level, teacher education, study Professional Programs, ACTFL; Elizabeth Welles, Director of abroad opportunities and continuing adult education. With all Foreign Language Programs, Association of Department of progress comes challenges, such the following. Foreign Languages (ADFL) at the Modern Language Association A. Infrastructure building, including the creation of national (MLA); Penny Corbett, Executive Director, Exchange: Japan; standards (see attachment) and teaching frame works, Melinda Lucke, Policy Analyst, Joint National Committee for ranging from elementary (FLES, immersion) through Languages (JNCL); Kevin McQuade and Philip Palin, Senior advanced levels. Establishing effective partnerships Pa rtners, The Laurasian Institution; Rich a rd Bre cht and between teachers and their colleagues at other institutions Catherine Ingold, Deputy Directors, National Foreign Language on various levels will ensure students’ involvement in long- Center (NFLC); Andrew Horvat, Senior Fellow, NFLC. term study. The creation of assessment instruments is also one of the infrastructure issues. Other supporting organizations, foundations, and government B. Information exchange and networking—linking various agencies included seven from the U.S.: Fred Czarra, Consultant teachers’ organizations, such as ATJ, NCSTJ, CITJ and for International Education, Council of Chief State School regional associations will eliminate duplicate efforts, thus Officers; Eric Gangloff, Executive Director and Pamela Fields, maximizing communication. Heritage schools need more P ro gram Offi c e r, Japan-US Friendship Commission; Bru c e information on testing procedures, students at other Robinson, Senior Academic Advisor of Research & Education schools and articulation related issues with regard to sec- Division, National Endowment for the Humanities (NEH); ondary and college levels. Though Japanese heritage Robert Slater, Director, National Security Education Program schools have existed for a long time, they have not been (NSEP); Rich a rd Scarfo, Director of The Center fo r widely visible. Heritage school teachers need to work I n t e rnational Education, United States Dep a rtment of with public schools, so that their instruction can be more Education; Dang Pham, Deputy Director of Bilingual Education effectively utilized in public schools. & Minority Languages Affairs, United States Department of C. More research is needed for second language acquisition Education; Patricia Schaefer, Executive Assistant to the Associate at the elementary level, ethnographic classroom research, Director for Educational & Cultural Affairs, United States teaching methods, material assessment, assessment instru I n fo rmation Age n cy (USIA); Nathaniel Bolin, Pro gr a m ments and program evaluation instruments. Assistant, United States-Japan Foundation. D. Support schools and institutions by sustaining materials, Q U A L I T Y equipment and teachers’ positions. E. Teacher training in both pre-service and in-service on vari- There were many responses from the table, particularly from ous levels. It must be based on solid research and collabo- funding agencies, with regard to how Japanese language programs rative efforts; both vertical and horizontal. It should are now viewed as a positively growing field. A sample of the address content (linguistic and cultural), methodology and comments expressed: professionalism. Teacher certification and credentials are •“There is heavy interest in Japanese programs.” other critical issues for establishing their status. •“The field is booming because the need is there, but at the F. Encourage students’ motivation by offering scholarships same time we wonder how to measure level of programs, and programs abroad. and what is the best way to recognize first class programs— G.Technology in two terms—one as a communication tool quality matters.” and the other as teaching materials. •“Not interested in creating new bad curriculum. There must be good coordination among applicants and also good C R E AT I N G S Y S T E M 3 criteria to measure it.”
Dr. Richard Brecht of NFLC then gave the attendees a brief yet stimulating presentation. First he analyzed that the American mind set is that since the wo rld speaks English, therefore one does not have to learn another language. In terms of US educational system, there are fifty state systems, with 15,000 local s chool districts having a small federal p resence, and no singular Ministry of Education to dictate standards. In this coun- try “language” refers to Spanish, French, and sometimes German. 93% of all American students are enrolled among these thre e A P R I L 21, 1997. AT N F LC, WA S H I N G TO “commonly taught languages.” On the other side, there are less •“Given the growing influence of Asian countries, we should commonly taught languages, including Japanese, Italian, Chinese be heading toward the demand and be ready for it with a and Russian. quality program when that wave arrives.” •“Interested in issues of how studies in different cultures can Historically, the language system is two-fold. System 1: com- be incorporated into mainstream education in America, monly taught languages, which are cognate languages where most where monolingualism seems to be mandated.” enrollment exists and arise out of heritage needs, and are now the only ones available for students to study. System 2: the less S U S TA I NA B I L I T Y commonly taught languages, which are unique because almost all of them are Category 3 languages, with few resources and taught Quality issue also moved the discussion to the topic of sustain- mostly outside the classroom. ability. Just how does a language education organization sustain itself once it gets started? Some of the responses and questions Japanese is breaking out of System 2, creating the basis of from the table: System 3. System 3 arose out of the necessity of sharing •“The problems on maintenance of programs can easily be resources. Language learning careers will be filled with rein- found in many local school districts.” forcement. System 1 has a strong infrastructure, and a strong •“How can we push the district to take risks and go for it?” professional basis. In System 3, the infrastructure is not strong •“The field has reached a certain plateau. Now you should not enough, but is being built faster than that of System 2, with the offer Japanese courses unless you can find a highly trained hope that it will be available to anyone who is interested in study- teacher and have resources to maintain the program. ‘The ing the language. With leadership and strategic vision, the Bubble Effect’ for high demand gets lower sometimes Japanese language can show that System 1 does not have to because of the lack of success. The number one priority at dominate, and that System 3 can be the vision of the future. this time is for professional development. Investing in this (continued on page 4) (continued from page 4)
