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The Japan Foundation Language Center, Quarterly Newsletter Special…
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The Japan Foundation Language Center, Quarterly Newsletter
Special Supplement, October 1993
Reflections on the State of Japanese Language Education in the United States
Hiroshi Miyaji
President Association of Teachers of Japanese
D uring the past decade or so we have
witnessed unprecedented rise in the number
of learners of Japanese in all segments of this
society. As the field grew the problems and
educational policy makers care enough to debate the
virtues of such a system.1
Although mine is a language specific concem, I agree
difficulties have also begun to emerge. Occasional
with his general observation.
review and critical self-analysis are indispensable for
all of us who engage in Japanese pedagogy. It is to
direct or redirect, change, and improve the field. In 1) We have to keep in mind that in the United States
the following I present my perception and perspective we do not have a national foreign language policy.
of the state of the Japanese language education in the The situation of Japanese language education is the
United States. I have summarized them in six points. same. In Japan, the Ministry of Education issues, for
They are my view. It is my sincere wish that this example, English Curriculum Guidelines which all
article would stimulate further dialogue and debate educational institutions and textbook editors are,
among ourselves. I hope this article is not going to be without exception, to follow. Such phenomenon
another voice in the wilderness that will be lost in the cannot and should not happen in the United States.
wind. Prevalence of principles and spirit of free market
results in the production of large variety of
instructional materials and advocacy of diverse and
Richard D. Lambert, the former director of the
sometimes incompatible pedagogical methods.
National Foreign Language Center, begins his article
Nobody probably is able to clearly define the com-
"Implications of the New Dutch National Action Plan
mon goals of Japanese language instruction because
for American Foreign Language Policy" with the
both learners and teachers individually have different
statement:
reasons for this educational activity. Such confusion
and disorganization, however, is the source of energy
To many hi the United States, to speak of a national of the field of Japanese language education. It is
policy for foreign language instruction is either because competition encourages improvements and
oxymoron or a form of odious heresy. Our foreign dialectic progress. Recently a friend told me, "I have
language teaching system is not only decentralized decided to write a textbook because I was totally
but devoutly committed to fragmentation. The closest dissatisfied by the existing ones." This kind of
thing we have to national policy making lies in healthy competitiveness must be promoted. On the
existing and proposed federal legislation providing other hand, competition has produced conflicts of
financial support for a few segments of the system. dogmas instead of frank discussion and rational
We in the United States have what might be called a debate. There are those who believe in the absolute
constrained free market system of foreign language validity of a certain theory or method and attempt to
instruction, as in much of education, one dominated proselytize their belief. I respect those who hold firm
by private choices made by states, school districts, conviction and unshakable faith in a theory or method.
schools, colleges, individual teachers, and students, But such "attitude" does not constitute evidence for
but anchored firmly in what is already in place. Most the validity of a theory or method. Also there are
foreign language teachers like it that way, and few those who blindly follow the views of an authority, a
The Breeze.Special Supplement (October 1993)
1/17
teacher, or a scholar without questioning and without strategies for the National Security Education Act,
exercising their own judgments.2 Both of these types commonly known as Boren Act, that was passed and
of people tend to turn to be dogmatists. Strange tribal budget was allocated by the Congress in 1992. It will
spirit develops. They even engage in personal attacks be a crisis for foreign language education in this
against each other and have created serious and country if the Federal Government and the Congress
destructive schism in the field. When a theory dictate policies of foreign language education
becomes exclusivistic dogma growth of individual is exercising their enormously influential funding
obstructed and the field of Japanese education power. The same has to be said to private foundations.
suffers. Regardless of the nature of the funding source, public
or private, providers of funds are cognizant of issues
2) Recently conscious efforts have been made to involved and recipients promise to address and solve
overcome confusion and disorganization brought by them. Unless providers have clear grasp of issues by
excessive diversity. So-called guidelines or listening, discussing and responding recipients' views
frameworks provide the field of Japanese language and needs, funding can be wasted and create further
education with possibility toward certain uniformity confusion and chaos in the foreign language
and direction. The important point is that these education. The pressure from the necessity to cope
guidelines or frameworks are not imposed from with the increase of learners may result in disorderly
above, authorities or superiors. They are products of competition among expecting recipients of limited
conscious and conscientious efforts of concerned funds. Such unsound squabble can be minimized if
teachers and scholars. Acceptance or adaptation of the provider respect views, judgments, and accept
these guidelines or frameworks must be left to each recommendations of academic organizations. In view
school, program, and teacher's decision. Recent of the fact that there are schools and colleges that try
example is A Framework for Introductory Japanese to establish a Japanese language program without a
Language Curricula in American High Schools and long term planning and perspective of self-funding, it
is essential for the providers of funds to obtain peer
Colleges.3 This Framework is based upon research
evaluation of a proposal to institute a Japanese
findings done by a team headed by Eleanor Jorden
language program. If the program has to be totally
and an attempt to resolve various pedagogical
reliant of external funding, the value of such program
issues.4 In conjunction with the framework, is questionable even there is a strong demand from
Education Testing Service developed a Japanese students and often from parents.
