NCJLT National Council of Japanese Language Teachers May, 2011 Volume 18, No. 3 President Message INSIDE THIS ISSUE President message 1 Professional Development 2 Important Dates 2 Joint course 3 ACTFL Participation Grant 5 NEJ Report 8 Yonkoma Manga Results 9 Featured Stories: Japan Relief Effort 12 News From Affiliates 19 Why NCJLT? 24 Membership Application Form 25 NCJLT Board of Directors Information 26 日本語全米教師会 P.O.Box3719 Boulder, CO 80307-3719 www.ncjlt.net [email protected] Japanese communities in the years ahead. Some communities will move on quickly, but others will Finally in the first weekend of May a struggle to leave the disaster in their lives behind. sunny and warm Sunday afternoon visited Seat‐ Our students may have a part in helping them to tle, so I took the opportunity to sit on the patio do that. in the warm sun and watch the flowering Japan trip plans have been affected by Cherry blossoms on one of the trees. The birds fluttered from tree to tree; the squirrels busily the disaster in Tohoku. Even though I am taking students to Kansai and Hokuriku, our plans and scampered from branch to fence, then to this parents sense of ease has been shaken by the Fu‐ place and that, while I sat and watched, lis‐ tened, and soaked up the warm air. The bustle kushima power plant disaster. We have learned of these creatures and the calm stillness of the more than we expected about radiation exposure issues and what is going on in the plants. After tree and blossoms filled the air while I pon‐ anxiously waiting my parents are ready to go. Our dered the past few weeks. sister school in Kanazawa city is excitedly waiting For most of us, this is the season for for us to come as well. wrapping up another year of academic goals, The desire to go to Japan hasn’t changed, weekly plans, student learning assessments, etc. Teachers and students begin to see the end of a but having to check the daily reports on the nu‐ clear power plants can be tiring because it only time together and we feel to the pressure to accomplish more in the remaining time than we takes one more major setback to upset all the plans, the hours of preparation, and the month of foresee the time and energy to accomplish. Is this a year when you are looking at more satis‐ anticipation for the trip. fying results from the months of work? Or, is it I know many of you are in similar situa‐ a year that has been more trying and disap‐ tions. This summer will be one where many of you pointing than you expected? will decide not to take students to Japan, in fact We always aim for the first, but some‐ any trip to Tohoku will be difficult to pull of. Even trips to the Kanto area are greatly impacted by this times, we have to live with the second kind of year. No matter what kind of year it has been, I background anxiety. However, for every group hope you will take hope in the fact that an end that is able to make their trip, it is worth a great is coming and there will be a time to reflect on celebration when they return because each visit is it and then a time to be released from its pres‐ a visible and real tie between the people of Japan and the people of the USA. It communicates that sures. This last weekend the cherry blossoms spoke to me that for the time, I need to cling to we share this world together and that in the terri‐ ble times, we can stand together – actually to‐ my plan and activities in the classroom to the gether on the same soil either here, in Japan, or in end of the time for it, and then let go in order to fall into the next period of life – a time to be any/every country in the world – to help each other keep standing and working to make a better refreshed and to reflect for a new beginning. world. I believe that is the power of the experi‐ I hope that you were able to use the ence we give our students and the Japanese peo‐ information posted on the ATJ website for fund ple they meet when we take them to Japan. raising for relief efforts in Japan. I have heard In the midst of the fear, let’s be hopeful many stories of how your communities have and keep our eyes on the world we hope will come responded to the needs in Japan after the earthquake and tsunami. It has not been often in the future because of our actions of today. Have that our whole teaching community has had a a wonderful Spring season and a peaceful summer. common ‘event’ around which we could put Kurt Thompson, the Community standard to work, but this has President of NCJLT been done time and time again across our classrooms and in our hometowns. The immediate needs in Tohoku have been mostly met, but the long hard work of encouraging those impacted by that disaster to pick up and put their lives back together begins. There will be many opportunities for us to con‐ tinue to connect our American communities to Page 2 NCJLT National Council of Japanese Language Teachers Important Dates PROFESSIONAL DEVELOPMENT ACTFL Participation Grant Application: June 1 Workshop & Courses guage and Culture by the College Board. • May 22 - June 10, 2011 Manhattan College, Riverdale, NY Summer Freeman Institute Workshop Tokai University, Honolulu, Hawaii NJE Test Writer Volunteering: June 1 ACTFL/Vista Higher Learning First Time Attendee Scholarship Program Deadline: July 13 Oshirase Article Submission: August 1 ACTFL: November 17 -20 https://apps2.collegeboard.com/olrWebA pp/olrWebApp/meetingDetail.do? meetingID=3031003121 http://www.japanstudies.org/ freeFREEMANINFO.HTM • Summer, 2011 • June 21, 2011 CARLA Summer Institutes AP Summer Institute for Japanese Language and Culture by the College Board. CARLA at University of Minnesota Inland Northwest APSI at North Central High School, Spokane, WA https://apps2.collegeboard.com/olrWebA pp/olrWebApp/meetingDetail.do? meetingID=3031003121 • June 27, 2011 AP Summer Institute for Japanese Language and Culture by the College Board. Silver State AP Summer Institute Del Sol High School, Las Vegas, NV https://apps2.collegeboard.com/olrWebA pp/olrWebApp/meetingDetail.do? meetingID=3031003121 • June 20 – August 19, 2011 Summer intensive Japanese language courses Summer intensive teacher training in Japanese (SPEAC) The Ohio State University, Columbus, OH. http://deall.osu.edu/programs/summerprgm • July 4 - 17, 2011 www.carla.umn.edu/institutes/ Grant, Scholarship, Award • AURORA Japanese Language Scholarship Foundation [email protected] www.jlsf-aurora.org • 2011 Japanese Language Education Grant by the Japan Foundation, Los Angeles http://www.jpf.go.jp/jfla/grant_index.html Grants for Students • Freeman-Asia Program http://www.iie.org/programs/Freeman-ASIA/ • Japanese Language Study Grant at Middlebury College www.middlebury.edu/ academics/ls/japanese Conferences • May 7-8, 2011 18th Princeton Japanese Pedagogy Forum Amherst College Japanese Teachers Seminar supported by Arthur Vinig Davis Theme: How Can We Realize CBI? – Its Theory and Practice Foundations. Amherst, MA Princeton University, Princeton, NJ. [email protected] http://www.princeton.edu/~eastasia/pjpf/ • August 1, 2011 www.carla.umn.edu/institutes/ AP Summer Institute for Japanese Lan- 日本語全米教師会 P.O.Box3719 Boulder, CO 80307-3719 www.ncjlt.net [email protected] • May 19 – 21, 2011 “Expanding Our Horizons” Center for Advanced Research on Language Acquisition (CARLA) Minneapolis, MN www.carla.umn.edu/institutes/ • May 21- 25, 2011 International Association for Language Learnikng Technology(IALLT) “Where Technology Speaks Your Language” Irvine, CA http://www.iallt.org/event/iallt_2011_uc_irvine • June 4 - 5, 2011 Japanese Association of language Teachers CALL (JALTCALL) Page 3 Language for Language Teachers: Raising Awareness and Refreshing Knowledge The George Washington University Washington, D.C. http://nclrc.org/profdev/nclrc_inst_pres/ summer_inst.html#startalk • July 27 – 30, 2011 National Board for Professional Teaching Standards (NBPTS) “Reboot! Teaching Transformed” Washington, D.C. http://www.nbpts.org/ • August 1 – 4, 2011 International Federation of Translators “XIX World Congress: Bridging Cultures” “Building learning Environments” San Francisco, CA Fukuoka, Japan http://www.fit2011.org/ http://www.jaltcall.org/conferences/call2010 • November 18 – 20, 2011 • June 27 – July 1, 2011 2011 ACTFL Annual Convention and World Languages EXPO The NCLRC STARTALK 2011 Teacher Training Workshop Denver, CO http://www.actfl.org ONLINE COURSE FOR JAPANESE TEACHERS: EVALUATING AND INTEGRATING TECHNOLOGY The JOINT online professional development program of the Alliance of Associations of Teachers of Japanese (AATJ) will offer “Developing and Integrating Technology for Japanese Language Teaching” in Summer 2011. This online course, which features the use of interactive technologies and collaborative work by participants, will be conducted between June 8 and July 27, 2011 (six weeks of class and one week of orientation and technology familiarization). Description: Participants in this course will learn how to critically evaluate technology tools in order to effectively integrate them into Japanese language courses. They will identify useful technology applications for all areas of classroom instruction using the National Educational Technology Standards and the National Standards for Foreign Language Learning (5 Cs). Participants will have an opportunity to discuss with one another the best strategies for integrating technology in order to enhance their own teaching, and they will develop lesson plans focusing on one of the three modes of communication (interpersonal, interpretative, presentational). Faculty: Emi Ochiai Ahn, Mesa (AZ) Community College; Lynn Sessler, Menasha (WI) Joint School District. Schedule: This online course will run for seven weeks; time requirement for participants is approximately 5 hours per week. Participants will engage in online reflection journals, lesson plan development, and technology application reviews. Participants must be available to participate in one of several weekly online discussion sessions that will be scheduled on Mondays or Tuesdays in consultation with the instructors. For more information, or to enroll in the course, please go to http://www.aatj.org/joint/TechCourse.html . Page 4 NCJLT ACTFL 2011 Update Nana Suzumura, ACTFL Director Annual Convention and World Languages Expo: November 18‐20, 2011 Pre‐Convention Workshops: November 17, 2011 Colorado Convention Center and Hyatt Regency Denver Hotel, Denver, CO The American Council on the Teaching of Foreign Language (ACTFL) Annual Convention and World Languages Expo brings together more than 6,000 teachers, administrators, method in‐ structors and students of foreign languages at all levels from all over the world. The convention features over 600 educational sessions on such topics areas as: assessment, culture, curriculum, literature, pedagogy, advocacy, policy issues, professional development, research, standards, and technology. Online registration and housing is now open. NCJLT Website Early‐Bird Registration Wednesday, July 13, 2011 Address and Email Advance Registration Wednesday, October 12, 2011 Address Have Been Changed! Our New Addresses Are: www.ncjlt.net ncjltjapanese@gmail. com 日本語全米教師会 P.O.Box3719 Boulder, CO 80307-3719 www.ncjlt.net [email protected] Page 5 Official Hotels Hyatt Regency – Convention Center Single: $195, Double: $220 Crown Plaza Single/Double: $145 Curtis Single/Double: $145 Embassy Suites Denver Downtown Single/Double: $179 Grand Hyatt Single: $195, Double: $220 Hilton Garden Inn – Convention Center Single/Double: $149 Marriott City Center Single/Double: $183 Rates do not include current tax of 14.85% or applicable sur‐ charges, subject to change. NCJLT ACTFL Grant ACTFL/Vista Higher Learning First Time Attendee Scholarship Program ACTFL and Vista Higher Learning will be co‐sponsoring the First Time Attendee Scholarship program again this year. This scholarship program offers ACTFL members who have never attended an ACTFL Annual Convention and World Languages Expo an opportunity to apply for a $250 scholarship. This scholarship is to provide some assistance with the expenses associated with attending the convention. Interested indi‐ viduals must submit an application to ACTFL by July 13, 2011. Who qualifies to apply? 1) You must be a member of ACTFL valid through November 30, 2011 at the time application is made. NCJLT offers grants to NCJLT members to help attending the ACTFL annual convention. The application packet must be post marked by June 1, 2011. The application form can be found at the end of this issue and also on the NCJLT website. 2) You must be registered for the 2011 ACTFL Convention at the time application is made. The grant recipient will receive: Applicants will be notified of the decision in September 2011. Applicants must meet all the above requirements be‐ fore applying. Late applications will not be consid‐ ered. Scholarship checks must be picked up at the convention by the individuals awarded the scholarships. The number of scholarships awarded will be based on the funds available that year. $400 stipend Free ACTFL registration (worth approximately $200) The grant recipient responsibilities are: Attending the ACTFL convention from Friday through Sunday at noon Presiding over 2 conference sessions Assist at the NCJLT booth for two hours Contribute 500‐1500 word article for the 2011 winter Oshirase. 3) You must never have attended an ACTFL Annual Conven‐ tion previously. Page 6 NCJLT ACTFL Participation Grant Application This grant is for promoting NCJLT member's participation to the ACTFL Conference held every November. All applications are welcome, but preference will be given to the first time attendees. All applicants have to be a member of the NCJLT. The grant recipient will receive: $400 stipend Free ACTFL Registration (worth approximately $200) The grant recipient responsibilities are: Attending the ACTFL from Friday thru Sunday noon Presiding over 2 regular conference sessions Assist at the NCJLT booth for two hours Contribute 500-1500 word article for the 2011 Winter Oshirase Applications must be postmarked by June 1, 2011. Please fill out the application and contract sheet (See p.6 ) and mail them to the ACTFL Director: Nana Suzumura 3720 College Park Dr. 14204 The Woodlands, TX 77384 [email protected] Name: ________________________________ School: __________________________________________________ Work Address: _________________________________________________________ E-mail: __________________________________________________ Work Phone: ________________________ Home Phone: ______________________ Home Address (If you want the check to be sent to home): ______________________________________________________________________ Current NCJLT Member: (check one) yes no ACTFL 2011 Presenter: (check one) yes no Last ACTFL Attended: (year and location) ___________________________________ On a separate paper answer each of the following questions in 500 words of less. Please type or neatly print your answers. 1. What are your goals for professional development? 2. How will attending ACTFL help you achieve these goals? 