The 24th Annual Conference of the Central Association of Teachers of Japanese
October 5 – 6, 2013
Pray-Harrold Hall, Eastern Michigan University
Conference Program
October 5, 2013
All presentations will be held at Pray-Harrold (PH).
8:00 – 8:30
Registration and Breakfast (PH 2nd floor)
8:30 – 8:45
Opening Remarks (Rm. PH213)
------------------------------------------------------------------------------------------------------------9:00 – 11:00 Session A: Chair: Akiko Harada (Rm. PH204)
9:00 – 9:30
Attempts to Turn a Bad Master into a Good Servant--Using Evernote to engage students in a first-year
Japanese class (English)
Guohe Zheng (Ball State University)
In Summer of 2012, Ball State started a pilot project called the Interactive Learning Initiative to support
innovative teaching with two specially designed IT-equipped classrooms. This paper is a progress report
on my attempts, as part of the project, to use the free software Evernote to engage students in a firstyear Japanese class in hopes of turning technology from a bad master into a good servant.
After an introduction of the specially designed IT-equipped classrooms of the initiative, the
paper discusses two false assumptions widely held about the project: that technology is an omnipotent
silver bullet, and that all students are well-motivated. This is followed by an analysis of the inadequacies
of the traditional approach. These include, but not limited to, the lack of engagements of the students in
speaking and listening activities, the lack of interaction between the teacher and the students and
among the students, and the lack of regular applications of the materials covered.
The paper then gives an account of my discovery and subsequent heavy use of Evernote to
address the issues emerging from the above analysis. As Evernote allows the user to record voice, all
examples of lecture notes have been presented in audio format online so that the students won’t learn
merely by their eyes. Then, before a chapter is completed, all students are required to present a skit
modeled after the dialogue, which, again, is recorded and posted online through Evernote. Moreover, all
students keep a journal 5 days of a week, in both typed text and audio form, applying what vocabulary
and grammar has been covered. Finally, all students grade each other in these activities making the class
highly interactive with much done outside classroom.
The paper concludes by discussing some unexpected benefits and new potentials of Evernote as
a powerful tool.
9:30 – 10:00
コンピュータを用いたプレースメントテストにおける対面オーラルアセスメントの役割：新入
生課との連携によるプログラム拡充の試み（日本語）
Yoshihiro Mochizuki (University of Michigan)
Ayaka Sogabe (University of Michigan)
ミシガン大学では、2012 年度より、独自に開発した computer-based placement test（以下、新 PT）
を大学の新入生課と連携し実施している。試験形式は、コンピュータで行う文法問題と読解問
題に加え、手書きの作文と講師とのオーラルインタビューからなる。
Brown（2005）は、プレースメントテストにおいて「（文法・読解・聴解・作文の）テスト
スコアだけに頼って被験者の能力を測るのは無責任である」と述べ、教師が一対一のオーラル
インタビューをすることの重要性を説いている。つまり、対面インタビューによって、「学生
の個性をも加味することができ、テストのスコアに頼るだけよりも正確に学生のレベルを判定
できる」のである。
実際、新入生課と連携した新 PT のシステムでは、講師がプログラムについて受験者と個別
に話す機会が得られ、一人一人の状況に対応できるようになったと言える。新 PT 実施後に行
ったアンケートでも、プレースメントテストで一番よかった点として、実際の講師と会って話
すことを挙げる受験者が目立ち、対面インタビューが新入生にとって日本語履修の大きな動機
付けとなっていることが分かる。また、新入生課との連携により新 PT が得たものは大きく、
例えば、大学規模で新 PT を広報したことにより、受験者数は大幅に増え、日本語履修者数、
特に中級クラスの履修者数も増えた。
本稿では、一見、コンピュータ化に逆行しているようにも見える対面オーラルアセスメント
が、受験者にどのような動機付けをもたらすか、新入生課との連携によるプログラム拡充とい
う視点から考察し、今後の展望についても述べる。
10:00 – 10:30
第二言語の授業における効果的・学習促進的な文化要素の探索（日本語）
Hikaru Kondo (Western Michigan University)
Although there are researches that show the significance of using cultural material in a language class
(Santayopas, 2011, & Fukunaga, 2006), the actual material that can be used in class and its usage still
need to be explored and organized. Moreover, the meaning of “culture” varies depending on which
aspect people focuses on. Therefore, the researcher looked for the definition of culture and its usage
that fulfill both Japanese teacher’s and student’s expectation. The purpose of this study was to explore
and define the Japanese culture as a cultural material in a language class. Teachers of Japanese as a
second language and students who previously took Japanese class participated in this survey study. The
survey revealed the individual perspectives and expectations on teaching/learning Japanese culture.