System 3 Japanese will greatly help other non-cognate N E X T S T E P S languages.” •“Training of teachers is the black hole of education, but the Everyone at the meeting seemed to have participated actively and Japanese field is still small enough to get something done.” to have enjoyed exchanging ideas, so we felt that the meeting was •“Language teachers often withdraw grant applications for successful. Since then, there were many enthusiastic responses abroad programs because of their need to recruit students from participating organizations: for the next year.” •“I encourage the exploration of ways to maintain the momen- •“The population of students now reflects the population of tum gained from such meetings so that the energies from the commonly taught languages. This brings the issue of chang- discussion are productively directed.” ing to meet the needs of the non college-bound students.” •“One of the best ways to build community spirit is to work •“Even at the worst of the Japan bashing period, enrollment together on a common task. One possibility is a publica- continued to rise. Rather than jobs, younger students were tion of a community description and handbook. Most interested in Manga (comics) and martial arts. Is there a importantly, the process of preparing the publication would match to what the schools are offering in terms of students help build trust and good relations between various resi- and what the businesses are in need of?” dents of this small town, which we call the U.S. Japanese language community.” N E T W O R K I N G & F I E L D U N I F I C AT I O N •“I was extremely impressed by the comments of the field experts, and by the obvious responsiveness of the various •“Foreign language is always a fight between teachers of higher agencies and organizations. The meeting served as an excel- education, especially for Japanese. People were often not lent base for further discussions and planning.” interested in helping their group spread the word to other •“We would like to play an active and supportive role as these language teachers. There should be more communication.” discussions move forward, and I believe that we can be of •“Articulation is very much more important today.” particular assistance in helping with professional develop- •“Articulation has grown in the past five years and teachers ment and convention-related issues...” know how they can share the same table.” •“We are interested in continuing the dialog of the 4/21 •“Teacher development, material building and networking can meeting, and in gathering basic information...” probably be accomplished without much new money. We •“We would like to help create home-pages for teachers’ asso- just need to communicate a little more to make our ‘Village’ ciations...” a little more different.” •“It is difficult for a Japanese foundation to establish counter- On July 29, we at The Japan Foundation are going to help parts to work with. Interested in information sharing, but organize a teachers’ meeting in Colorado Springs, as a follow-up how can we disseminate information?” meeting. Some fifteen teachers from all over the country, and •“We need a clearinghouse, with which we can know about from various levels, including “Japanese Standards Committee” various efforts being made.” members, will gather.We look forward to reporting the results of •“What it comes down to is finding a home and staff to man- the meeting in the next Breeze. age and coordinate the whole movement of the field of Japanese language.” I would like to thank Dr. David Maxwell and his NFLC staff for •“Interested in helping ‘Infrastructure Building’ for new institu- working together with us on this April meeting. Participation tions that creates a new range of networking in the field.” and strong interests from all of the people at the meeting were •“We would like to see Japanese teachers move on this matter. extremely appreciated. Special thanks go to Mr. Norman Masuda They can probably discuss and decide how they will be uni- and Ms. Trasey Nomachi for taking notes on the discussion, fied, and what type of organizational function should be which made this report possible. incorporated with in a desired national institution.” •“In this field there must be strategic planning to assess their direction and the small steps that should be taken toward —S u m m a ry rep o rt edited by those plans already in progress.” IS AO TS U J I M OTO, The Japan Fo u n d at i o n •“Is there support for bringing a number of interested parties together to strategically plan and hammer things out?” •“We reached a critical point where we need to pull together as a field to work this out.” P ro fil e o f Pa r ticipating Org a n i z a t i o n s Japanese Language Meeting
T E AC H E R S ’ORG A N I Z AT I O N S : wo rld, including the United States, the teaching of Japanese and other less Australia, and Europe. commonly taught languages, as well as A s s o c i ation of Te a ch e rs of Japanese (AT J ) teacher education. Two have focused on The National Council of S e c o n d a ry The Association of Teachers of Japanese improvement and dissemination of the Te a ch e rs of Japanese (NCSTJ) is an international, nonprofit, non-politi- model of foreign languages across the The NCSTJ was established in 1993, and cal organization of scholars, teachers, and curriculum. ACE is also interested in its members are mainly teachers of students of Japanese language, literature, national, state, and institutional policy Japanese language and culture in and linguistics, serving to promote acade- issues concerning language learning and America’s secondary schools. The current mic work in the field, and to broaden and teaching and national needs. membership is approximately 500. Their deepen knowledge and appreciation of purposes are: to actively promote the American Council on the Te a ching of Japan and its culture. teaching and learning of Japanese at the Fo reign Language s, Inc. (AC T F L ) Since its foundation in 1963, the secondary level in the US; to provide a The ACTFL is dedicated to promoting Association has provided scholars in the network for exchanging information and the study of foreign languages and cul- field an opportunity to exchange academ- ideas; and to be proactive in providing t u res as an integral component of ic and pro fessional views, results of resources and opportunities for teachers American education and society. research, and news of the field. Language to improve the field with its Regional L a u n ched in 1967 by the Modern Association, or the American Council on Japanese Language affiliates. NCSTJ is Language Association, ACTFL remains the teaching of Foreign Languages, or the an affiliate organization of ACTFL. the only national organization represent- Association for Asian Studies. It publish- ing teachers of all languages at all educa- The Califo rnia A s s o c i ation of Ja p a n e s e es the Journal of the Association of tion levels. Through its programs and L a n g u a ge Sch o o l s, Inc. (CAJLS) Teachers of Japanese twice each year, and publications, ACTFL seeks to provide The CAJLS is a non-profit organization the ATJ Newsletter three times annually. effective leadership for the improvement established for the purpose of promoting Membership in the Association includes a of teaching and the learning of languages the development of effective instruction- subscription to these publications. within the United States. From the devel- al capability among its members, through opment of Proficiency Guidelines, to its In recent years, with the growing impor- a mutual exchange of pedagogic informa- leadership role in the creation of national tance of Japan in the world economy, tion, compilation of textbooks and other standards, ACTFL focuses on issues that politics, and culture, the importance of related teaching aid materials. In exis- are critical to the growth of both the pro- Japanese language and literatures has been tence since the early 1960s, the CAJLS is fession and the individual teacher. increasingly recognized. As more schools, headquartered in Los Angeles and cur- colleges, and universities offer programs rently has thirty-six members. A s s o c i ation of D ep a rtment of Fo re i g n of study in these areas, the Association L a n g u a ges (ADFL) has assumed an increasingly important LA N G UAG E O RG A N I Z AT I O N S : The ADFL was established in 1969 and role through its conventions, its services addresses the professional concerns of and activities in public affairs, and the American Council on Education (ACE) administrators from nearly 1,000 depart- exchange of communications on up-to- The ACE is the largest and most compre- ments at two-and four-year colleges and date developments in academic and cul- hensive of the higher education associa- universities. ADFL is an