3. How will you share what you have learned or achieved at ACTFL with other teachers? Thank you for applying for the ACTFL Participation grant! Recipients will be notified by e-mail by July 15, 2011. Page 7 NCJLT ACTFL Participation Grant Contract Sheet Please attach the sheet to the NCJLT ACTFL Participation Grant application. A Grant Recipient will receive: Free ACTFL Conference Registration (worth approximately $200) a stipend of $400 Grant Recipient's Responsibilities: Attending the conference from Friday until Sunday noon Presiding over 2 regular conference sessions Assisting at the NCJLT booth for two hours Contributing a 500-1500 word article for the 2011 Winter Oshirase about the conference I, ______________________________ understand my responsibilities as listed above name should I receive the grant and will participate accordingly. ___________________________________ ____________________ signature date This grant is to promote NCJLT member's participation in the ACTFL Conference held every November. Applications must be postmarked by June 1, 2011. Page 8 NCJLT Report on National Japanese Exam- Another Successful Year! Nobuko Hasegawa, NJE Administrative Coordinator April 8th marked the close of the exam window for the National Japanese Exam 2011. In its 2nd year, we had another very successful year. 55 schools from 20 states and Guam participated in this year’s NJE. 677 students took the Level 2 Exam, and 573 students took the Level 3 Exam. With the introduction of the Level 3 Exam, the total number of participants was 1250 (up from 769 last year), from 55 schools (up from 45 last year). Teachers and students will receive test results from Quia in May. In addition, NCJLT will provide statistics regarding student rankings, which, with the participation of a school from outside of the United States for the first time, will include worldwide rankings as well as nationwide rankings and those within each state. Highest‐ranking student for each level will receive a prize and a certificate from NCJLT. We thank all participating teachers and students, as well as the collaborating staff at Quia for making this year’s NJE another huge success. We look forward to next year’s NJE with a lot of returning and new participants. Please take a few minutes to complete a brief online survey, which can be found at the following address. Your opin‐ ion will help make the next NJE better! http://www.quia.com/sv/524193.html Call for volunteers for writing questions! NCJLT’s National Japanese Exam 2012 Miyuki Johnson, NJE Test Development Chair What is the National Japanese Exam (NJE)? NCJLT started offering the NJE in 2010. The NJE provides high school students with an opportunity to participate in a contest and see how they compare with others across the United States. It also enables Japanese language educators to offer the same type of exam that other languages offer. In sum, the NJE aims to motivate high school students to further study Japanese as well as to promote Japanese lan‐ guage education in the United States. What are volunteers going to do? NCJLT would like to ask volunteers to write test questions for the NJE. To make the NJE better in quality, we would like to have a lot of and a variety of questions in the ques‐ tion pool. We are looking for volunteers who can write 30‐ 40 multiple‐choice questions in Reading, Listening, and Grammar & Vocabulary categories for level 2 and/or level 3 by September 1st. If you can help, please e‐mail Miyuki Johnson ([email protected]) by June 1st. All vol‐ unteers will receive the guidelines on how to write ques‐ tions for the NJE. Thank you, and I look forward to hearing from you soon! www.stonebridge.com Page 9 NCJLT 2011 Yonkoma Manga Winners Announcement Julie Cain, Yonkoma Manga Director Thank you to all of the teachers who had students submit Yon Koma Manga entries into this year’s contest. There were many great entries this year! If you would like to view them larger, go to the NCJLTwebsite and you will find links there. We will also have reproductions displayed at next year’s ACTFL Japanese Pavillion. If you would like to view them in color, go to the NCJLT website and you will find links there. We will also have reproductions displayed at next year’s ACTFL Japanese Pavillion. All winners will receive a copy of the book titled Shojo Fashion Manga Art School: How to Draw Cool Looks and Characters by Irene Flores. NCJLT is proud to sponsor these annual contests. It provides a creative outlet for our students in which they can further explore Japanese language and culture and an opportunity to highlight the wonderful things happening in Japanese education around the country. Please consider adding both the Nengajo and Yon Koma Manga to your curriculum. You may one day see the name of your students here in Oshirase! Elementary School Cultural: Bobby Ross, Washington Japanese Heritage Ctr. Student of Akane Shirata Middle School Comical: Shreya Nandi, Rachel Carson Middle School Student of Tomoko Geiser Middle School Historical: Ji‐Yoon Kim, Rachel Carson Middle School Student of Tomoko Geiser Middle School Cultural: Kai Shapard, Rachel Carson Middle School Student of Tomoko Geiser Page 10 NCJLT High School Comical: Mijeong Moon, First Colonial High School Student of Yumiko Kato High School Historical: Brooke Williamson, Scott County High School Student of Nathan Patton High School Cultural: Rowena Tang, Kearny High School Student of Seth Davis Honorable Mention: Katie Beck, Charles Wright Academy Joel Winship, Charles Wright Academy Hyunah Park, Kempsville High School Sarah Parrott, Scott County High School Chelby Rainwater, Scott County High School The 8th Annual All-USA High School Japanese Speech Contest Hiroshi Sumiyama, Committee Chair, 1st Vice President, Aurora Foundation Akiko Agishi, Founder & President, Aurora Foundation The Japanese Language Scholarship Foundation (dba Aurora Foundation) will be holding "The 8th Annual All‐USA High School Japanese Speech Contest" on May 28th at UC Irvine in conjunction with the Consulate General of Japan from Los Angeles and the National Council of Japanese Language Teachers. Currently, we have two more eligible spaces for the speech contest. Applicants are required to have placed third or better in a Japanese speech contest to qualify. For more information on eligibility and application requirements, please visit our website: http://jlsf‐aurora.org/ speechcontest.html Please be sure to send the application to us by Monday, May 9th via Fax at (323) 969‐9425 or email us at aurorafounda‐ [email protected]. Page 11 日本語全米教師会 P.O.Box3719 Boulder, CO 80307-3719 www.ncjlt.net [email protected] The 8th International Symposium on Oral Proficiency Interview Theme: OPI and Authenticity--Issues on Authenticity and Proficiency-based Japanese Language Education August 6 and 7, 2011 at Portland State University, Portland, OR Since 2002 when the 1st Inter‐ national Symposium on Oral Proficiency Interview (OPI) was held in Edinburgh, various issues associated with OPI have been addressed. The symposium has fa‐ cilitated forum to present research re‐ lated to OPI and exchange ideas about assessment in general that includes not only oral skill, but also listening, reading, and writing. The scope of research has expanded to include cultural competence, assessment using computer, and profi‐ ciency necessary for residents in Japan. In the United States, the National Stan‐ dards for Foreign Languages have become widely known among many language edu‐ cators, and the focus is being shifted to content‐based instruction. In the rise of such movement toward content‐based instruction, it is worth our effort to revisit the significance of proficiency as well as to explore issues revolving around in‐ struction and assessment with the focus on the notion of authenticity. We invite many Japanese lan‐ guage educators in and outside the United States to the 8th International Symposium on OPI to be held in Portland, Oregon, this summer to participate in intellectually stimulating discussion as well as present research findings on is‐ sues related to OPI, proficiency, authen‐ ticity, assessment, and Japanese language education. Call for Proposals The theme for the 8th International Sym‐ posium on OPI is “OPI and Authenticity.” We invite you to submit a proposal for presentation of a research study on the issues of authenticity specific to OPI as well as proficiency‐based Japanese lan‐ guage instruction. Proposals on other topics such as OPI in Japanese language education, proficiency, and assessment are June 4, 2011 also welcomed. Each presentation is 30 5. Send your proposal to: minute long including a Q and A session. Each proposal will be screened through an Professor Suwako Watanabe anonymous review. E‐mail: [email protected] 1. Proposal Both Japanese and English are okay. Write a title and abstract in a word file. You may write the abstract either in Japa‐ Tel: 503‐725‐5284 (Work) nese or English, but please write the title 第8回国際OPIシンポジウム both in Japanese and English. The maxi‐ mum length of the main text is 700 charac‐ 【テーマ】 ters for Japanese and 300 words for English. OPIとオーセンティシティー Use 12 point font size, and eliminate any information that may disclose identification －オーセンティシティーとプロフィ of an author. シェンシーに基づく日本語教育のあり 方－ 2. Author information Separate from the word file attachment, please send by e‐mail the following infor‐ mation. 