Achievement Test for the College Board. The
framework and achievement test should stimulate 4) As pointed out already, the increase in the number
self-evaluation of Japanese programs in this country. of learners of Japanese is noted widely by the
They themselves have to be continuously reviewed educators of foreign languages. The total number of
and revised. They suggest some helpful standards for learners of Japanese in preschools, primary and
Japanese language instruction in this country but they secondary schools, and colleges and universities,
are not sine qua non. according to the data compiled in 1990 by the
Modern Language Association of America (MLA)
3) Under the present economic circumstances, and the American Council on the Teaching of
schools, school districts, colleges need considerable Foreign Languages (ACTFL) Japanese is ranked fifth
external funding to start and sustain Japanese after Spanish, French, German and Italian, followed
programs. Without inducing external funds, by Russian then Chinese. The data also show that the
particularly from the Federal Government, private combined number of Japanese learners in preschools
foundations and organizations, initiation, sustenance and primary schools is after Spanish and French and
and expansion of Japanese programs and pursuit of exceeds German and Italian. It is not clear whether
research projects are practically impossible. It is not these numbers include distance learners, and adult
wrong for the funders to try to create uniformity and learners at private programs such as Japan Societies,
direction for the Japanese language instruction in this U.S.-Japan Societies, and Berlitz. Actual size of the
country as exemplified by the above mentioned learner population must be larger. We cannot con-
publication of the Framework. We Japanese language gratulate ourselves, however, reading this kind of
educators, however, should never yield our own statistics. The increase in the number of learners can
initiative and pedagogical responsibilities. be seen primarily on the introductory level. The data
Uniformity and direction must be created by our do not indicate significant increase in those who have
vision, not funders'. There was a full participation of acquired at least minimally functional and active
organizations of foreign languages including skills in Japanese. It has long been established that
Association of Teachers of Japanese to develop Japanese, along with Arabic, Chinese, Korean takes
The Breeze.Special Supplement (October 1993)
2/17
tour times as long for Americans to acquire foundation of Japanese instruction in this country.
proficiency comparable to Spanish or French.5 Since Many job opening announcements of colleges and
attrition rate from introductory to intermediate, and universities nowadays specify an M.A. in Japanese or
Japanese studies as a minimum requirement. Unless
from intermediate to advanced6 is approximately
the institution has an established tenure policy for
50%, the majority of learners do not continue their
M.A. holders, we cannot expect these institutions to
study of Japanese longer than one or two years, in
develop solid Japanese programs.
other words, beyond the introductory level. Isn't is
necessary for us to reexamine the purpose, con-tent,
6) Diversity and variety of teaching methods and
method of Japanese curricula to make limited study
resulting conflicts were touched upon in 1). I would
of Japanese meaningful learning experience for the
emphasize the point that teaching method should
majority of learners?
primarily teach sufficient conditions based upon
inductive (empirical) reasoning, that is, stating "if
5) Increase and spread of learners at all segments of
you employ this method, perhaps such-and-such will
the society have resulted in the shortage of qualified
be the results." Pedagogists often teach methods as
teachers. This problem cannot be solved soon and by
necessary conditions, that is, "unless you use this
any short term measure. For about two decades after
method, you are unable to produce such-and-such
the War, a similar shortage occurred. Any native
expected results." Theory oriented pedagogists thus
speakers of Japanese, at that time were enticed to
tend to be dogmatic. What needed is a good balance
teach Japanese. The present situation, although
between theory and practice. Practice without
availability of qualified personnel is definitely
theoretical background is haphazard and
insufficient, is better than the previous period because
unsystematic. Theory without the evidence of
(1) masters programs in Japanese pedagogy are
practical application is abstract and ineffective.
established at a few universities, (2) many native
Japanese who come to this country to teach Japanese
have received training and advanced degree in I have presented problems that I perceive in the field
Japanese pedagogy in Japan, and (3) short term of the Japanese language education today. The field,
intensive teacher training workshops become despite the pains and difficulties it has been
available to native speakers of Japanese. experiencing, are blessed with vigorous and rigorous
Unfortunately, acute shortage of teachers failed to educators. There is every reason for me to be
eradicate from the minds of many, particularly school optimistic about its future
administrators, the notion that any native speakers of
Japanese can teach the language. Those native
speakers of Japanese who have previous training and Footnotes
attend intensive workshops are potentially well
qualified teachers. But in the case of teaching 1Richard D. Lambert, "Implications of the New
Japanese at primary or secondary schools, the fact Dutch National Policy Action Plan for American
that trainers are usually college instructors who have Foreign Language Policy." Washington, D.C.:
never taught at the pre-college level is a serious National Foreign Language Center, Position Papers,
defect. Especially if trainers are native of Japan who June 1991, p.1.
were educated in Japan and did only graduate work in 2Motoori Norinaga's advice, "Do not blindly follow
this country, they lack empirical ground to deal with your teacher's view," (Shi no setsu ni nazumazaru
pre-collegiate level instruction. Close cooperation koto) in his Tamakatsuma is valuable.
between precollege and college teachers of Japanese 3Funded by the National Endowment for Humanities
is essential particularly in a training program for pre-
college level teachers. and published by National Foreign Language Center
in 1993.