affiliate organi- tural areas. tions. Its membership includes 1,500 zation of the Modern Language p u blic and private two - year and Association. ADFL organizes two annu- At present there are at approximately four- year colleges and universities and al three day summer seminars to provide 1,050 scholars, teachers and students of over 200 national and regional associa- foreign language department administra- Japanese who are members of t h e tions. Among its international initiatives tors with a forum for sharing information Association. The membership includes have been four projects to help U.S. col- and discussing developments in the field. representatives from all areas of study in leges and universities improve foreign lan- ADFL also ke eps its membership the field, and from many parts of the guage teaching. Two of those included (continued on page 6) (continued from page 5) informed of developments in the profes- The Laurasian Institution has particular Council speaks on behalf of the state sion through the ADFL Bulletin. A regu- expertise in four principle areas of prac- education agencies (SEAs), which have lar feature of the Bulletin is the analysis of tice: (1) Design & Administration, (2) primary authority for education in each data from MLA surveys relating to for- Research and Publication, (3) Education, state, and carries national influence com- eign language curricula, faculty character- and (4) Mobility.Their present Japan- mensurate with this position. Th e istics, enrollments, and re q u i re m e n t s . related activities are: administration of Council’s members develop consensus on ADFL is currently developing projects the Japanese Language Exch a n ge major issues, which the Council advocates that include conferences and dissemina- (JALEX) program, the formation and before the President of the United States, tion activities in support of articulation launch of the net-based Institute for federal agencies, the United States efforts between high school and college Teachers of Japanese (ITJ), and the New Congress, and the public. foreign language programs. Perspectives: Japan (NP:J) program. The Japan-US Friendship Commission/ Laurasian Institution is a non-pro fi t E xch a n ge: Ja p a n C U LC O N organization. Exchange: Japan is committed to the pro- The Commission, an independent federal motion of mutual understanding and The National Fo reign Language Center agency dedicated to promoting mutual global exchange built on excellence in ( N F LC ) understanding and cooperation between Japanese language training. Since 1979, it The NFLC, a non-profit, privately fund- the United States and Japan, administers has offered intensive Japanese language ed Washington D.C. “think tank”on lan- grant programs in: Japanese Studies in the training in the U.S. and in Japan with guage in the United States, focuses much United States; Policy-Oriented Research; home stays. During the past ten years it of its attention on the “less commonly Public Affairs/Education; The Study of has placed more than 420 trained lectur- taught language s ,” i n cluding Ja p a n e s e . the United States in Japan; The Arts; and ers of Japanese in over 130 colleges and The Center’s Japanese initiatives have I n f r a s t ru c t u re Building. The Commis- universities across North America. The included: “Japanese Language Initiative sion’s basic support for Japanese language intensive, summer-long training offered for United States High Schools: The education is its annual grant to the Inter- by Exchange: Japan for these college lec- D evelopment of National Curr i c u l a r University Center for Japanese Language turers, as well as for high school teachers Guidelines and a College Board Studies in Yokohama, which trains up to of Japanese, provides an opportunity to Achievement Test;” “Center for Global sixty English-speaking students annually obtain hands-on knowledge of teaching Partnership Review of Japanese Language in advance language study on a full-time, Japanese offered by few other programs. Exchange Program (JALEX);” “Japanese intensive basis. In addition, on a case-by- L a n g u a ge Instruction in the United case basis, the Commission support s Joint National Committee for Language States: Re s o u rces, Practice, and development of university language pro- ( J N C L ) Investment Strategy;” and assistance in grams at the graduate level in business Since 1976, the JNCL has provided a the founding of NCSTJ. Currently, the and other fields. The Commission will fo rum for cooperation and discussion NFLC is developing projects concerned c o n s i d e r, under its new pro gr a m among language pro fessionals. Wh a t with distance delivery of Japanese lan- “Infrastructure Building,” administrative began as an informal coalition of eight guage instruction, while it continues its s u p p o rt for building the institutional national language teaching associations collaboration with The Japan Foundation infrastructure in fields such as language now brings together representatives of & Language Center in Los Angeles. education. over 64 organizations encompassing vir- tually all areas of the language profession: N ational Endowment for the H u m a n i t i e s the major and less-commonly taught lan- US ORG A N I Z AT I O N S : ( N E H ) guages. JNCL functions as a point of ref- Until quite recently, the NEH made a erence for the planning of national lan- Council of C h i e f S t ate Offi c e rs special effort to support the teaching of guage policies and the identification of ( C C S S O ) less commonly taught languages in national needs in this area. JNCL is affil- The CCSSO is a nationwide, non-profit schools and colleges. Grants supported a iated with the National Council fo r o rganization comprised of the publ i c model elementary school Japanese pro- Languages and International Studies, an officials who head the departments of gram, summer training opportunities, a a dvo c a cy organization with wh i ch it elementary and secondary education. The national network for Japanese immersion shares a governance structure and staff. Council has served as an independent t e a chers, summer institutes for native voice on federal education policy since speaking and non-native speaking high The Laurasian Institution 1927 and has maintained a Washington, school teachers of Japanese, a College As architects of behavioral space, The D.C. office since 1948. In representing Board achievement test and an NFLC- Laurasian Institution focuses its practice the chief education administrators, the published Framework for Introductory Japanese, on cross-cultural learning environments. improved undergraduate programs, and Japanese language learning. In addition, JUSEC in Japan and by the Institute of an MIT-developed interactive program fe l l owship support is provided fo r International Education in the United for intermediate Japanese. Constrained American graduate students and post- States. USIA also provides support for by reduced resources, NEH is still inter- doctoral faculty members to conduct other U.S.