【日 程】 ２０１１年８月６日（土）・７日(日) 【場 所】 Author’s name in Japanese with furi‐ gana. In the case of non‐Japanese ポートランド州立大学 米国オレゴン name, provide the name in kata‐ 州 kana (e.g., ジョン・スミス). 国際OPIシンポジウムは，第1回のエジ Author’s name in roman letters. (e.g., ンバラから，第7回のソウルまで，プロ Taro Watanabe) フィシェンシー（Proficiency）に関する Affiliation (e.g., school name) and posi‐ さまざまなテーマを掲げてシンポジウ ムを企画・運営してきました。その tion 間，OPIを中心とした研究から，オーラ E‐mail address (primary contact) ル（話す）のみならず，他の３技能 Mailing address (provide reading for （聞く，読む，書く），さらには文化 hard‐to‐pronounce place names) 的側面などに研究対象の幅が拡がり， 最近の日本では，生活者としての日本 Telephone number 語使用者に必要なプロフィシェンシー AV equipment other than laptop com‐ について，さまざまな側面から掘り下 puter (PC/MAC) and a projector げることを目的とした調査・研究も 徐々に実施されるようになりました。 3. Deadline 問題点などを追究していく必要があり May 15, 2011, 11:59PM Pacific Standard ます。 Time （次のページへ続く） 4. Announcement of the results Page 12 日本語全米教師会 P.O.Box3719 Boulder, CO 80307-3719 www.ncjlt.net [email protected] また、アメリカでは、全米の外国語基 準が浸透し、コンテントに基づく指導 法が主流になりつつあります。このよ うな動きの中で、プロフィシェンシー の意義を再確認するとともに、さら に、オーセンティシティーという概念 を新たな焦点としてプロフィシェン シーを促進させる教育指導法、また、 指導・評価における問題点などを追究 していく必要があります。 ポートランドのシンポジウムにおい ては，プロフィシェンシー研究の充実 に向けて，日米のOPI関係者だけでな く，世界各地の（第二言語としての） 日本語の運用能力に関する調査，研 究，実践等に携わる多くの方々に集っ ていただき，OPI、プロフィシェン シーの各国でのあり方、捉えられ方に ついて，特にオーセンティシティーと いう問題に焦点を当てて，今後の研究 や，教育実践の在り方について共に考 えられたら幸いです。 【研究発表プロポーザル募集】 今回、第８回目のテーマは、「OPIと オーセンティシティー」となりまし た。OPIという評価方法、理論におい て、オーセンティシティーの問題、ま た、プロフィシェンシーに基づいた日 本語教育における、オーセンティシ ティーの問題点とは何か、様々な視点 からの研究発表を募集します。また、 テーマに限らず、日本語教育における OPI、プロフィシェンシー、アセスメ ント一般の研究も受け付けます。一枠 ３０分（質疑応答も含む）の予定で す。投稿された発表のプロポーザル は、日本語教育界、OPI研究関連の専 門家によって査定選考されます。以下 の要領で、メールにて、応募くださ い。 １．プロポーザル（要旨） 語名の場合、カタカナ表記にて、例 「ジョン・スミス」の順で） （２）名前、ローマ字表記 （例： Taro Watanabe) （３）所属機関名、役職 （４）メールアドレス（連絡先用） （５）住所（難読文字の場合、ふりが なも） （６）電話番号 （７）必要な機材（但し、コンピュー ター(PC/MAC), プロジェクターは装備 される予定） ワードファイルにて、題名と要旨本文 を書くこと。使用言語は、日本語でも 英語でも可。ただし、題名は、日・英 両方をつけること。 本文の長さは、日 本語—７００字以内、英語—３００ワー ド以内。フォントサイズ１２ポイント 使用。応募者の身元のわかるような情 報は題名、要旨本文からは削除するこ と。 ２０１１年６月４日（予定） ２．応募者情報 ５．送り先、問い合わせ 添付するワードファイルとは別に、 メールの中に、次の情報を含め送付す ること。 Prof. Suwako Watanabe 渡辺素和子 ３．締め切り ２０１１年５月１５日(米国パシフィッ ク標準時間 午後１１時５９分締め切 り) ４．選考結果発表 E‐mail: [email protected] Tel: 503‐725‐5284 (Work) （１）名前（ふりがな）日本語 （英 SWCOLT Foreign Language Teacher of the Year-Mr. Yo Azama, North Salinas High School, California By Junko Fujimoto, University of Oklahoma I would like to share this great news with all the NCJLT members: Yo Azama sensei of Norh Salina High School has been named the Southwest Conference on Language Teaching (SWCOLT) Foreign Language Teacher of the Year at its annual conference in conjunction with Texas Foreign Language Association held in Fort Worth on April 8! Azama sensei will compete with the winners from the other regional conferences at the ACTFL 2011 Annual Convention held in Denver, CO, this November. I hope many NCJLT members can join in celebrating Azama sensei’s great accomplishment and sup‐ porting his great endeavor. You can read an online article from the Monterey County Herald which features Azama sensei’s interview at http://www.montereyherald.com/ education/ci_17842925?nclick_check=1 About SWCOLT Foreign Language Teacher of the Year: Each year, the Southwest Con‐ ference on Language Teaching names an outstanding educator within our region as SWCOLT Teacher of the Year. SWCOLT is the foreign language teachers association for nine states: Arizona, California, Colorado, Hawai'i, Nevada, New Mexico, Oklahoma, Texas, and Utah. SWCOLT 2012 will be held in Phoenix, AZ. Yo Azama sensei with Bonnie Flint, SWCOLT Teacher of the Year Program Coordinator (left), and Lorraine D'Ambruoso, Executive Director of Califor‐ nia Language Teachers Association (right). Newsletter Title Page 13 Featured Stories Japan Relief Efforts Among Japanese Students Valley Catholic High School by Yoko Miwa 4月の前半を使って7−12年 本国総領事館を通じて日本 政 日本語スピーチコンテスト優 生および教職員のあいだ 府に寄付することができまし 勝者の キャスリン・ローさん で義援金を募りましたと た。そして4月27日に岡部孝 への優勝トロフィー授与およ ころ1000ドルに達し、オ 道総領事が本校を訪問、去る び義援金受領の報告・お礼を レゴン・ポートランド日 17日開催のオレゴン中高校生 なさいました。 Coins for Caring, Maloney Interdistrict Magnet School in Waterbury by Kazumi Yamashita At Maloney Interdistrict Magnet School in Waterbury, Connecti‐ cut, we started a “Coins for Caring” project right after the Higashi Nihon Daishinsai. We asked students to bring coins to donate during a two week period. Our goal was to collect $500, but the goal was reached on the first day of the project! At the end of the two weeks, we collected $3800 total. One student brought $100 bill from his birthday money. Another student made Origami and sold it at a bowling lane and brought the profits. Many, many students brought all of the money from their piggy banks. One teacher made a matching donation of the amount her class donated. Almost all staff chipped in. All the profit was donated to the American Red Cross Japan Re‐ lief Fund. A representative of the Red Cross came to our school to receive the donation and the local newspaper reported on the cere‐ mony. It was a great recognition for all of our students and staff. After the project, we asked students to color a Japanese flag and write the reasons that they had donated money. One student wrote “I do‐ nated because I love Japan like I love my family”. It was very moving to see how our students feel about Japan and care about Japan. The flags were hung as decorations all across the school. What happened at Maloney was just amazing. Students still keep asking us how things are going in Japan. The effort to support Japan is continuing. A Japan Relief Fundraising Pasta Dinner was organized by the participnts of our summer Japan Trip (which is canceled for this year, but we plan to go next year). The fundraiser was supposed to be for the trip, but the participants decided that all of the profits should go to the Japan Relief Effort. Teachers at Maloney donated almost all of the food and trip participants worked at the event. We raised an‐ other $1000. After all of this goodwill, now our job is to keep stu‐ dents’ love for Japan alive. CJLEA By Andre Martinez, CJLEA PR Officer Fundraising efforts in Colorado and Wyoming since the March 11th disaster have been a testament to the Japanese spirit of co-operation. Seeing the unity of students of Japanese in their compassion for the people of Japan, as they involve others and work to raise awareness in their communities is uplifting. The Colorado Japanese Language Education Association (CJLEA) has raised $7000 (still counting) which will be handed directly to affected schools in Japan. Colorado State University responded to CJLEA’s call for Japan Relief efforts and actively fundraised by selling Tshirts, collecting messages and donations. Schools participating in the April 16th Japan Cup event contributed the outcomes of their individual fundraising efforts to the CJLEA. On the April 23rd, the community surrounding the heritage language students at Japanese Academy of the Rockies held a charity benefit event. Local Japanese restaurants donated makizushi for sale. Various goods the community provided were sold and silently auctioned. The $5700 raised during this one day event will be donated through Save the Children. Kelly Walsh High School in Casper, Wyoming initiated various fundraising activities and raised $4000 which will be donated to the Japan Red Cross. These are just a few examples of our fundraising efforts. Page 14 Marian University by Chizuko Konishi Wallestad port of the people affected by the Tōhoku‐Kantō earthquake and tsu‐ nami. The t‐shirts were sold to raise funds to send to the Red Cross of Japan. The students in my Japanese course helped make origami paper cranes for giving in