4Eleanor Jorden and Richard Lambert, Japanese
I believe we need a long-term strategy to train
American teachers of Japanese creating favorable Language Instruction in the United States: Resources.
conditions that would encourage Americans to enter Practice. and Investment Strategy. Washington, D.C.:
the field of Japanese teaching. Our continuous use of National Foreign Language Center, 1991.
and dependence on native speakers of Japanese who 5The study was done by the Foreign Language
stay in this country for a short period of time is Institute (FSI). Arabic, Chinese, Japanese, and
merely a temporary solution of teacher shortage. Korean thus are called the Class Four the levels are
Even though their contributions have to be fully left undefined.
appreciated they cannot be expected to build the true
The Breeze.Special Supplement (October 1993)
3/17
The Japan Foundation Language Related Programs for Fiscal Year 1994195
Guidelines
Obtaining & Submitting Application Forms and are not included in the above cost-sharing.
Application forms for the language related programs 2. Training Programs for Teachers of the
described below are available from The Japan Japanese Language
Foundation Language Center upon written request
specifying the name of the program. (Request may be
The following programs have been designed to pro-
sent by facsimile). Completed application should be
vide teachers of the Japanese language at educational
submitted to The Center.
institutions abroad with an opportunity to improve
their skills and deepen their knowledge of Japan.
Deadline for Applications
Individual grantees are invited to Japan as members
Completed applications must be received no later of a group to take part in a program of intensive
than December 1, 1993. Earlier submission is lectures on language, teaching methodology, and life
encouraged. in Japan.
Selection and Notification l Short-Term Training Program for
Foreign Teachers of the Japanese
The applications will be screened by The Japan Language
Foundation by March 1994, and results will be A two-month intensive course in teaching method-
announced in April or May. ology will be conducted three times a year. The
three courses for fiscal 1994 (April 1994-March
1. Salary Assistance Program for Full-Time 1995) include: the spring course (April-May), the
Japanese Language Teachers summer course (July August), and the winter
course (January-March), for about 200 teachers
This program is designed to assist in the creation of from abroad.
full-time teaching positions at secondary and higher
educational institutions offering instruction in the l Training Program for Teachers of the
Japanese language by providing salary assistance for Japanese Language (For Japanese
up to an initial three-year period. Abroad)
Grants are made with the understanding that the posi- A one-month intensive course in teaching method-
tion involved is incremental and that the applying ology will be conducted in December 1994, for
institutions plan to maintain the Japanese language about 40 teachers.
course and to employ full-time teachers at their own
expense.
For grants to assist staff expansion in the area of l Long-Term Training Program for
Japanese studies, please apply to the Japan Teachers of the Japanese Language
Foundation's Staff Expansion Grant Program.
A nine-month intensive course in the Japanese lan-
The Foundation's contribution will not normally guage and its fundamental teaching methodology
exceed two-thirds of the sum of direct expenses: (1) will be conducted-both for teachers without a great
salary and (2) social-welfare expenses paid to the deal of teaching experience and for students
appointee. The applicant's contribution each year is expecting to graduate from a Japanese language or
expected to be no less than one-third of the project's other Japanese study program and to teach in the
annual budget. coming year-from September 1994 to June 1995,
Such items as the allowance to cover housing and for about 60 teachers.
relocation costs, and the salaries of research assistants
or secretaries, are determined here as indirect costs 3. Japanese Language Study Program for
The Breeze.Special Supplement (October 1993)
4/17
Librarians If the fellowship is for the development of Japanese-
language teaching resources, it is expected that the
This program is designed to provide librarians of sec- results of the fellowship will be published within the
ondary and higher educational institutions, academic next fiscal year after the invitation and be utilized in
and cultural institutions, and libraries that own the classroom.
Japanese books and materials with an opportunity to
attend an intensive course in the Japanese language, 6. Japanese Language Teaching Materials
in order to improve their ability in dealing with Donation Program
Japanese language materials. Librarians and those
who are expected to become librarians in the coming The Foundation will consider requests for Japanese
year will be invited to Japan for 6 months, upon language teaching materials from secondary and
requests from the institutions. About 12 persons. higher educational institutions offering Japanese
language courses. Requests from individuals cannot
4. Assistance Program for the Development of be accepted.
Japanese Language Teaching Resources Among the materials provided are (1) textbooks; (2)
dictionaries; (3) reference materials and handbooks;
Aid is provided for part of the expenses for the cre- (4) audio-visual materials, such as cassette tapes,
ation of Japanese language teaching resources (text- slides, and video tapes; (5) supplementary readers;
books, dictionaries, supplementary materials, (6) teaching devices, such as word processors; and
teachers' manuals, audio-visual materials, etc.) that (7) miscellaneous teaching aides. Donations are, in
are of demonstrable merit and that have not been principle, limited to items on the list of materials
produced previously. Institutions granted this attached to the application forms.
assistance must complete production of the teaching
resources within the fiscal year in which the grant is 7. Japanese Language Research Grant
offered. Applications will be accepted only from Program
institutions offering Japanese language courses,
publishers, and production companies. Books on This program is designed to provide support for
Japan in foreign languages are beyond the scope of research projects on Japanese language conducted by
this program; those interested should apply to the educational institutions or associations other than
Japan Foundation's Publication Assistance higher educational institutions (from university and
Program. up). Higher educational institutions should apply to
the Japan Foundation's Institutional Support
5. Japanese Language Education Fellowship Programs for Japanese Studies. The project
Program should not be the work of a single individual.