-Japan educational and profes- ested in summer training and “teaching research in Japan. sional linkage activities, including the with technology” programs. Japan-U.S. Friendship Commission and US Dep a rtment of E d u c at i o n , CULCON. N ational Security Education Pro g ra m Bilingual Education & Minority ( N S E P ) L a n g u a ge A ffa i rs The United Stat e s - Japan Fo u n d at i o n The NSEP was created by the Unites Congress passed the Bilingual Education The United States-Japan Foundation, a States Congress in 1991 to foster the Act in 1968 in recognition of the grow- private and independent grant making study of countries and languages critical ing number of linguistically and cultural- organization, is dedicated to the promo- to U.S. national security that are tradi- ly diverse children enrolled in schools tion of greater mutual know l e d ge tionally under-represented in study by who, because of their limited English between the U.S. and Japan through sup- U.S. college students, both undergradu- proficiency, were not receiving an educa- port for programs in three principle areas: ate and graduate. The program consists tion equal to their English proficient Communication and Public Opinion; o f t h ree major components: (1) peers. Established in 1974 by Congress, Precollege Education; and Public Policy. Scholarships for U.S. undergraduate stu- the Office of Bilingual Education and In the area of Precollege Education, the dents to study abroad in world areas crit- Minority Languages Affairs (OBEMLA), Foundation supports the improvement ical to U. S. national security; (2) helps school districts meet their responsi- and enhancement of instruction on Japan Fellowships for U.S. graduate students to bility to provide equal educational oppor- in the U.S.–and on the U.S. in Japan–in develop expertise in languages and cul- tunity to limited English pro fi c i e n t s e c o n d a ry and elementary sch o o l s tures of less commonly studied countries (LEP) children. Since the 1995 school t h rough teacher training, pro fe s s i o n a l to U.S. national security; and (3) Grants year, the Office of Bilingual Education & development, intensive study tours and to U.S. institutions of higher education Minority Languages Affairs has also curriculum design. to develop or strengthen their capabili- a d m i n i s t e red the Fo reign Language ties to enhance the national capacity to Assistance Grants. JA PA N E S E ORG A N I Z AT I O N S : educate U. S. citizens in critical lan- US Info rm ation A gency (USIA) guages, areas, and international fields. The USIA’s Bureau of Educational and The Japan Forum (TJF) US Dep a rtment of E d u c ation, Center Cultural Affairs promotes mutual under- TJF is a private non-profit foundation for Intern ational Educat i o n standing between the U. S. and other established in Japan in 1987. TJF’s main The U. S. Dep a rtment of E d u c a t i o n , countries through a wide range of inter- o b j e c t ive is to promote intern a t i o n a l through the authority of Title VI of the national educational and cultural awareness and an understanding of other Higher Education Act and Section 102 exchange and training programs. One cultures among young people. To fulfill (b)(6) of the Fulbright - Hays Act such program is Fulbright. The Japan this goal, TJF promotes Japanese language administers 13 programs designed to Fulbright Exchange program began in l e a rning in elementary and secondary improve the nation’s expertise in foreign 1952 and the Japan-U.S. Educational schools abroad with an emphasis on the languages, area and international studies. Commission (JUSEC) was established in United States, as well as China and Grants are made under these programs to 1979. In 1986, a total of 141 grants Australia. It also promotes Asian U.S. colleges and universities and non- were made to Japanese and American L a n g u a ge education in Japanese high p ro fit educational organizations and scholars in all categories, with a budget of schools, contributes books, and issues associations. Japanese language training $7.8 million. USIA also administers the various publications. TJF has provided has been and continues to be an impor- Fulbright Te a cher Exch a n ge Pro gr a m , assistance to Japanese language programs tant component of these activ i t i e s ; although Japan does not participate in in Wisconsin in cooperation with specifically through graduate fellowships this direct year-long exchange of class- Wisconsin Dep a rtment of P u bl i c for advanced Japanese language training room assignments by teachers. Through Instruction. in the U. S., support for intensive the Fulbright Memorial Te a ch e r The Japan Fo u n d at i o n Japanese language training in Japan for Exchange Fund, 10 million dollars was The Japanese language program is one of American students and through develop- given by the Government of Japan to sup- the core international cultural exchange ment of Japanese language materials, and port short-term study visits to Japan for programs of the Japan Foundation. The research in the uses of technology in U.S. teachers (K-12) over the next five Foundation has various language-related years. This fund is administered by (continued on page 8) (continued from page 7) grant programs to support teachers of from the U.S. Dept. of Education and Japanese and Japanese language institu- NEH to develop standards for foreign Newly Arrived tions. Te a cher training and language language learning for K-12. A 11-mem- courses are available at its two language ber K-12 Student Standards Task Force, institutes in Japan. The Language Center with the assistance of a 21-member VIDEO Ç † Ç § Ç Ò Ç » Ç ¢ Ç ± Ç § Å I Å F É R É j É Ö É j É at the Los Angles Office offers training Advisory Council, 6 pilot sites, and 141 PÅ [ É V É á É ì Ç Ã Ç W Ç fl Ç Ã ì ˙ ñ { å Í É r É f É I ã workshops for pre c o l l egiate teach e r s , Board of Reviewers, developed and pub- ³ çfi = A-un : The Video fo r l i b r a ry services, info rmation ga t h e r i n g lished Standards for Foreign Language Learning: Communicating in Ja p a n e s e . and dissemination, proficiency tests, as Preparing for the 21st Century in March, ì˙å¸ñŒíj...[et al.]. well as emergency-type grants. 1996. The work was endorsed by 42 for- ÉWÉÉÉpÉìÅEÉâÉCÉÄ, 1994. eign language related organizations. The Japan Fo u n d ation Center fo r Vol. 1, 1 videocassette (35 min.) Global Pa rt n e rship (CGP) In the fall of 1996, five more national Vol. 2, 1 videocassette (35 min.) The CGP does not support Japanese lan- language organizations, including NCSTJ Vol. 3, 1 videocassette (25 min.) guage-related programs under its program and ATJ, joined the above four to form â ìöï“, 1 videocassette (35 min.) guidelines. The one exception to this rule the National Standards in Fo re i g n Animated Classics of Japanese is JALEX, a program that sends Japanese Language Education Collaborative pro- Literature. Central Park Media youths to the US in much the same way as ject. Each of the eight language-specific Corporation, 1994, c1986. the JET program. Based on a study of associations is now expanding the generic v. 1: The Izu Dancer;The Dancing the most effective ways to send Japanese standards by adding descriptions of the Girl = à…ì§ÇÃéqÅGïëïP. youths to local communities in the US, it unique aspects of each specific language, êÏí[çNê¨ÅGêXâ®äO. 1 video was found that Japanese language assis- its history and current usefulness. Some cassette (52 min.) tants are needed in American secondary progress indicators and learning scenarios v. 2: The Harp of Burma ; part 1 & s chools. To meet this need, CGP are modified or added to with language- 2 = ÉrÉãÉ}ÇÃíGã’. launched the Japanese Language Exchange specific examples. í|éRìpóY. 1 videocassette Program (JALEX) in 1992, in conjunc- (52 min.) The Japanese National Standards Task v. 3: The Season of The Sun; tion with the Laurasian Institution. Force consists of 12 teachers of Japanese, Student Days ; The Grave of divided equally into native and non-native the Wild Chrysanthemum SP E C I A L PRO J E C T S: speakers of Japanese, and encompassing ÅÅëæózÇÃãGêflÅGäwê¶éûë„ K-college grade levels and locations from ÅGñÏãeÇÃïÊ.êŒå¥êTëæòYÅ C U LC O N Hawaii to the East Coast. The Task Force Gãvïƒê³ óYÅGà…ì°ç¶êÁïv. 1 The US-Japan Conference on Cultural held one meeting in January to work on videocassette (52 min.) and Educational Interch a n ge (CUL- Standard 1, and will meet in a one-week v. 4: A Ghost Story; The Theater of CON) is a bilateral advisory panel to working session at the end of July to work Life = âˆíkÅGêlê¶åÄèÍ. both governments. Since 1962, CUL- on Standards 2 through 5. Upon com- è¨êÚî™â_ÅGîˆçËémòY. 