appreciation to the people who offered donations. They also taught individuals who stopped by the fundraiser table how to make paper cranes and their significance to Sadako’s story. Since March 15, 2011, we developed the “Hope for Japan” disaster relief effort at Marian University of Fond du Lac, WI. We designed a t‐shirt that would offer people a way to show their sup‐ We had a special university‐wide “Casual for a Cause” event on April 29 (Shōwa no hi). On this day, faculty and staff offered a dona‐ tion in order to have the privilege to wear casual clothes to work and many people including students wore the “Hope for Japan” t‐shirts to show their support. My students made a banner in Japanese for this event. This disaster relief effort has reached out the community of Fond du Lac. We hope our efforts will show the people in Japan that we across the ocean care about them. Northern Valley Demarest High School by Kei Sakayama Northern Valley students and community are hosting a benefit concert at the auditorium in Northern Valley Demarest High School on May1st (Sunday) 2:00-4:00. and jazz bands, a 7 year-old drum prodigy from Haiti, award-winning school string orchestra and more. There is also a silent art auction. Musical line-up includes Harmony Basket, koto player, Metropolitan Opera singers, New York Philharmonic musicians, rock This even was organized by Laura (Suejung) Lee, who was the winner of last year's speech contest. She has a good friend in Japan and promised her that Laura would raise money for Tsunami victims. Laura works for Closter mayor (one of Northern Valley towns) and several people in the community have been helping Laura to organize the event. All proceeds go to Americares. Please see the website (the logo was designed by Laura Lee) http://www.kibojapan.org/ United Nations International School Ayako Takeda, Kazuo Tsuda, Masahiro Tanaka, Mami Masuya United Nations International School (UNIS)では、日本救済のために様々な活 動が行なわれました。小学校、中学校、高 校共に生徒が中心となり、日本のお菓子や 料理のベークセール、iPodTouchのラッフ ルセールなどを通じて義援金を集めてくれ ました。これらの活動には、日本人生徒 や、日本語を履修している生徒だけでな く、ホームルーム、クラブ活動の一環とし て募金をしてくれたケースも含まれま す。現在、日本語課として集めた義援 金だけで４０００ドルほどになりま す。また、小学校が中心となって始 まった千羽鶴のプロジェクトは、学校 全体で一つの大きなプロジェクトとし て発展継続中です。既に二千羽ありま す。折り鶴はBezos Foundationに送ら れ、義援金に換金され、日本に送られ る予定です。UNISでの活動はこちらのウェブサイ トに掲載されておりますので、よろしければご覧 ください。http://www.unis.org/sign_in/ supporting_japan/index.aspx 尚、UNISではUNICEFとJapan Societyの２つの機 関に分け、義援金を日本へ届けることを決定して おります。今後も、再度ベークセールを予定して おり、継続的な支援を行う予定です。 Saint Ann’s School by Yasuko Otsue セントアンズスクールでは中学部と高等部がそれぞれベークセールを行いました。日本語の生徒 たちは東北地方についてのポスタープレゼンテーションをやりました。これは災害の悲惨さを訴 えるものではなく、学校のコミュニーティに東北地方の歴史、産業、人々、そして美しさを学ん でもらう機会を作るためのものでした。きっかけは単なる宿題だったこのプロジェクトも、自分 が選んだトピック（歴史、文学、物産、食文化など）を情熱的に語る生徒達の姿に感動したとい う声が参加者多数からありました。 これをきっかけに一人でも多くの生徒や教師に、復興の長い道のりの過程を見守ってもらえると うれしいです。被災者の方々に心からお見舞いを申し上げると同時に、一日でも早い復興をお祈 り致します。 Page 15 被災地へ届けよう、わたしたちの願いを、いつまでも！ Francis Lewis High School by Mitsuko Kimura 私の学校の生徒の支援活動のスタートは、『週間NY生 活』4月2日号STUDENTLIFEのページに、「手作りバザーで義 援金活動―フランシス・ルイス高校」という見出しで紹介され ました。WWW.NYSEIKATSU.COM Page 26 ここではその後 の支援活動の様子を伝えます。 支援活動が一時的なものではなく、継続させたいとい う気持ちが高まり、今アニメクラブが中心となって頑張ってい ます。また、ただの募金集めではなくて、自分たちが作ったも のを売ることによってできたお金を送りたい、そして心を伝え たい、という願いから、＄１ボタンを売ることにしました。デ ザインは、今人気のPIKACHU, KON,CHOPPA等のモチーフ で、自分たちで、デザイン・型つくり・そして色つけをしま す。手作業なので大量生産ができず、一週間に150個つくるのが精一 杯ですが、すごい人気ですぐ売り切れます。さらに、千羽鶴を折っ ているグループもあります。そして千羽折ったら募金にかえる活動 も継続中です。別のリサーチグループは、どんな復興支援団体へ義 援金を送るのがベストかを調べています。 これら活動している生徒たちはシニアが中心ですが、復興 には長期の時間とお金がかかることを理解して、海外から応援して いる支援の気持ちを、卒業の日まで日本へ伝えたいと頑張っていま す。生徒たちは、この体験を通して、生きることのありがたさに気 づき、行動する勇気をもらっています。青春がスタートしたばかり の生徒たちの行動力とエネルギーを見ていると、未来があります。 みんなはこの六月には、夢や希望を持って卒業していきます。 Noble and Greenough School by Tomoko Graham 春休みに入る直前に東北大震災が起こった ため、２週間遅れて義援金活動を始めまし た。まずアジア文化クラブ、環境保護クラ ブの参加で、ライスデーセール（世界のお 米料理を生徒が作って売りました）、One Heart Tシャツセール、pebble painting (小 石に光、命、和、愛を書いてもらう）、 Students Rebuild に1056羽を送る、 姉妹校から来ていた訪問生３人が呼 びかけ賛同した１９人の教師、生徒 がOneHeartTシャツを着てこの町で 行なわれた10Kレースに出場、ローカ ル新聞にもりました。中学の部では 茶道のデモ、父兄のベークセールなど行なわれ ました。義援金集めは学校の規制があって、い ろいろやったわりには1000ドルほどにしかなり ませんでしたが、学校全体が日本を応援してい る、という気持ちが満ち満ちていました。お金 はすべて地元のJapanese Disaster Relief Fund Bostonに送られます。 LaGuardia HS of Music and Art and Performing Arts by Chiaki Rochkind ニューヨーク市立ラガーディア芸術高校で は、三月十一日に起きた東日本地震の悲惨 さを知った生徒たちが自ら募金活動を計 画、実施した。中心になった生徒たちは、 日本クラブ、環境クラブの部員らである。 三月二十一日からの一週間、毎日お昼時間 にカフェテリアにブースを設け、スライド ショーにて地震や津波の被害の恐ろしさを 全校生徒に見せた。そして、生徒たちに折 り紙で鶴の折り方を教え、募金として、1 ドルを募と言うものだった。この募金で集 Coin-Drive at Simon Sanchez High School on Guam by Takae Shibasaki Our school, Simon Sanchez High School, is located on the island of Guam which is an unincorporated territory of the United States in the western Pacific region. The school offers Japanese language courses, and the Japanese Club, as an extra-curricular activity, operated by students who are fond of learning the Japanese language and culture. These students of the Japanese Club had taken the initiative in collecting donations from teachers, students, and staff at school since March 11, 2011, when the earthquake and tsunami hit the north-eastern region of Japan. The students voluntarily visited each classroom and asked teachers and students for donation whenever possible and fundraised $205.06. The donation was sent to the American Red Cross Guam chapter as one of the relief efforts for the victims in Japan. Not to mention, numerous Guam’s local enterprises and organizations expressed their condolences to the people of Japan with monetary donations. Such companies included MCV Broadband, the Pacific Daily News, First Hawaiian Bank, United Chinese Association, United Continental Airlines, to name a few. It is not exaggerated to say that it was an island-wide effort for the disaster relief in Japan, and the residents on Guam are still lending assistance and praying for the Japanese citizens, especially for those who lost everything, including their loved ones. Page 16 Chesterton Middle School, IN by Aki Tsugawa For the Japan Relief, Chesterton Middle School Japanese classes did two fundraisers. The first one, we had tables out in the hallway in front of the cafeteria, we asked stu‐ dents for a small donation for Japanese experience. We offered to teach how to make cranes for a coin and stu‐ dents get to try on a yukata for $1. My students learned how to make a crane and how to dress a yukata on some‐ one. Trying on a colorful female yukata was especially popular among boys!! For the second fundraiser, we held a two‐day bake sale during the lunch time. Students brought in home‐made based goods and we sold them. We also sold “friendship bracelets” made and donated by students. It was again very popular and we raised more than $1,000 from these fundraisers. Many things are happening in Richardson ISD schools for Japan! Westwood JH/Liberty JH by Caroline Womack At Richardson High School, students are making origami cranes to raise money. The donor's name is written on the paper cranes which are hung on the walls in the school. Donations are going to the Red Cross. So far, they have almost raised $250. The crane symbolizes hope and the Japanese believe that if a person folds 1,000 cranes, they will be granted a wish. RHS's wish is for the people of Japan to heal from the devastation. Benjamin Logan Local Schools Students Give Their Hearts to Japan Jennifer Henry, Benjamin Logan Japanese Student Teacher From April 4th to April 16th, 2011, the students and staff of Benjamin Logan Local Schools collected money to donate to the American Red Cross in an effort to contribute to earthquake and tsunami relief for Japan. Benjamin Logan, a rural school district located in Ohio’s Logan County, saw an outpouring of support for Japan and its people. Led by Mr. Daisaku Yamamoto and Benjamin Logan High School’s Japanese National Honor Society chapter, students set up donation boxes at the elementary school, middle school, high school, central office, and a local Japanese restaurant. For a two-week period, students at the high school staffed donation tables during lunch, where donations of a dollar or more were exchanged for an origami heart. On the heart, the donor