Professionals in the field of Japanese language educa- The projects should be:
tion are invited to come to Japan in order to (1) Research on teaching methods
participate in cooperation with, or under the guidance (2) Research on development or practical use of
of, Japanese professionals, in the following teaching materials
categories: (3) Development of curricula or syllabi for state pro-
(1) Development of Japanese language teaching grams, school districts, or consortia of schools, and
resources that meet the needs of their own countries (4) Research in a field that is relevant to Japanese
(2) Development of teaching methods based on con- language education.
crete teaching resources and themes that meet the
needs of their own countries; and The projects must start from April 1, 1994 to March
(3) Research in a field that is relevant to Japanese 31, 1995. The Foundation's support can only be
language education. granted for up to a maximum of 12 months. The
greater part of any project should be carried out in the
Applications from individuals cannot be accepted. United States.
Support will be given on a cost-sharing basis. The
There are two types of fellowships: the short-term Foundation's contribution will not exceed $15,000.
fellowship, which lasts from one month to less than The Foundation may, however, give support
three months, for one or two persons per project; and exceeding $15,000 (maximum $20,000) for projects
the long-term fellowship, which lasts from three that require survey trips to Japan, and/or the
months to eight months, for one person per project. invitation of Japanese cooperators.
The Breeze.Special Supplement (October 1993)
5/17
Approximately three institutions are granted annually (2) Conferences, seminars or workshops on
from abroad. development or practical use of teaching materials
(3) Conferences, seminars or workshops on
8. Japanese Language Conferences/ development of curricula or syllabi for state programs,
Seminars/Workshops Grant Program school districts, or a consortia of schools, and
(4) Conferences, seminars or workshops in a
field that is relevant to Japanese language education.
This program is designed to provide support for con-
ferences, seminars, and workshops on Japanese lan-
The projects must be conducted during the Japanese
guage education conducted by educational
fiscal year, which runs from April 1, 1994 to March
institutions or associations other than higher
31, 1995. Support will be given on a cost-sharing
educational institutions (from university and up).
basis. The Foundation's contribution will not exceed
Higher educational institutions should apply to the
$15,000. The Foundation may, however, give support
Japanese Foundation's Institutional Support exceeding $15,000 (maximum $20,000) for projects
Programs for Japanese Studies. that require the invitation of Japanese cooperators.
Approximately three institutions are granted annually
The projects should be: from abroad.
(1) Conferences, seminars or workshops on
teaching methods
Current Reports on Japanese Language Education in Several States
1. Texas
Progress in Japanese Language Instruction in the Public Schools of Texas
Carl H. Johnson
Texas Education Agency
E nrollments in Japanese language instruction in
Texas public schools have grown dramatically
over the past several years. Data showed only
43 students enrolled in 1987-88, 22 students in 1988-
Among the successful program models for Japanese
language instruction are: a national distance learning
program enhanced by strong participation from the
89, 77 students in 1989-90, 212 students in 1990-91, Japanese community for cultural knowledge and lan-
193 students in 1991-92, but 1,102 students in 1992- guage practice; an intensive Japanese program for
93. Enrollments have now made Japanese the fifth students at the middle school level; a locally
most studied language in Texas public schools (after developed interactive television instructional program
Spanish, French, Latin, and German). in the language broadcast to multiple sites within a
Robert LaBouve, Director of Languages for the school district or region; a program in the elementary
Texas Education Agency (TEA), believes the Foreign grades with emphasis on listening and speaking
Language Assistance Act (FLAA) program for Japanese taught by the regular (trained) classroom
critical languages is largely responsible for the teacher, with supplemental Japanese summer camps
dramatic increase in Japanese enrollments in the state. for the students.
Nine projects were funded for the first year of the
program in 1992-93, eight of which provide Japanese The Director of The Japan Foundation Language
instruction. All but three of the programs operate at Center, Mr. Yasuaki Kaneda, met with directors and
the secondary level, grades 9-12. One of the Japanese teachers for the Foreign Language
programs is also open to students in grades 7 and 8, Assistance Act programs at a meeting in Austin in
and two of the programs begin Japanese instruction in April 1993 designed to provide direction and
the elementary grades. technical assistance to those programs. This effort
The Breeze.Special Supplement (October 1993)
6/17
was significant in that the teachers and directors are trying to find a way to provide some kind of
became familiar with the multiple resources of The procedure that would allow individuals with a
Japan Foundation Language Center, including baccalaureate degree but without the formal 24
consulting services, training seminars, library and semester credits of Japanese to demonstrate an
information services, and the Japanese Language acceptable level of proficiency in Japanese language
Proficiency Test. The relationship established there skills on a proficiency test. Such a test and the
will improve access for Texas Japanese programs to acceptable standard to be obtained in this testing
valuable materials and services that will serve the might reasonably be determined and set by a
present and future programs in Japanese. committee consisting of the Japanese teachers now
staffing the model language programs under the
The implementation of successful Japanese programs Foreign Language Assistance Act.
in Texas has been greatly dependent on qualified
teaching personnel to provide instruction in the We look forward to such a procedure and policy to
language. Since there are currently no teacher allow qualified candidates access to teaching
preparation programs in Japanese in Texas, there is Japanese in Texas. This, in turn, along with access to
no formal certificate for individuals to teach Japanese materials and services from the Japanese
language courses. We currently have in place the communities in Texas and the Japan Foundation
following as an interim policy: 1) a teacher certified Language Center in California will allow substantial
in another subject in Texas and with 24 semester growth in both the quality and quantity of Japanese
credits in Japanese may be assigned to teach Japanese instruction in our state. For more information about
courses; 2) an individual without a certificate but Japanese language programs in Texas, contact Mr.
with a baccalaureate degree and 24 semester credits LaBouve, TEA, Division of Curriculum
in Japanese may also be assigned to teach Japanese Development and Textbooks, Austin, TX 78701.
courses with a letter for that person's personnel file
from the state education agency. For the future, we
2. Washington
The Foreign Languages Assistance Program in Washington State in 1992-93
Joe Dial, Ph.D.