1 CON has served to focus official and pletion of the draft, all the NCSTJ and videocassette (52 min.) v. 5: Wandering Days; Growing Up public attention in both the United States the ATJ members will be presented with = ï˙òQãLÅGÇWÇØǹ ÇÁÇà, and Japan on the vital cultural and educa- the Japanese Standards including sample ó—ïáî¸éqÅGîÛå˚àÍót. 1 video tional underpinnings of this relationship. progress indicators, and will be asked to cassette (52 min.) At its April 1993, and again at its January contribute comments as well as sample 1995 plenary session, CULCON empha- learning scenarios. The expected project ÉrÉfÉIÇÕǶÇflǃÇÃì˙ñ{åÍã³ àÁ. sized “ ... the importance of Japanese lan- completion date is the end of November, NHKÅG NHK ÉNÉäÉGÉCÉeÉBÉu, guage education in the United States”and 1998, provided the Task Force has fund- ÉAÉXÉNçuíké–ÅGñ}êlé–. 1996 agreed to examine ways to improve it, ing. (At this point, the Task Force has just ÇPÅFì˙ñ{åÍÇÃâpêò. 1 videocassette especially at the primary and secondary enough funding to cover the July 1997 (40 min.) level. This liaison meeting is a direct meeting.The Task Force is in need of ÇQÅFèâãâÇÃéwì±. 1 videocassette result of that expression of concern. funding for: holding two moreTask Force (30 min.) ÇRÅFíÜè„ãâÇÃéwì±. 1 videocas meetings, distributing the draft to the two Japanese National Standards sette (30 min.) A coalition of four national language association members, editing and produc- Business Savvy : Japan Unveiled.. Yohan, organizations (ACTFL, AATF, AATG, ing the finished documents, and dissemi- 1993. 1 video and AATSP) received funding in 1993 nating the finished product.) cassette (24 min.) ideo, LD and Realia List at Nihongo Library
Celebrating The Season : Japan Unveiled.. ™Ç¶Çµ. 1 videocassette (36 min.) Resource Center; University of Hawaii, Yohan, 1994. 1 video cassette (24 min.) ì˙ñ{åÍã³ àÁâfëúã³ çfiÅFèâãâï“ÅFì˙ñ{åÍÇ 1994 Contemporary Business Japanese; complete with »ÇæǢǶÇÂǧǑ. çëóßçëåÍå§ãÜèä. ì˙ñ{åÍã³ àÁópé ê^ÉpÉlÉã I. helpful hints and advice 1-2. East-West ì˙ñ{ÉVÉlÉZÉã, 1995 ÅFàflêHèZÇDìpãÔÉVÉäÅ[ÉY. Institute Co., Ltd.; Asahi National Unit ÇPè„ÅEâòÅFÇÊÇÎǵǹ Ç®ä çëç å ó¨äÓã‡ì˙ñ{åÍçëç ÉZÉìÉ^-. Broadcasting Co., Ltd. ËǢǵNjÇå . 1 videocassette çëç å ó¨äÓã‡, 1995 (15 min.) Doubles: Japan and America’s Intercultural Unit ÇQè„ÅEâòÅFÇÊǹ ÇÌÇ©Ç ì˙ñ{åÍã³ àÁópé Children (American Version). Theodore R. ËNjǵÇW. 1 videocassette ê^ÉpÉlÉãIIÅFé–âÔê¶äàÉVÉäÅ[ÉY. Life Jr., 1995. 1 video cassette (59 min.) (15 min.) çëç å ó¨äÓã‡ì˙ñ{åÍçëç ÉZÉìÉ^Å[.ì˙ ñ{èoî»ñfà’âÔé–, 1996. âfëúÇ»å©ÇÈäøéöÇÃó éj. NHK ; Unit ÇRè„ÅEâòÅFÇDǃLJ NHK ÉNÉäÉGÉCÉeÉBÉu; ǢǢǻÇå ÇÀ. 1 videocassette ì˙ñ{åÍã³ àÁópé ëÂèCäŸèëìX, 1992. 1 videocassette (58 (15 min.) ê^ÉpÉlÉãÇhÇuÅFçséñÉVÉäÅ[ÉY. min.) Unit ÇSè„ÅEâòÅFÇ‹ÇWâÔǢNj çëç å ó¨äÓã‡ì˙ñ{åÍçëç ÉZÉìÉ^Å[. ǵÇÂǧ. 1 videocassette (15 min.) ì˙ñ{èoî»ñfà’âÔé–, 1996 Getting Acquainted: Japan Unveiled. Yohan, êVì˙ñ{åÍÇÃäÓëbÇhÇhÅFâÔòbÉrÉfÉI. 1993. 1 video cassette (28 min.) ÉXÉäÅ[ÉGÅ[ÉlÉbÉgÉèÅ[ÉNï“. Reminder to Current Library Members óyÇ©Ç»ÇÈäøéöÇÃóå . NHK ; NHK ÉXÉäÅ[ÉGÅ[ÉlÉbÉgÉèÅ[ÉN, 1994. 1 Thank you for your continuing interest ÉNÉäÉGÉCÉeÉBÉu; ëÂèCäŸèëìX, videocassette (45 min.) in the Nihongo Library. The Nihongo Library User’s guide has been published [199-]. Situational Functional Japanese. Tsukuba ÇPÅFäøéöíaê¶ÅGÅgà§ÅhÇÕ in February, 1997. There are some Language Group. ì˙ñ{ÉVÉlÉZÉã, 1996. changes in the new policy, which is stat- DZǧǵǃê¶Ç‹ÇÍÇW. 1 video Vol. 1, 1 videocassette (37 min.) ed in the guide including overdue fines cassette (42 min.) Vol. 2, 1 videocassette (38 min.) and the new library card. ÇQÅFèëëÃÇÃïœëJÅGèëÇ Vol. 3, 1 videocassette (37 min.) ÕêlÇ»ÇË. 1 videocassette (41min.) We now ask for fines for overdue mater- ÇRÅFï¶éöï¶âªÇÃè´óàÅGÇ S t ru ggle & Success : The African ial, in the event that it is not returned by QÇPê¢ãIÅAäøéöÇÕǫǧǻÇÈ. 1 American Experience in Japan. Life . the due date. Fine of $0.50 per audio- visual material per day and $0.25 per videocassette (43 min.) Theodore R. Jr., 1993. 1 video cassette (85 min.) item per day up to a maximum of $10 Learn Japanese for Business. Central Media, per item would be charged. Some of 1986. 1 videocassette (70 min.) Total Immersion Japanese language and high-demand material in the collection Culture Camp. Japan-America Society of sometimes cannot be checked out by Let’s Learn Japanese Basic the State of Washington, 1992. 1 video other members because it is overdue. We IIÅFÉeÉåÉrì˙ñ{åÍçuç¿èâãâII. cassette (19 min.) would like to ask for your understanding çëç å ó¨äÓã‡ÅGÉrÉfÉIÅEÉyÉfÉBÉb in this change in the policy. Tune in Japan. The Asia Society. 1995. 1 ÉN, 1995. I f you have not re c e ived the Th e videocassette (63 min.) ì˙ñ{Çfiǩǵòb. Nihongo Library User’s Guide and/or a ÉCÉÅÅ[ÉWÅEÉ{ÉbÉNÉX, 199- ÇÊǧDZǪ: An Invitation to new library card, please contact us so that ÇPÅFLJLJÇWÇÎǧÅG Contemporary Japanese. Tohsaku, Yasu- we can send them to you. Ç©ÇøÇ©ÇøÇ‚Ç‹ÅGǧ Hiko. McGraw Hill Inc., 1994. 1 video- ÇÁǵNjÇWÇÎǧ. 1 videocassette For further information for the applica- cassette tion to a library membership, please con- (36 min.) tact the librarians at: LASER DISK ÇQÅFDZǑÇDÇËǶǢdz Ç The Nihongo Library ¶ ÒÅGdz ÇÈǩDžǙǡÇp ÉrÉfÉIçuç¿ì˙ñ{åÍÅFì˙èÌê äàÇ…å©ÇÈì˙ The Japan Foundation and Language ÇÒÅGǧǵÇÌÇ©Ç‹ÇÈ. ñ{ÇÃï¶âª. éÅâDå§àÍ. ìåãûèëê–, 1994. Center in Los Angeles 1 videocassette (36 min.) 1. (60 min.) 2425 Olympic Blvd., Ste 650E ÇRÅFÇ©ÇÆÇ‚Ç–ÇflÅGÇ 2. (60 min.) Santa Monica CA 90404. ÕÇøǩǬǨïPÅGǵÇWÇ´Ç REALIA tel: 310.449.0027 ËÇå Ç ÕÇfl. 1 videocassette Ç‹ÇÆÇÀîoãÂ. Sohsei, Inc., 1997 fax: 310.449.1127 (36 min.) East Asian Role Play Cards For Teaching e-mail: [email protected] ÇSÅFÇÕǻdz ǩǶǢdz ÇÒÅGÇ &Testing. National Foreign Language ‰Ç´Ç®ÇÒÇ»ÅGǬÇÈÇÃÇ®ÇÒÇ TH A N K YO U. R E M I N D I N G Y O U O F The Japan Foundation’s Japanese Language Grant Programs (Due Before December 1, 1997)
1) Salary Assistance Program for Full-Time Japanese LanguageTeachers: Designed to assist in the creation and/or expansion of full-time teaching position. The financial assistance will be up to an initial three-year period to help cover personnel expenses.
2) Japanese Language Research/Seminar Grant Program: Designed to assist educational institutions to conduct research, seminars or workshops on precollegiate level.
3) Japanese Language Teaching Materials Donation Program: Donating sets of teaching materials to various types of educational institutioin.
4) Training Programs for Japanese Language Teachers at the Japanese-Language “Institute, Urawa”, Japan: Offering teachers opportunities to attend an intensive course in Japanese language and teaching methodology.Three types of training: (1) Long-Term, (2) Short-Term, and (3)Japanese Abroad (Zaigai Hojin Kenshu).
5) Assistance Program for the Development of Japanese Language Teaching Resources: (1)Printed Resources, (2)Audio Visual Resources.
6) Japanese Language Education Fellowship Program: Fellows will be invited to the Japanese-Language “Institute, Urawa” in order to participate in cooperation with, or under the guidance of, Japanese experts in (1) development of teaching resources, (2) teaching methods and (3) research.
7) Japanese Language Study Program for Librarians: Providing librarians with opportunity to participate in an intensive Japanese language course in Japanese at the newly opened Kansai Japanese Language Institute.
8) Japanese Speech Contest Support Program: Assisting organizations to hold Japanese speech contests by providing partial financial support and prizes.
9) Japanese Language Program for Researchers: Long-term intensive training courses in Japanese for scholars or researchers who int- end to learn Japanese for their academic research activities.
10) Japanese Language Program for Postgraduate Students: Intensive training courses in Japanese for postgraduate students who major in the social science or the humanities and wish to improve their Japanese language abilities.