wrote his or her name, and then the hearts were posted onto an origami mural. At the middle school, students from the Builder’s Club and the Japanese program volunteered their lunch time to collect donations. Donor’s names were written on a small card praising their show of support for Japan and these cards were posted in the commons area. All together, the Benjamin Logan Community raised $2,867 for earthquake and tsunami relief. At Berkner High School, the Japanese club and NJHS are working with student counselors for donations to the Red Cross. At Liberty Junior High, the Japanese classes have a "dollars to donuts" campaig, where the advisory class that raises the most money receives donuts on April 22. The students made posters and raised over $80 so far. At Westwood Junior High, the Japanese classes worked with the Youth in Action to raise money for http:// www.shelterboxusa.org/. They have raised over $1000, so a shelterbox will be sent to Japan! Page 17 NCJLT When A Disaster Hit: “Japan after 3・11” as Seen in Poetry By Guohe Zheng, Ball State University On March 11, 2011, Northeast Japan was hit by a 9.0 earthquake, which then triggered a devastating tsunami and a stillunfolding crisis at the nuclear plant in Fukushima. Because of the historical magnitude of the disaster, I have been clipping newspaper reports on the disaster, trying to grasp its extent and to keep a record of “Japan after 3・11,” a record that will testify to how the Japanese people react when a disaster hit and how they will eventually build a better country on the debris. This article shares some of the poems that I have collected from Asahi Shimbun, the biggest national newspaper in Japan, in which “Japan after 3・11” is well captured. The whole world knows by now the stunning extent of the disaster. As put by Ken Joseph, a volunteer who grew up in Tokyo, “At least the town remained at the time of the Hanshin Earthquake in 1995. This time around, many towns are simply gone, obliterated by the tsunami. It is worse than a battleground.” Indeed, as of 4:00 p.m. April 29, as many as 14,616 people are confirmed dead and 11,111 listed as missing. It is no wonder that many of the poems deal with the loss brought by the disaster. For example, 4 days after the earthquake, Asahi cited the following two waka poems by Kubota Utsubo (18771967), composed right after the Great Kanto Earthquake in 1923. 妻も子も死ねり死ねりとひとりごち火を吐く橋板踏み て男ゆく ”My wife and child/Both are gone! Gone!” A man is walking/Across a bridge/Its boards belching flames/Muttering to himself.3 梁（はり）の下になれる娘の火中（ほなか）より助け 呼ぶこゑを後も聞く親4 From under the fallen beam/With fire burning bright/The voice of their daughter/Calling for help/Her parents still strain their ears to listen. On April 23, Asahi reported the publication of a supplementary issue of Contemporary Senryū (Gendai senryū), a journal specialized in senryū, a humorous variation of haiku. Devoted to the Northeast Earthquake, this issue contains pieces about the loss in this quake. The following 3 are by Kishimoto Kiyo from Hyōgo Prefecture, Tokumichi Kazumi from Tokyo and Satō Kenji from Osaka respectively. 目が痛いこころも痛い皆痛い My eyes hurt/My heart hurts/Every part of my body hurts. 誰が揺らすのなんで揺らすの もうや めろ Who the hell shook things?/Why the hell you do it?/Stop it! For God’s sake! ここにいるここにいるのに届かない5 He is right here/He is right here/But goddam it, we can’t reach him! What made the disaster so much worse than it would have been is the on-going crisis at the nuclear power plant in Fukushima. It is unsettling to the world that the nuclear accident at Fukushima was raised on April 11 to Level 7, the most serious category. The following two poems approach the nuclear accident from very different perspectives. The first one was contributed to Asahi by Mihara Tōko, from Fukushima Prefecture. ただじっと息をひそめている窓に黒い雨ふるふるさと 悲し6 Staring out of the window/Holding my breath/I’m overwhelmed by sadness/—The black rain is falling on my hometown. Needless to say, the expression “black rain” in the poem alludes to the famous film entitled Black Rain (Kuroi ame, 1966) based on a novel by Ibuse Masuji (1898-1993), which, published in 1965, portrays the impact of the radiation on survivors of the atomic bombing of Hiroshima. The second is by Takano Kimihiko, poet and Asahi waka editor. His poem challenges the “safety myth of nuclear power” and calls for people to seriously reconsider the policy hitherto of relying heavily on nuclear power in Japan. 生活の光熱の遠きみなもとに大き異火（ことひ）の燃 えやまなくに7 In the faraway/ Fountainhead, the source /Of the light and the heat/Of our daily life/The intractable big fire/keeps burning—ominously. Shortly after the disaster, it was spring in Northeast Japan. This is a season of cherry blossoms and the returning of swallows to this region. Normally, this is the time of flower-viewing and celebration. But not this year, not after suffering so much loss. Writer and Buddhist priest Genyū Sōkyū thus writes about cherry blossoms in Japanese culture: “The un-routine time visits us when the cherry blossoms bloom for a brief period of time. This visit is similar to death, something that happens to people regardless of your occupation, your status or your age. The Japanese people celebrate this unroutine matsuri every now and then to divert ourselves and to recharge ourselves before we resume our routine again.” But it is hard to see life and death so philosophically, especially when the flowers and swallows are so beautiful against the spring sky but life is so hard after the devastation. This Japanese sensibility is well captured in the following senryū: 東北の桜それでも春を待ち9 Cherry blossoms/Of the Northeast/Also wait for the Spring—in spite of it all. Or in the following haiku by Natsume Soseki (1867-1916), the best known Japanese writer whose portrait graces the 1000 yen bill, for a friend who died in this season. 君帰らず 何処（いずこ）の花を見にいたか10 You did not come back/Where was it then/That you went flower-viewing? (Continue to the next page) Page 18 NCJLT Or in the following haiku by Iida Misao. row. 燕待つ陸奥（みちのく）の空なお寒し11 On April 29, exactly 50 days after the earthquake, the entire While I’m waiting/For the return of the swallows/The sky of line of Northeast Shinkansen was reopened, in time for the Golden the Northeast is still chilly. Week Holiday and all of the seats were booked. It is true that NorthDespite the devastation, the loss and the sadness, many poets east Japan still has a long way to a full recovery, but we can already expressed hope for the future. For example, the following is a modern see signs that reconstruction is underway. I firmly believe that the Japanese people will build a better Northeast on the debris of the poem celebrating new life. disaster, as they did the whole Japan after WWII. 子どもはなおもひとつの喜び／あらゆる恐怖のただな かにさえ12 1. Asahi Shimbun, March 22, 2011. Even in the midst all of the tragedy/Children still bring us 2. Asahi Shimbun, April 30, 2011. happiness. 3. This and all the following translations are mine. 4. Both poems appear in Asahi Shimbun, March 15, 2011. 生きていて生きてるだけで燕（つばめ）来る13 5. Asahi Shimbun, April 23, 2011. Staying alive/As long as we are alive/Swallows will return. 6. Asahi Shimbun, April 12, 2011. The following two senryū are by Sugiyama Akayoshi, of Kanagawa 7. Asahi Shimbun, March 16, 2011. Prefecture, and Yokoda Yuki, of Hyōgo Prefecture. Both appeared on 8. Asahi Shimbun, March 25, 2011. Asahi on April 23, 2011. 9. Asahi Shimbun, March 25, 2011. 10. Asahi Shimbun, March 25, 2011. 被災地の句を抱きしめる強く抱く 11. Asahi Shimbun, March 29, 2011. Embrace the haiku/By and for the victims/Of the disaster—I 12. By Tanikawa Shuntarō (1931-). See Asahi Shimbun, March really want to. 15, 2011. 13. By Iida Misao. See Asahi Shimbun, March 31, 2011. 