Former Supervisor, Washington State Superintendent of
Public Instruction
F our school districts in the state of Washington-
Chimacum, Colville, Soap Lake, and Yakima-
received federal assistance through funding
obtained by the State Superintendent of Public
class. Instruction was available in both Russian and
Japanese.
Soap Lake School District, near Moses Lake and
Instruction under the Foreign Languages Assistance Japan Airline's pilot training facility east of Spokane,
Program to operate model foreign language programs serves 325 students. During 1992-93, instruction in
during 1992-93. Japanese (by satellite) and Russian was available for
Chimacum School District, on Washington's Olympic high school students. There was a foreign language
Peninsula, has a total enrollment of around 1,200. exploratory course for junior high students, and
During 1992-93, the district increased the number of elementary school students participated in a foreign
students receiving Japanese language instruction by language experience.
satellite. Introductory Japanese language and cultural
experiences were extended to all students. Staff also Yakima School District, in central Washington,
received training in the Japanese language. enrolls around 12,000. During 1992-93 Japanese lan-
guage instruction was extended to middle school stu-
Colville School District, north of Spokane, serves dents and three years of Japanese were offered at the
about 2,500 students. During 1992-93 the district set high school.
up a state-of-the-art computer-assisted language
learning laboratory. Students used the laboratory for Following is an article describing the Chimacum
class work as well as for individual work outside of
The Breeze.Special Supplement (October 1993)
7/17
program, which appeared in Education News, July 1993.
Chimacum students CHAT with Japan
Mike O'Donnell
Special Services Director for Chimacum S.D.
K
onnichiwa is a common expression on the growing group of students desiring to learn more
Chimacum S.D. campus these days. The about the culture and the language. These students
district has taken a bold step in join "Choice 2" Japanese classes taught by Shino
intercultural exchange by implementing a Homma, a guest teacher from Japan.
comprehensive K- 12 Japanese language program
called CHAT with Japan (CHimacum Assesses Homma, who hails from Aichi, Japan, is sponsored
Technology with Japan). The program draws from a by a private foundation called the International
variety of resources to create a multifaceted approach Internship Program. Her mission is to help build
of formal Japanese language classes, video appreciation for Japanese culture while learning
production and cultural immersion. about America.
At morning and afternoon recesses, groups of stu- With the help of the Hyogo Cultural Center in Seattle,
dents converge on a small office in the elementary and a federal Foreign Languages Assistance Program
school for informal origami (paper folding) lessons grant which covers 50 percent of the program costs,
taught by a guest teacher from Japan. Meanwhile, Chimacum students will soon be directly linked with
Chimacum junior and senior high school students their counterparts in Japan through a computer
practice Japanese kanji and hiragana written characters, network bulletin board. Local levy monies and state
using a computer software program that "speaks" the Highly Capable funds cover the remainder of the
kana syllables and "draws" the characters. The program expenses.
program began with the secondary students studying
first and second year Japanese language through the CHAT with Japan has introduced a cultural explosion
Star Schools satellite program broadcast from to the rural Chimacum Valley. With student-
Spokane. Using modem and an interactive toll-free produced CVTV programs and newsletters, and the
telephone line, students send and receive homework, rich experience of the host families who share their
practice conversation, and ask questions of a teacher homes with Homma, this program has touched every
300 miles away. home in some way. It's an incredible opportunity for
students to be able to experience Japan here in
These students then become teachers of groups of Chimacum. The program has definitely increased our
elementary students in a program called Chimacum students' awareness level of other cultures and other
Choice. The young students receive 12 hours of countries.
instruction in concepts such as numbers, colors, foods,
animals, common expressions and culture from the For more information about Chimacum's CHAT with
junior and senior high school students. Japan program, contact me at (206) 732-4285.
As a spin-off of Chimacum Choice, there is an ever-
The Breeze.Special Supplement (October 1993)
8/17
3. Wisconsin
The Flowering of Japanese Language and Culture in Wisconsin's Schools
Paul Sandrock, Foreign Language Consultant
Madeline Uraneck, International Education Consultant
Wisconsin Department of Public Instruction
J apanese language and culture is playing a part in
education in Wisconsin. Though the percentage
of our total student population studying Japanese
is low, the growth from 50 students to over 1,100
continuum with one end being sporadic activities
creating awareness of Japanese culture and the other
end being K-12 Japanese language and culture
programs. Movement along this continuum has been
students in less than seven years, makes Japanese our helped with district, state, federal, and international
fastest-growing language program. While this funding sources. School districts have begun their
Japanese initiative has been strongly supported by the programs at different points along the continuum.