J A PA N E S E L A N G UA G E P RO F I C I E N C Y T E S T A test devised to measure your Japanese skill against a global standard, Level 1-4 Date: Sunday, December 7, 1997 Test Sites: Chicago, Los Angeles, New York (Vancouver and Toronto in Canada) Application Period: September 8 - October 17 Fees: Level 1 & 2:$50.00 Level 3 & 4: $30.00 Tel: 1-888-667-0880 or 310-449-0027 (10 am - 5 pm pacific time) Fax: 310-449-1127 e-mail: (for Grant Programs) [email protected] (for Proficiency Test) [email protected] AN EWS FROM STHE JAPAN A FOUNDAT ION G LOS ANGELES IOF F IC E
Karen Tei Yamashita, The Brazilian $500 San Diego City Schools, Community in Japan: Research for a San Diego CA, G rantee List New Novel, Los Angeles CA. E d u c ation Day October 1996 AWARDEES OF JAPAN FILM PRODUCTION SUPPORT FOUNDATION GRANTS P RO G R A M $3,000 UCLA Film & Television (screened in Tokyo), April 1997 - March 1998 Kit Fitzgerald, A rt Talk Japan, Santa Fe Archive, Los Angeles CA, NM (¥2,200,000). The Art of Kenji Mizoguchi, A RTIST FELLOW S H I P Ann Akemi Kaneko, L e t t e rs Home from film retrospective, Christopher Desjardins, Yakuza Eiga: an Ja p a n , Culver City CA (¥2,300,000). January 1997 E n c yclopedia of Japanese Gangster Films. Oregon Public Broadcasting, Experiment Marilyn Robert, I n d i g o / Textile Re s e a rch , in Democra c y, Portland, OR $1,000 Oregon-Toyama Governmental Eugene OR. (¥2,700,000). Exchange, Salem OR, General Richard Wiley, Commodore Perry’s Christal Whelan, O t a i ya, Honolulu HI support. Minstrel Show, Henderson NV. (¥1,000,000). FilmForum, West Los Angeles CA, FILM PRODUCTION SUPPORT EXHIBITION ABROAD SUPPORT B randed to Thrill: The Delirious P RO G R A M P RO G R A M Cinema of Seijun Suzuki re t ro s p e c t iv e, Lyn Goldfarb, C i rcus Stories, Los Angeles Santa Barbara Museum of Art, March 1997 CA (¥1,500,000). Kat a gami: Japanese Paper Stencils of Craig McTurk, To k yo Blues, Los Angeles the Textile Tra d e, Santa Barbara CA $1,000 Dances We Dance, Inc. CA (¥1,800,000). (¥1,000,000) — postponed one year. Honolulu HI, Ke i ko Ta keya C o n t e m p o ra ry Dance Company EXHIBITION ABROAD SUPPORT P U B L I C ATION ASSISTANCE PRO G R A M p e r fo rm a n c e s in Hawai‘i, P RO G R A M Stanford University Press, An A n t i cl a s s i c a l April 1997 The Museum of Contemporary Art, Los Political Economic A n a l y s i s by Yasusuke Angeles, Out of Actions: Pe r fo rmance Murakami, Stanford CA ($6,355.00). $1,000 Japan Society of Northern and the Object, Los Angeles CA California, San Francisco CA (¥5,000,000). AWARDEES OF LOS Hiroshi Kondo: Japanese Po t t e r ANGELES ARTS & lecture- demonstrations, P U B L I C ATION ASSISTANCE PRO G R A M C U LTURE GRANTS, April 1997 Stonebridge Press, Ravine and Other Stories April 1996 - March 1997 by Yoshikichi Furui, Berkeley CA $1,500 Hayakawa Enterprises, ($1,420.00). Japanese Traditional Pe r fo rming Hollywood CA, University of California Press, Ja p a n’s A rts Organization, To rrance CA, Sessue Haya k awa & Michio Ito Total Empire: M a n churia and the Dance of Ja p a n , photographic exhibition, C u l t u re of Wa rtime Imperialism by Louis June 1996 May 1997 Young, Berkeley CA ($3,000.00). Taro Yashima Exhibition, Los $2,000 Arizona State University, AWARDEES OF JA PAN Angeles CA, Ta ro Yashima Tempe AZ, Oe Ke n z a b u ro lecture. F O U N DATION GRANTS Exhibition at, JACCC, April 1997 (screened in Tokyo), April 1996 - March 1997 June 1996 San Diego Sister Cities, A RTIST FELLOW S H I P $1,500 Japan Society of Greater, San San Diego CA, Sharon Takeda, S a c red or Secular: An Diego & Tijuana, San Diego S a n D i e g o / Yo kohama 40th E x a m i n ation of Silk We aving and its CA, Japanese Film Fe s t ival 1996, A n n iv e rs a ry Celebration, Pat ro n a ge, Malibu CA. October 1996 August 1997 2. Exhibitions Abroad Support Program Advisory Committee convening in The Japan Provides financial support to exhi- New York City.Thus, all applications bitions that introduce Japanese art can be made available from the New and culture abroad. York Office, and are due at that office Foundation by November 1. 3. Film-Production Support Program Provides financial support for the The New York Office G ra n t production of films, TV programs, TH E JA PA N FO U N DAT I O N and other audio-visual materials 152 West 57th Street, 39th Floor that serve to further an understand- New York, New York 10019 P ro g ra m s ing of Japan and Japanese culture voicemail: (212) 489-0299 abroad. faxmail: (212) 489-0409 email: [email protected] A THE JA PAN FOUNDATION 4. Publication Assistance Program http://www.jfny.org DECEMBER DEADLINE Assistance will be considered for GRANT PRO G R A M S books on, or relating to, Japan in 1. The Japan Foundation Fellowship Program the humanities, the social sciences, for Scholars, Researchers, and Doctoral The following are brief descriptions of and the arts. Candidates the programs. There are set application forms for each program which are avail- 5. Translation Assistance Program 2. Institutional Support Programs for able in the summer. So please make Provide financial assistance for the Japanese Studies sure to request in writing the appropri- translation of works of high value a. Visiting Professorship Direct ate application form for your desired that are only published in Japanese, Dispatch Program and Financial grant program. The following pro- on or related to Japan in the Support Program grams are screened by The Foundation humanities, the social sciences, and b. Staff Expansion Grant Program headquarters, and are due in the Los the arts, particularly classics, intro- c. Research/Professional Angeles Office on December 1st of ductory works on Japan, and refer- Conference Grant Program each year, if the applicant is from the ence works or Japanese studies. 13 western states of the United States. 3. Library Support Program For full guidelines and applications B LOS ANGELES ARTS & CULTURE regarding programs in this category, G R A N T S D PERFORMING ARTS JA PAN please contact: DUE TO THE NEW YO R K The Japan Foundation & Language O F F I CE Alan Kita, P ro g ram A s s o c i at e Center in Los Angeles will support pro- TH E JA PA N FO U N DAT I O N & jects that are related to the presentation JA PA N- U. S. PA RT N E R S H I P F O R T H E LA N G U G E CE N T E R I N LO S AN G E L E S of the arts and culture of Japan within PE R F O R M I N G ART S, IN C. 2425 Olympic Boulevard, the we s t e rn United States cove re d . 1501 Broadway, Suite 2303 Suite 650E Santa Monica, Martial arts are excluded. Please direct a New York, New York 10036-5601 California 90404-4034 letter of proposal. The result of the voicemail: (310) 449-0027 ext. 104 screening will be notified within two E CENTER FOR GLO BAL faxmail: (310) 449-1127 months after ack n ow l e d gement of PA RT N E R S H I P email: [email protected] receipt, unless otherwise notified. http://www.jflalc.org JA PA N FO U N DAT I O N CE N T E R F O R C THE JA PAN FOUNDATION AAC GLO BA L PA RT N E R S H I P 1. The Japan Foundation Fellowship Program GRANT PROGRAMS (NOVEMBER 152 West 57th Street, 39th Floor for Artists and Cultural Properties DEADLINE) DUE TO NEW YORK New York, New York 10019 Specialists O F F I C E voicemail: (212) 489-1255 Opportunities to the specialists to faxmail: (212) 489-1344 conduct research or pursue creative The following programs are screened http://www.cgp.org projects in Japan. by the The Japan Foundation American SP O N S O R E D FI L M SE R I E S The Los Angeles Office is pleased to have assisted in the support and coordination of the following film series, since the beginning of 1997.