明日がある思わなくては生きられぬ There is a future/—No one can do without/A hope for tomor- Oshirase Submission Guidelines Oshirase is the newsletter of the National Council of Japanese Language Teachers (NCJLT), a non‐profit origination. Submissions and inquires regarding submission to: [email protected]. Submissions are accepted in electronic form (Only Word or jpg formats, please). Please send written release forms along with photos and text if they include per‐ sons under the age of 18. A form is available from our website. Note: NCJLT reserves the right to edit, change, and delete information from any submission to Oshirase newsletter. Submission Deadlines: August 1 (Digital), October 1(Print), December 1 (Digital), January 1 (Print), March 1 (Digital) and May 1 (Digital) Page 19 News and Reports from Affiliates Arizona Association of Teachers of Japanese (AATJ) 22nd Annual Japanese Speech Contest Lisa Berkson, President of AATJ On April 17, 2011, AATJ co-hosted (with the Consulate General of Japan) their 22nd Annual Japanese Speech Contest at Northern Arizona University in Flagstaff. Over 40 high school and college students competed for the grand prize, a round-trip flight to Japan courtesy of Delta Airlines, and a one-week Japan Rail pass, courtesy of IACE Travel. The winner, selected from the first place winners of all four categories, was Angela Harris of Arizona State University. Her speech topic was “ Colors mixed together: a search for self-confidence” [雑多な色・自分自身を探す旅]. This speech, and a complete list of winners, can be viewed at our website, www.aatjaz.org CAJLT Emily Matsunami Co-President of JNHS & Co-coordinator of Bunkasai 2011 On May 21st, the Japanese clubs from Cupertino, Monta Vista, Lynbrook, and Homestead high schools of the Fremont Union High School District will team up to hold their first‐ever community‐wide event. This event is a Bunkasai, a Japanese cultural festival generally held in high schools in Japan. The FUHSD students hope to bring this unique experience to the bay area and share the foods, games, and traditions of Japan. While a large purpose of this Bunkasai is to spread Japanese culture throughout the community, it has an even larger mo‐ tive…to raise money for the tsunami victims in Japan. On March 11th, thousands of Japanese had their lives, homes, and possessions swept away by the tsunami that followed a 9.0 earth‐ quake. Even now, the crisis continues with the aftershocks and issues with their nuclear power plants. Before this tragedy, the students were planning to keep fifty percent of the profits made, and donate the rest to an undecided cause. However, after news of the tsunami hit the United States, the Japanese clubs unanimously agreed to donate one hundred percent of the profits toward the tsunami relief effort. What drives the students to work hard to make this event a success is their motivation to help Japan. The Bunkasai will have thirteen food booths, fifteen game booths, performances, movies, a café and a haunted house. Japanese foods such as okonomiyaki, takoyaki, teriyaki, udon, shaved ice, mochi, and sushi. The games will provide more insight to the Japanese culture and the café will have some similar aspects to the famed maid cafes in Japan. Performances will include impressive juggling, a dance perform‐ ance, a potential show by the San Jose Taiko, and more. A signed pic‐ ture donated by Japan’s #1 tennis player, Kei Nishikori will also be auc‐ tioned along with other auction‐worthy goods. The Bunkasai will be run by a ticket system. Visitors will buy tickets and pay with them. As a general reference, food will cost 1 to 4 tickets while games will cost 1 to 2. FUHSD’s Japanese clubs hope for many people to show their support for Japan by attending this event. It is on May 21st from 2:30pm to 7pm and tickets will cost $1 each. We hope to see you there! CJLEA Andre Martinez, CJLEA PR Officer The 4th Annual JASC Japan Cup 2011 was a resounding success. The event was held on the University of Denver campus on Saturday April, 16th. This year’s Japan Cup was one of the largest and most successful yet, with over 100 student participants from 10 educa‐ tional institutions competing this fun but challenging Japanese lan‐ guage quiz‐bowl. Students were from a middle school, high schools and colleges from across the state of Colorado and Wyoming. The event is hosted by the JASC (Japan America Society of Colorado), and CJLEA question making committee who made about 200 questions for all four levels. Teams compete against each other in vocabulary, grammar, listen‐ ing comprehension, kanji, katakana, proverbs, and culture. This year boasted new additions to the competition format including a new level to allow for middle school competition as well as a combined new Level 4 comprised of contestants from High‐School Year 4 and University year 2. The Preliminary Rounds of competition were held during the morning, and then in the Final Rounds in the afternoon, be‐ tween the top three teams from each level culminated in our four champion teams. (continue to the next page) Page 20 Each level of competition was very competitive, and all of the women of varying age and emotional expressions in rakugo were participants should be proud of their efforts and their overall knowledge of also introduced. This illuminating exercise served as a natural all things Japanese. example of the linguistic characterization so prominent in spoken Japanese. Emphasizing characterization also proves an invaluable teaching tool for understanding relationships based on modes of speech. Japan Cup 1st place Level 1–Laredo Middle: Teacher Miwako Winters Level 2–Boulder High: Teacher Michael Kleinkopf Level 3–Boulder High: Teacher Michael Kleinkopf Level 4–Colorado State University: Teacher Saori Seta‐Nyholm The workshop ended with the viewing of [Oya no Kao] by Shino‐ suke Tatekawa. This uber appropriate story is one of a student teacher conference in which a wary parent and concerned teacher feel out each other’s stance on the spirited Kinta’s “answers” to his quiz. On Tuesday March 29th CJLEA members met at the University of Colorado at Boulder for a workshop on Rakugo. The Center for Asian Studies hosted Takako Sakai, professor of the Graduate School of Humani‐ ties and Social Sciences at Tsukuba University who presented Japanese language pedagogy through Rakugo and culture. The art of Rakugo was introduced first by exercises incorporat‐ ing syllable counting to familiarize students with natural rhythms found in spoken Japanese. From there participants were introduced to the themes of Haiku, Tanka, Senryu, Kyoka, and Hyogo. This impressed broadly the importance of the deep seeded tradition of “in” rhythmic patterning in both classical and modern spoken Japanese. Next, the ambiguity of Hiragana was utilized to illustrate "share" created using synonyms in stories. By leaving the kanji out of ex‐ amples, the doors of possibility through interpretation are opened and what could be limited to one meaning expands into several. Finally, methods of differentiating the speech styles of men or AFTJ Mieko Avello Greetings! We had two Speech and Skit contest, one in East Florida in March and the other in Western Florida in April. There were addi‐ tional categories such as music video and Japanese language promo‐ tional video. We had 111 participants in East Florida, which was the biggest turnout in our contest history. AFTJ is so grateful that the Department of Asian Studies of Florida International University and the Japanese Consulate supported both events. AFTJ had the 3rd Middle School Immersion day in March in Tampa. Three middle school students enjoyed participating in 3 classes and eating obento lunch. Led by 3 teachers (all JET returnees) and trans‐ ported by the dozen chaperones, over 80 students participated in the same variety of lessons as done in December 2010, for the high schools. Thankfully 11 volunteers from the community assisted in the event. Mrs. Melissa Morgado, the district supervisor, stopped by to encourage us. It was an ideal chance for articulation activity. At the end of the day, a dozen of Hiroko Watanabe‐sensei’s high school students came to perform two dance numbers, introduce the high school Japanese language classes, and answer the questions. Florida International University Asian Studies and AFTJ will have a Japan Earthquake relief event, Japan Culture Day on April 30 at FIU SIPA building. This is the first relief event that all Japanese language and cultural organizations in Miami collaborated. There are 7 work‐ shops, 3 Japanese games(video games, tsunahiki, and pankui kyoso), and entertainment such as Fushudaiko, Koto and violin performance, martial arts demonstrations, etc. 16 organizations in our community are supporting our event. AFTJ appreciates all of them. Japan Immersion Day Speech Contest Page 21 NECTJ 津田和男 定です。 