State Department of Public Instruction (DPI), the Progress along the continuum has been slow or fast,
growth has also received direct support in various depending on the availability of resources and on
ways from Japan. district commitment from both individual staff
members and school board and/or administrators.
Superintendent's Advisory Council:
The first step to consciously develop programs in Culture programs are a common beginning point for
Japanese language and culture was the formation of many school districts. Focused activities, such as a
our State Superintendent's Advisory Council for week-long emphasis on Japan, are an easy first
Japanese Language and Culture in 1986. This council experience. In one rural school, the entire faculty
brought broad-based support through the inclusion of focused on Japan as the theme for their instruction for
the various groups to be impacted: business one week. The English department read stories in
representatives; school administrators; university and translation and learned haiku first through hearing
senior high Japanese educators and other foreign and seeing the original Japanese, then having students
language educators; representatives from the create their own. The art department taught brush
governor's office, the state senate and assembly; calligraphy and origami, inviting several interns from
school board, technical college, and school of around the state to teach origami, through
engineering representatives; and various consultants. instructions in Japanese. Students stopped looking up
These contacts made the mission of the council on hearing the instruction to fold over or turn upside
visible statewide and brought business and industry down, because the Japanese expressions had been
into partnership with the education community. learned through the immersion demonstration and
participation. The physical education teachers used
The recommendations of the Advisory Council put the week to teach, with interns' help, Japanese kendo,
into motion activity around six areas of emphasis: judo, aikido, and naginata. The whole school became
1. Establishing Japanese language in the schools focused on the language and culture of Japan, making
2. Enhancing instruction in Japanese history and cul- a strong impact on student attitudes and knowledge.
ture
3. Developing internships and exchange programs Intern Program
with Japan Wisconsin organized its own intern program called
4. Establishing a sister state relationship the Japanese Language and Culture Assistant
5. Meeting the concerns and needs of the Wisconsin Program (JALCAP) through the efforts of the state's
business community longest-serving Japanese teacher, Yukio Itoh, and
6. Meeting the needs of children of Japanese citizens tremendous sup-port from JALCAP/Japan-side. What
The harmonious and simultaneous efforts in these began with 12 native interns from Japan volunteering
areas have led to the high level of activity around to serve in Wisconsin schools for one year, grew to
Japanese language and culture in our schools. 33 native interns serving our schools in 1992-93, the
fourth year of the JALCAP program. While districts
Teaching Culture originally viewed JALCAP as effort to bring cultural
School programs have moved along a developmental programs to Wisconsin's students, the program
The Breeze.Special Supplement (October 1993)
9/17
became a vehicle for many schools to develop growth of Japanese language programs in our state.
Japanese language programs. In 1992-93, 13 of these
interns were assisting in schools with either a Staff Development
licensed teacher of Japanese or with distance learning Supporting the professional growth of our teachers of
classes of Japanese. The JALCAP program served to Japanese are workshops, travel/study experiences,
give a tremendous boost for districts to move from and a teachers organization. With state and federal
dabbling in Japanese culture, to commitment to a money, plus a generous workshop grant from the
Japanese language sequence. Japan Foundation, a two day seminar was held in
1992 for four groups involved in teaching Japanese:
Distance Learning licensed teachers, teachers facilitating (and learning)
Distance learning has also been one step along the distance education in Japanese, native interns, and
continuum for smaller districts to develop Japanese students in teacher preparation programs. The focus
language programs. In 1992-93, nineteen schools of the seminar was proficiency-oriented instruction
offered their students instruction in Japanese through and issues of teaching a less-commonly taught
the Satellite Educational Resources Consortium language. The unique twist was that most of the
(SERC, broadcast from Nebraska) or through TI-IN, seminar was conducted in Japanese. Even teachers
(broadcast from Texas). In addition, one consortium with only a beginning knowledge of Japanese said
of schools hired an instructor to teach Japanese face- that the immersion weekend was invaluable. Ms.
to-face with students in one building, while Hiroko Furuyama, advisory lecturer of the Japan
simultaneously transmitting the interactive broadcast Foundation Language Center, was the main presenter,
to students at six other school sites. adapting well to our focus and format.
Pairing with JALEX Another joint project with the Japan Foundation was
For 1993-94, Wisconsin has stretched again, to arranging for ten Wisconsin teachers to attend the
become an integral partner with the Laurasian 1993 summer teacher program at the Japanese
Institute (TLI) to host 20 teaching assistants from Language Institute in Urawa, Japan. DPI provided the
Japan through the Japanese Language Exchange teachers' airfare to Japan, and the Japan Foundation
(JALEX) program, funded by the Center for Global funded the eight-week course. The teachers returned
Partnership of The Japan Foundation. This continues with enhanced language ability, teaching skills, and
our movement from cultural efforts to sequential enthusiasm.
Japanese language programs. Rather than turning
over all of the support of the native-speaking Broadening the circle of educators involved in
assistants to TLI, Wisconsin's DPI worked out a Japanese language and culture has been the focus of
memo of understanding to cooperate with TLI, the Great Lakes Japan in the Schools project. A
keeping Wisconsin's interns connected to our collaborative effort between Minnesota and
statewide efforts at developing language programs. In Wisconsin, the project entails an intensive summer
addition to two in-service programs provided by ml, workshop and a series of school-year participant-
Wisconsin will offer two additional workshops designed workshops. The "ripple effect" approach of
during the school year for mentor teachers and the training small groups of master teachers to instruct
teaching assistants from Japan. their colleagues has put valuable curriculum materials
into the classrooms of numerous Wisconsin schools.