Film Series: The A rt of Film Series: Branded to Th r i l l : Directors and Film Titles: FUKUSAKU Kinji (at Director’s Kenji Mizo g u ch i The Delirious Cinema of S e i j u n Guild of America Theater) S u z u k i B attles Without Honor and Organizer: Cinematheque H u m a n i t y (Jinginaki tatakai) Ontario/UCLA Film and Television Organizer: FilmForum Los Angeles êmã`ǻǴêÌÇ¢ Archives Venue: Landmark Nuart Theater, G rav eya rd of Honor and Humanity Venue: Melnitz Theater (now James West Los Angeles, California (Jingi no hakaba) êmã`ÇÃïÊèÍ Bridges Theater), UCLA, Los Date: March 14 ~ March 20, 1997 KUDO Eiichi Angeles, California Film Titles: Th i rteen A s s a s s i n s (Jusannin no Date: January 11~February 2, 1997 B randed To Kill (Koroshi no rakuin) shikaku) è\éOêlÇÃéhãq Film Titles: éEǵÇÇÄàÛ MASUMURA Yasuzo Cascading White Th re a d s (Taki no The Bastard (Akutaro) à´ëæòY All Mixed Up (Manji) ô¬ shiraito) ëÍÇÃîíéÖ D e t e c t ive Bureau 23: Go To Hell, The Black Test Car (Kuro no tesu The Crucified Lov e rs (Chikamatsu B a s t a rds! (Tantei jimusho to ka) çïÇÃééëñé‘ monogatari) ãflèºï®åÍ 23–kutabare akuto domo) Giants And Toys (Kyojin to A Geisha (Gion bayashi) ã_âÄöíéq íTí„éññ±èäÇQÇRÅ[ǹ ÇWÇŒ gangu) ãêêlÇDäflãÔ H o m e t o w n (Furusato) Ç”ÇÈdz ÇD ÇÍà´ì}ǫLJ MISUMI Kenji The Life of O h a r u (Saikaku ichidai Fighting Elegy (Kenka ereji) D e s t i ny ’s Son (Kiru) éaÇÈ onna) êºíflàÍë„èó ÇØÇÒǩǶÇÍǶǢ The Life and Opinion of Masseur The Love of S u m a ko the A c t re s s (Joyu G ate of Fl e s h (Nikutai no mon) I ch i (Zatoichi monogatari) Sumako no koi) èóóDê{ñÅéqÇÃóˆ ì˜ëÃÇÃñ ç¿ì™ésï®åÍ The Loyal 47 Ronin, Pa rts 1 & 2 H e at - H a ze Th e ater (Kageroza) ózâäç¿ Lightning Swo rds of D e ath (Lone (Genroku chushingura) å³ ò\íâêbë† Kanto Wa n d e re r (Kanto mushuku) Wolf Child #3) Miss Oyu (Oyusama) Ç®óVdz Ç‹ ä÷ìåñ³ èh éqòAÇÍòTÅ[éOìrêÏÇÃì˚ïÍé‘ Musashi Miya m o t o (Miyamoto Musashi) L ove Letter ÇÁÇ‘ÇÍÇWdž S wo rd Dev i l (Ken ki) åïãS ã{ñ{ïêë† One Generation of Tattoos MORI Kazuo My Love Has Been Burn i n g (Waga koi (Shunpuden) ètïwì` A Certain Killer (Aru koroshiya) wa moenu) â‰Ç™óˆÇÕîRÇ¶Ç To k yo Drifter (Tokyo nagaremono) džÇÈéEǵâÆ Osaka Elegy (Naniwa hika) òQë¨îflâà ìåãûó¨ÇÍé“ OKAMOTO Kihachi The Princess Yang Kwei Fei (Yokihi) Youth of The Beast (Yaju no seishun) A ge of Assassins (Satsujinkyo ókãMî‹ ñÏèbÇÃê¬èt jidai) éEêlã¶éûë„ Sansho the Bailiff (Sansho Dayu) Yu m e j i ñ£ìÒ K i l l (Kiru) éaÇÈ! éRû£ëæïv Z i ge u n e r we i s e n S wo rd of D o o m (Daibosatsu toge) S i s t e rs of the Gion (Gion no shimai) ÉcÉBÉSÉCÉlÉãÉèÉCÉ[Éì ëÂïÏéFìª ã_âÄÇÃéoñÖ SHINODA Masahiro The Story of the Last Chry s a n t h e m u m s Film Series: Outlaw Masters of Pale Fl o we r (Kawaita hana) (Zangiku monogatari) écãeï®åÍ ä£Ç¢ÇWâ‘ S t reet of Shame (Akasen chitai) ê‘ê¸ínë— M o d e rn Japanese Filmmaking WAKAMATSU Koji U getsu (Ugetsu monogatari) âJåéï®åÍ Ecstasy of the A n ge l s (Tenshi no U t a m a ro and His Five Women (Utamaro Organizer: American Cinematheque kokotsu) ìVégÇÃúíçõ wo meguru gonin no onna) Venue: Charlie Chaplin Theater, G o, Go, Second Time Vi rgin (Yuke, âÃñõÇ ÇflÇÆÇÈå‹êlÇÃèó Raleigh Studios, Hollywood, yuke, nidome no shojo) The Woman Of Ru m o r (Uwasa no onna) California çsÇØçsÇØìÒìxñ⁄ÇÃèàèó â\ÇÃèó Date: June 24 ~ July 26, 1997 Women of The Night (Yoru no onnatachi) ñÈÇÃèóÇWÇø Announcements from Tuttle Language Grant The Center for the to these will be available for the 1997-1998 Improvement of Teaching of school year. Charles E. Tuttle Company, Inc. is pleased Japanese Language and CITJ has conducted a number of work- to announce the winners of the Second shops for secondary Japanese language Tuttle Language Grant for Asian Culture in High School teachers. A 1993-94 workshop included a Language Publication Research. (CTIJ) week of seminars in Urbana on proficiency- oriented instruction, a three-week trip to This grant is awarded in memory of The Center for the Improvement of Japan to live with Japanese families and to C h a rles E. Tuttle (1915-1993), wh o Teaching of Japanese Language Culture gather materials and information for partic- worked tirelessly for over forty years to in High School (CITJ) was established in ipants’curriculum projects, and a week-long forge stronger ties between East and West. 1986 at the University Laboratory High follow up the next summer to complete the School of the University of Illinois at projects and present them to other teachers. Grand Prize Winner: A Short Beginner’s Urbana-Campaign. CITJ’s goals have In addition to workshops, CITJ has hosted Course in Burmese by John Okell from been to develop teaching materials for leadership conferences to foster local and London, England high school Japanese language education, regional support networks for teachers. to maintain a nationwide information First Place Winner: Language in Culture by network for Japanese language teachers, Currently CITJ’s staff performs a variety of Mari Noda from Columbus, Ohio to conduct instructional programs for tasks rega rding language education. teachers, and to provide assistance to Christopher Thompson, CITJ’s dire c t o r, who teaches Uni High’s Japanese I and IV Second Place Wi n n e r : D i c t i o n a ry of t h e schools implementing new programs in classes and develops teaching materials. Okinawan Language by Mitsugu Sakihara Japanese. The Japanese Language Te a ch e rs Hiroko Ito teaches Japanese II and III and from Honolulu, Hawaii Network (JLTN) Quarterly and the annually updated Resources for Teachers of High School assists Chris with materials development. The purpose of the Tuttle Language Japanese are published under the auspices St a r ting in September of 1997, Tho m p s o n Grant is to assist authors in completing of CITJ. and Ito will add an innovat i ve dimension to work on dictionaries, textbooks, and lan- their Japanese curriculum by utilizing the guage instruction materials that will aid in Since 1986 CITJ has produced Hiragana, wide range of te c hnical and crea t i ve exp e rt i s e the study of Japanese, Korean, Chinese, an award-winning instructional video to of students who have had more than fou r Thai, Indonesian, and other modern lan- teach hiragana through the use of callig- years of for mal instruction to develop a guages of East and Southeast Asia. The raphy, sound and visual cues, which has CITJ wor ld wide web page. In addition they grant has an annuity of $10,000 that is sold over 700 copies to schools nation- will contribute by teaching in lower level divided among the awardees. wide. In 1992 Stone Bridge Press of B e r ke l e y, Califo rnia, published CITJ’s Japanese courses, and help CITJ devel o p mo r e new and exciting supplementary mate- Applications for the 1997-1998 Tuttle i n t e rmediate re a d e r, Nihon to no