NECTJの会員皆様、 援金は１０００ドルに達しました。我々に この三月には東日本において大震災があり、 りました。これは、皆様が深く日本に関心 その上、福島の原発事故が同時に起こるとい をもち、援助や協力したいという考えの現 う未曾有の事が日本に降り掛かりました。そ れだと思います。そしてこの会で集められ の折、NECTJでも日本行きの旅行計画が何本 shop も無事終わり、 http://nectj.wikispaces.com/ に掲載されています。 た義援金は、日本の関係団体に送られる予 もキャンセルになり、春祭りへの参加希望を その中でもPD 定であります。また、この異常な情況のな していた日本からの何グループもキャンセル http://nectj.wikispaces.com/ かで、俳句コンテストのフィナリストの発 になりました。春祭りも自粛の対象になる等 NECTJ+PD+2011 表も数週間後におこなわれる予定ですし、 の話もありましたが、その中で、今回は、過 に掲載されています。６月には内容の検 去１５年間でも最大級の春祭り、（今回は春 ５月７日にはボストンでNCJLT Web 2.0 workshop for Teaching and Learning Japanese 討も行います。 祭りではなく、Japan day for Studentsと言 があります。 ５月２２日にはJapan Day う名称でよばれることで、開催が見送られる FestivalでNCJLTの歌舞伎の隈取りテント 事はありませんでした。) JHL+Guideline もあります。また、６月４日には朝１０時 から俳句コンテストのレセプションがあり ます。ごごからはNECTJの一般会議と打ち上 げおよび３時からJFLの最終勉強会、JHLの 研究会もあります。夏休み前の最後の追い 込みとなりますが、ますます皆さまの御健 康とご活躍をお祈り致します。8月28日、29 日にPDworkhopの続きと継承語大会を行う予 に掲載され、検討中です。 とっても今までに無い、驚異的な数字にな が開かれまし た。とくに生徒ブースの数は１４団体による 運営で、これまでにはない盛況な会でした。 全体の参加者も、６７０人になりました。４ ００人が学生の参加者であり、１００名程が 生徒ブースの数であり、その他に１５０名程 の参加者があったわけです。また、この大会 では、皆さんや生徒達のご協力で日本への義 また、この３月には半年続いたPD work- workshopの成果は 継承語のガイドラインは http://nectj.wikispaces.com/ これらは、今年の１１月の20回年次総会 で発表される予定です。 また、春祭りの写真や動画は下記のサイ トを見て下さい。 http://www.youtube.com/watch? v=Tb2cjmT5V5g News from MAATJ (Mid-Atlantic Association of Teachers of Japanese) Keiko Abrams, co-president of MAATJ 1. The MAATJ Haiku contest was held in March. Students ranging from elementary to high school submitted sixty haiku.. Hanami Sensei from George Washington University helped us to judge the haiku. Some winners at each level are as follows. アヒルの子 池に泳ぐよ 花びらと Michaela Strizencova (Great Falls ES) 雪だるま 一人で聞くよ 風の音 Kelly Tam (Rachel Carson MS) 白うさぎ だんだん消える 雪の中 Christine Tsou (Thomas Jefferson HS) のにいでて ふわっとちょうちょ ひるがえる Vivian Nguyen (Falls Church HS) 哀愁か 背中に映る 冬日暮れ Rei Huttunen (Robert E. Lee HS) 2. The Virginia Beach Cherry Blossom Festival was held at Redwing Park on April 2. Because the City of Virginia Beach has a sister city relationship with Miyazaki City, this year's event was dedicated to the survivors and victims of the recent earthquake and tsunami disaster in Japan. Kempsville High School students demonstrated a dance with audience participation, Bayside Middle School and Kemps Landing Magnet School students in their yukata sang the Sakura song with string instruments. Landstown High School students presented a dance perform‐ ance with a medley of Japanese songs. Also Old Dominion University students provided interactive activities for origami and kirigami, a vocal performance and martial arts demon‐ strations. (continue to the next page) Page 22 3. The modern Foreign Language Tournament was held on April 2. Three schools (Carson MS, Oakton HS and Falls Church HS) participated in the poetry reciting and skit performing competi‐ tion. Thank you Bentz Sensei and Daiten Sensei for volunteering to judge. 4. The 19th National Japan Bowl was held on April 7th and 8th in a suburb of Washington DC by the Japan‐America Society of Washington DC. 28 schools (from 11 states all over US including Guam) participated in this language and culture competition. The eight schools joining from our area are: St. Albans School, Boonsboro HS, Walt Whitman HS, Falls Church HS, Hayfield HS, Lang‐ ley HS, Oakton HS, South Lakes HS and Thomas Jefferson HS. This year's competition was dedi‐ cated to Taylor Anderson, the JET Program teacher who passed away on March 11 in Ishi‐ nomaki as a result of the tsunami. (more detail follows) and presentations; tea ceremony by Tankokai, koto performance by Mia Saidel, the Shizumi Kodomo Dance Troupe, rakugo performance by Showto, a magic show by Yasu Ishida, the godfa‐ ther of sudoku, Maki Kaji, samurai boot camp by Yoshi Amao. The winner of each level are as follows. Society of Washington DC on April 9 ended with a big success again. It was called Stand with Japan this year and tables were set up for donations, writing messages and making ori‐ gami cranes. Also they held a special walk along the Jefferson Memorial before the festi‐ val week. Level 2: 1st Silver Creek HS(CA), 2nd Thomas Jefferson HS (VA), 3rd Cupertino HS(CA) You can see those at: http:// www.youtube.com/watch?v=1YohZFTYntI Level 3: 1st Lynbrook HS(CA), 2nd Harker School (CA), 3rd Silver Creek HS (CA) http://www.youtube.com/watch? v=88rSHbI65tk&feature=related Level 4: 1st Harker School (CA), 2nd Cupertino HS (CA), 3rd Lynbrook HS (CA) 6. Taylor Anderson (24) passed away as a re‐ sult of the tsunami in Ishinomaki, Miyagi on March 11. She is from Richmond, VA and was a JET program teacher at that time. Her passion for Japan started in a Japanese class during middle school in Richmond. She also served as RA at the Japanese Governor's Academy. Dur‐ ing the tsunami, she first helped her students to evacuate and her students were safe. 5. The National Cherry Blossom Festival was held in Washington DC from March 26 to April 10. This is the 99th year after Washington DC re‐ ceived 3000 cherry trees from Tokyo mayor Yukio Ozaki. Also the Sakura Matsuri, a Japa‐ nese street festival held by the Japan America Students enjoyed many cultural performances NECTJ (Northeast Council of Teachers of Japanese) この三月には東日本において大震災があり、その上、福島の原発事故が同時に起こるという未曾有の事が日本に降り掛かりました。 その折、NECTJでも日本行きの旅行計画が何本もキャンセルになり、春祭りへの参加希望をしていた日本からの何グループもキャン セルになりました。春祭りも自粛の対象になる等の話もありましたが、その中で、今回は、過去１５年間でも最大級の春祭り、（今 回は春祭りではなく、Japan day for Students と言う名称でよばれることで、開催が見送られる事はありませんでした。)が開かれま した。とくに生徒ブースの数は１４団体による運営で、これまでにはない盛況な会でした。全体の参加者も、６７０人になりまし た。４００人が学生の参加者であり、１００名程が生徒ブースの数であり、その他に１５０名程の参加者があったわけです。また、 この大会では、皆さんや生徒達のご協力で日本への義援金は１０００ドルに達しました。我々にとっても今までに無い、驚異的な数 字になりました。これは、皆様が深く日本に関心をもち、援助や協力したいという考えの現れだと思います。そしてこの会で集めら れた義援金は、日本の関係団体に送られる予定であります。また、この異常な情況のなかで、俳句コンテストのフィナリストの発表 も数週間後におこなわれる予定ですし、５月７日にはボストンでNCJLT Web 2.0 workshop for Teaching and Learning Japaneseがあ ります。 ５月 �２２日にはJapan Day FestivalでNCJLTの歌舞伎の隈取りテントもあります。また、６月４日には朝１０時から俳 句コンテストのレセプションがあります。ごごからはNECTJの一般会議と打ち上げおよび３時からJFLの最終勉強会、JHLの研究会 もあります。夏休み前の最後の追い込みとなりますが、ますます皆さまの御健康とご活躍をお祈り致します。8月28日、29日に PDworkhopの続きと継承語大会を行う予定です。 また、この３月には半年続いたPD workshop も無事終わり、http://nectj.wikispaces.com/に掲載されています。 その中でもPD workshopの成果はhttp://nectj.wikispaces.com/NECTJ+PD+2011に掲載されています。６月には内容の検討も行いま す。 継承語のガイドラインはhttp://nectj.wikispaces.com/JHL+Guidelineに掲載され、検討中です。 これらは、今年の１１月の20回年次総会で発表される予定です。 また、春祭りの写真や動画は下記のサイトを見て下さい。 http://www.youtube.com/watch?v=Tb2cjmT5V5g Page 23 NCJLT Board of Directors Kurt Thompson Eckstein Middle School, WA President [email protected] Mamiya Worland Great Falls Elementary School, VA Vice President Public Relations Director Professional Development Director [email protected] Nana Suzumura The Woodlands College Park High School, TX ACTFL Coordinator [email protected] Miyuki Johnson Elkins Pointe Middle School, GA Membership Director Secretary NJE (National Japanese Exam) Test Development Chair [email protected] Fukumi Matsubara North Central College, IL Treasurer NJE (National Japanese Exam) Test Assistant Coordinator [email protected] Julie Cain Washington High School, IA Nengajoo Director Yon Koma Manga Director [email protected] Emi Ochiai Ahn Mesa Community College, AZ Web Master Oshirase Editor [email protected] Nobuko Hasegawa Fiorello H. LaGuardia High School of Music & Art and Performing Arts, NY NJE (National Japanese Exam) Junko Fujimoto Test Administrative Coordinator University of Oklahoma, OK JNHS (Japanese National Honor Soci- ACTFL Assistant Chair [email protected] ety) Director Teacher's Award Director [email protected]
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