State Legislative Support
Funding support for these developing language pro- Professional Support
grams has come directly from district budgets as well An essential step in the professionalization of
as through grants. At the state level, the Wisconsin Japanese teaching in Wisconsin occurred in 1991
legislature has approved since 1990 grants of $25,000 with the formation of the Wisconsin Association of
for each of two districts annually to begin or enhance Teachers of Japanese (WATJ). After a few years of
Japanese language programs. Money has been used to informal networking, the organization became
train teachers of other languages to learn Japanese officially incorporated last year and is an equal
through summer immersion programs in Japan or at partner joining six other language organizations in
Beloit College (WI), to purchase satellite or computer the statewide Wisconsin Association of Foreign
equipment to enhance the teaching of Japanese, to Language Teachers. WATJ arranged with the
develop initial curriculum, and to purchase and National Council of Secondary Teachers of Japanese
develop materials. In addition to this state money, the (NSCTJ) and with the Japanese Language Teachers
federal Foreign Language Assistance Program Network based in Urbana, Illinois, to receive their
(FLAP) has had similar impact in supporting the newsletters. Such collaborative activity is essential in
The Breeze.Special Supplement (October 1993)
10/17
order to conserve energy, combine resources, and publication. Currently under development is a project
provide mutual benefit. No one organization can do it called Japanese for Communication. The first phase
all, or should feel it must go it alone. of the project is the creation of a thematically-
WATJ has been instrumental in initiating proposals centered curriculum for the teaching of Japanese,
for Japanese sessions at Wisconsin's foreign language appropriate for programs which begin in elementary,
teachers' convention. A full slate of quality sessions middle, or senior high schools. The focus is to allow
attracts Japanese teachers from neighboring states students to function in listening to, speaking, reading,
and insures that the convention is an important annual and writing Japanese. All curriculum decisions flow
meeting place for our assistants, teachers, and from the thematic center, with clearly identified
university educators. In 1992, over 60 Japanese outcomes. The second phase of the project is the
educators were in attendance. development of actual teaching units and materials to
implement the curriculum through selected themes.
Sister Schools with Chiba Prefecture The units will show how the language is developed in
Another key ingredient in building our Japanese pro- a spiral fashion as the theme is revisited at higher
grams has been the establishment of a sister state levels. Funding for this project was kindly provided
agreement between Wisconsin and the prefecture of by the Japan Forum, an educational foundation in
Chiba. Tokyo.
Besides business and cultural benefits and activities,
twenty Wisconsin schools are developing Japanese Language Consultant
collaborative relationships with twenty partner One of the last pieces of our development, symbolic
schools in Chiba. The pairings involve elementary, of how far we have come with this state initiative, is
middle and senior high schools. On one level, the the sponsorship of a Japanese language consultant
schools have engaged in awareness activities, with funding provided by The Japan Foundation. As
exchanging audio and videotapes, pen pal letters, the second state to receive such an appointment
artwork, and even recipes. To tie the sister school to (following the arrival of Washington's consultant
the school curriculum, joint projects have begun earlier this year), Wisconsin is very pleased to see its
which take advantage of exchanges of "ambassador" efforts supported in this way. Ms. Hisako Yoshiki
students and/or teachers. One example was ele- will begin work at DPI early in 1994. DPI's
mentary schools in Wisconsin and Chiba experience of six years hosting a German language
simultaneously doing a unit on family life, each consultant provided by the German government has
student drawing a picture of and writing about his/her demonstrated the powerful impact of such a position.
family. A videotape of each student talking about the
illustration was also made. When these items were Keep Encouraged
exchanged, the discussion was non-stop! At the It is clear than many simultaneous efforts are needed
middle school level, units on surveying the to develop effective new programs of Japanese
environmental condition of each school community language and culture. No single focus will create the
resulted in learning which went far beyond "quaint" necessary buy-in which must come from all members
clothing or food. of the education community and even from the
One round of teacher exchanges has also occurred. A community-at-large. Through multiple program
group of twelve educators first came from Chiba to directions, awareness begins and commitment grows.
visit Wisconsin, including homestays and visits to The vision must be large, but any single step can be,
sister schools. A Wisconsin group of twelve visited and often is, small. When we become discouraged or
Japan last January, spending two weeks absorbing experience budgetary setbacks, we must remember
life in Chiba, including four days at the sister school. the cumulative progress possible from these small
The Wisconsin group included teachers of social steps. Our goal is starting to be realized: that all
studies, learning disabilities, elementary grades, and students in Wisconsin will relate to Japan from a base
only one teacher of Japanese. Each Wisconsin teacher of experiences in language and culture, creating an
had prepared lessons which brought the sister school understanding of the common issues our countries
relationship and cultural curiosity to new heights. face.