Deai, rials for publication in the JLTN Quarte r ly. L a n g u a ge Grant will be ava i l a bl e which has been very well received and is November 15, 1997. For more informa- now in its second printing. Barbara Shenk is the assistant to the direc t o r tion and an application, please send your CITJ staff continues to develop teaching and editor of the JLTN Quarte r ly and written request to: 1997-1998 Tu t t l e Res o u r ces for Tea c hers. CITJ’s founder and Language Grant, Charles E. Tuttle Co., materials, disseminating them thro u g h the JLTN Quarterly and through presen- for mer direc t o r , Carol Bond, ret i r ed in 1996. Inc., 153 Milk Street, Fifth Floor, For more infor mation about CITJ or to Boston, MA 02109-4809 USA, fax 617- tations at ACTFL meetings and other professional gatherings. A current mate- rec e i ve a complimentary copy of the JLTN 951-4045. No applications will be dis- Qu a rt e r ly, contact : tributed after April 19, 1998. All appli- rials development project called “Talking about America in Japanese” offers class- Barbara Shenk, cations will be distributed by mail. CI T J , University High School, Application Deadline; May 1, 1998. room-ready worksheets and activities for teaching students to speak in Japanese 1212 West Springfield Avenue, about American high school life, music Urbana, IL 61801. and entertainment, spectator sports, hol- Tel 217/244-4808 i d ays, fa m i ly traditions and other fax 217/333-4064 Other Orga n i z at i o n s New Website for Japanese U s e f u l - courses are based on real-world Prizes: Two grand prize winning lesson practices and what you learn can be plans will be selected, one elementary- Language Teachers applied directly in your classroom; l evel and one secondary - l evel plan. Contest winners will receive a 10-day The Laurasian Institution pro u d ly M a n a ge a bl e - you can successfully com- announces the launch of the Institute for expense-paid trip to Japan. A total of 10 plete most modules within a four-week outstanding lesson prizes will be awarded the Teaching of Japanese (ITJ) on the block of time. information superhighway. Breeze readers to teachers who submit ideas of special a re invited to visit this website at Other fe a t u res of the site include a merit for either elementary-level or sec-
The Institute for the Teaching of Japanese AP P LY F O R T H E BO O K DO NAT I O N Teaching is one of the most demanding was partially funded by a grant from the of all professions. Classroom instruction, PRO G R A M Ford Foundation. ITJ is an educational a f t e r- s chool activities, lesson planning, CO M M E M O R AT I N G T H E TE N T H and the grading of student work con- program of The Laurasian Institution. AN N I V E R S A RY O F T H E JA PA N sumes most of any teacher’s day. On top FO RU M of their heavy workload, teachers also Announcements from the need to keep their skills sharp, learn new Japan Forum T J F ’s book donation pro gram stands ways to enhance student learning, and Åiç‡Åjçëç ï¶âªÉtÉHÅ[ÉâÉÄ alongside its language education work and stay in touch with others in their field. cultural exchange programs as one of its main activities. Over the past ten years, The Institute for the Teaching of Japanese TJFÉAÉCÉfÉBÉAÉRÉìÉeÉXÉgÇ£àƒì‡ the program has given away over 70,000 (ITJ) meets this challenge by offering books. TJF is commemorating its 10th Japanese language teachers an alternative TH E SE C O N D CO N T E S T O N ID E A S anniversary year in 1997 by augmenting approach to meeting their professional A N D EX A M P L E S O F HOW TO TE AC H its regular book donations with special d evelopment needs. Th rough the CU LT U R E I N JA PA N E S E-L A N G UAG E contributions of sets of English-language resources of the World Wild Web, ITJ CL A S S provides teachers with a stimulating mix volumes devoted to Japanese literature, art, and society. of professional development activities. Purpose: TJF supports Japanese-language Eligibility for Donations: Eligibility for education that leads students to create a At the NCSTJ symposium in Seattle on better cultural understanding and global TJF book donations is restricted to insti- May 3, ITJ was given rave reviews by sev- tutions that operate or support Japanese eral teachers who were able to visit the awareness. We are holding this contest to solicit lesson plans for ways to promote language or Japanese studies programs. site. “I’m interested in using your system I n d ividuals are not eligible to apply. cultural understanding from people who to earn a Master’s degree,” said one visi- Donated books are shipped from Japan by tor. Another described it as an “....excit- teach Japanese in elementary or secondary surface mail, with the receiver liable for all ing medium for networking and a great schools outside Japan. The best lesson site for bringing the benefits of t h e plans submitted will be featured in TJF shipping costs. Deadline: WWW to the Japanese teaching field.” publications and posted on our Web site. October 31, 1997 For application forms, please contact the In essence, teachers found ITJ to be: Who is Eligible to Enter: The contest is Japan Forum, Lesson Plan Contest or open to current and former teachers of Book Donation Program: C o nvenient - courses can be easily accessed Japanese employed by elementary or sec- by e-mail at via the Internet, at anytime, from any ondary schools outside Japan. [email protected] or by fax at 81-3-5322- basic computer that is connected to a 5215. phone line. The
ex t . Voice mail is enga ged after 5:30 in the afternoon until 9:00 in IS AO TS U J I M OTO, D i re c t o r 1 0 1 the morn i n g. Te l ephone and fax number is the same for all staff.
SH O J I YO S H I DA, D eputy Dire c t o r 1 0 2 Telephone: (310)449-0027 AK I YA M A S A K I, O ffice Supervisor 1 0 3 Toll Free: 1-888-667-0880 Fax: (310)449-1127 TO M O KO UC H I DA, Assistant to the Dire c t o r 1 0 6 General email address: [email protected] AL A N KI TA, P ro g ram A s s o c i at e 1 0 4 Home page address: http://www.jflalc.org
ER I C CH OW , P ro g ram A s s i s t a n t 1 0 5 Sacramento
Broadway RI M I YA N G, L i b ra r i a n 1 0 7 DMV
EI I C H I ITO, Assistant Libra r i a n 1 0 8 Colorado
KE I KO MA RT I N, L i b ra ry A s s i s t a n t 1 1 8 ▲ N MA M O RU IK U TA, Visiting Lecture r 1 2 4 Olympic KI M I KO KA BU TO M O R I, L e c t u re r 1 2 0
HI RO KO FU RU YA M A, L e c t u re r 1 2 1 Exit Cloverfield/ GR AC E KATAO K A, Re c ep t i o n i s t 1 0 0 26th We are pleased to welcome Mr. Eric Chow 10 to our staff. Pacific Los Angeles San Diego
TH E JA PA N F O U N DAT I O N & LA N G UAG E CE N T E R I N LO S AN G E L E S 2425 Olympic Blvd., Suite 650E Santa Monica, CA 90404 Phone: (310) 449-0027, 1-888-667-0880 Fax: (310) 449-1127 E-mail: [email protected]