(For more information on the development of
Curriculum Development Japanese programs in Wisconsin, please contact
In the area of curriculum and materials, DPI devel- Paul Sandrock, DPI foreign language consultant
oped a resource and teaching guide entitled (608/266-3079), or Madeline Uraneck, DPI
Classroom Activities in Japanese Culture and Society. international education consultant (6081267-2278),
Information, ready-to-use materials, and teaching or write Wisconsin Department of Public Instruction,
units are made available to teachers in this P0. Box 7841, Madison, WI 53707-7841)
The Breeze.Special Supplement (October 1993)
11/17
Recipients of The Japan Foundation Language Center
Grant Programs
August 1992-December 1993
Workshops/Conferences Grant 2. Missouri Association of Japanese Teachers
$1,210.00
Program
3. Assoc. of Teachers of Japanese in North Carolina
1. Teachers of Japanese in Southern California (ATJNC)
1992 Fall Workshop $1,270.00
"Japanese Language Competency Assessment" Nov.
1, 1992 $2,240.00 4. Northeast Assoc. of Secondary Teachers of
Japanese
2. Seminar for Japanese Teachers in Wisconsin (NEASTJ)
Dec. 4-5, 1992 $2,000.00 $1,000.00
3.5th Annual lake Erie Teachers of Japanese Conference 5. Assoc. of Teachers of Japanese in Oregon (ATJO)
Apr. 9-10, 1993 $2,000.00 $1,800.00
4.2nd Meeting for the Northeast Association of Secondary
Schools of Japanese
Apr.17, 1993 $1,700.00 Travel Grant Program Within The
United States
5. Teachers of Japanese in Southern California
1993 Spring Workshop "Assessment in the Japanese
Classroom" Apr.18, 1993 $500.00 1. Ritsu Shimizu
Shaler Area Middle School (Glenshaw, PA)
6. Workshop on Communication and Use of Grammar in Participation in the AAS/Mid-Atlantic Conference
Classroom Teaching for Teachers of Japanese in Northern Oct. 30-31, 1992 $104.00
California
Apr.23, 1993 $600.00 2. Kimiko Nakayama Nordstrom
Career Enrichment Center (Albuquerque, NM)
7.3rd Annual Workshop on Japanese Education in Virginia Participation in the Southwest Conference on
May 29-30, 1993 $1,500.00 Language Teaching (SWCOLT)
Apr. 1-3, 1993 $267.50
8.13th Annual Mountain Interstates
Foreign language Conference at Clemson Univ., SC
3. Yukiyo Moorman
Oct. 7-9, 1993 $1,500.00
Walt Whitman High School (Bethesda, MD)
9.4th Japanese/Korean Linguistic Conference at UCLA 5th Annual Lake Erie Teachers of Japanese
Oct. 15-17, 1993 $1,500.00 Conference
Apr. 9-10, 1993 $117.50
10.2nd Annual Conference of the Northeast Association of
Secondary Teachers of Japanese 4. Majoice Thomas (Greenville, MI)
Nov. 6, 1993 $2,000.00 Participation in the National Symposium on Critical
Languages Education
11. Teachers of Japanese in Southern California Oct. 22-23, 1993 $242.00
1993 Fall Workshop
Nov.14, 1993 $500.00 5. Yasuko Nadayoshi Walcott
Montgomery County Public Schools (New Market,
MD)
Association Grant Program ACTFL '93 Annual Meeting "Teaching Chinese &
1. Japanese Language Association of Georgia Japanese in the Elementary School; Methods,
$2,000.00 Materials, and Assessment"
Nov. 20-22, 1993 $478.00
The Breeze.Special Supplement (October 1993)
12/17
Reports of The Recipients of JFLC Grant Programs
Workshops/Conferences Grant Program
The Fifth Annual Lake Erie Teachers of Japanese Conference (LETJ)
Mutsuko Endo Hudson
Michigan State University Dept. of Linguistics and Languages
T he funding from the Japan Foundation followed by 10-minute discussion, focusing on a number of
Language Center made possible the Fifth issues that involve the quality and future of Japanese
Annual Lake Erie Teachers of Japanese language education in the United States.
(LETJ) Conference. The meetings were held at
Michigan State University in East Lansing, Michigan Content of the Sessions
on April 9-10, 1993. Following a half-hour registration period, the conference
commenced at 6:30 pm on April 9th with my opening
remarks regarding Michigan State University and its
Background Japanese Language program. The first session with
The LETJ is a regional organization established by the theme "Communicative Activities and Teaching
scholars and teachers mainly in Indiana, Michigan, Culture" subsequently ensued. Maki Nakamura
Ohio, and Pennsylvania, for the purpose of promoting (Michigan State University) first spoke on "Some
mutual educational and scholarly support. Most Communicative Activities in First-Year Japanese at
members are employed by universities, but some MSU," illustrating some of the effective classroom
teach at junior colleges and secondary schools. The activities at college level. He also explained briefly
group's first meeting was hosted by Case Western Reserve
the philosophy of proficiency-oriented instruction, which
University in 1989; the second by the Ohio State University
promotes incorporation of culture, and on which his
in 1990; the third by the University of Pittsburgh in 1991;
activities are all based. The second presentation was by
and the fourth by Case Western Reserve University in Yukiyo Moorman (Walt Whitman High School and Paint
1992. Branch High School), entitled "Context/Content-
Based Curriculum for Communicative
The 1993 Conference Competency: Lessons for High School