The research utilized the three aspects of culture (perspectives, products, and practices)
suggested by American Council on the Teaching Foreign Languages (ACTFL) in order to categorize the
cultural aspects listed in the survey. Then, it illustrated the similarities and differences of both teacher’s
and student’s perspectives. The results revealed that students tend to perceive products and practices
as culture, while teachers recognize more of its perceptional aspects. This finding on their recognitions
on Japanese culture indicates that students, especially who are in the basic level, may not notice the
cultural materials referred in a language class if it was focused only on its perceptional aspects.
Therefore, it is recommended for teachers to make the cultural objects clear, so that students can be
aware of the cultural materials represented in a language class. In order to meet both teacher’s and
student’s expectation in a language class, more implications for the study and further research are also
discussed in the paper.
10:30 – 11:00
Teaching Japanese Culture in the Technical Japanese Course (English)
Yasufumi Iwasaki (Carnegie Mellon University)
Barbara R. Litt (Carnegie Mellon University)
This paper reports our curricular work on teaching Japanese culture in our Technical Japanese course in
the Spring 2013 semester. The National Standards in Foreign Language Education Project (2006) defines
culture in terms of three elements: products, behavioral practices, and philosophical perspectives.
Science and technology issues shed light on Japanese perspectives, since, as Low (2009) notes, Japanese
culture interacts with science and technology in various ways. Our course thus used reading passages
and video clips about science and technology issues involving products (e.g., energy or waste
management technologies; robots) and practices (e.g., energy production and consumption; recycling;
use of robots) and prompted our students to contemplate perspectives of Japanese people.
To facilitate learning, we adopted a three-step structure in instruction and learning activities:
Comprehension (of spoken and written texts), Analysis (of their content), and Reflection (on their
content in light of students’ prior knowledge, to generate informed opinions). The steps are roughly
analogous to the educational objectives of the revised Bloom’s taxonomy in Anderson and Krathwohl
(2001). Comprehension corresponds to Remember and Understand, Analysis to Apply, Analyze, and
Evaluate, and Reflection to Create. We prepared Cloze and short-description questions for
Comprehension, and discussion questions for Analysis and Reflection. Analysis questions mostly
compared Japan and students’ countries regarding specific science and technology issues. Reflection
questions led students to deliberate differences and similarities between the countries and possible
ways to solve problems, settle issues, or improve the current situation. Finally, to answer the alignment
question “How does one ensure that objectives, instruction, and assessment are consistent with one
another?” (Anderson and Krathwohl, 2001, p. 6), we devised assessment tools (e.g., essay questions and
a final project) with the same three-step structure.
------------------------------------------------------------------------------------------------------------9:00 – 11:00 Session B: Chair: Nozomi Craft (Rm. PH213)
9:00 – 9:30
語用論／談話分析と日本語教育との連携（日本語）
Mutsuko Endo Hudson (Michigan State University)
本発表は語用論／談話分析が日本語教育とどのように連携され得るかを例証する。データは
2012 年に日本の大学で集めたもの（計 8.6 時間ビデオ収録）を使う。会話指導においては、母
語話者が種々の状況でどのような表現・会話ストラテジーを使うかの実態調査を参考にする事
が望ましい。教師／教科書編纂者が頭の中で築いた架空の話者による非現実的な会話文ではな
く、実存する話者の自然データ使用はオーセンティックであるのみならず学習者に喜びを与え
る。
言語使用における個人差は著しい。また母語話者のに準ずる言語を学習者に期待すべきか否か
も議論の余地がある。しかし、同世代の母語話者の言語使用における重要事項を指摘し、目線、
相づち等を視覚的に提示することは有益である。
データには以下のような談話要素が観察された。

名乗り、依頼、謝罪、暇乞い、理由説明などの言語行為





「あのう」「ええっと」「こう」「ま」「なんか」等のフィラー
「ちょっと」「いちおう」、「〜とか」「〜けど」「〜感じ」等のぼかし・
和らげ
「わたし、自分」「彼／彼女、あの子」等の人称代名詞
相づち、省略(例 1)、反復(例 2)、共同創出(例 3)、引き込み、無助詞、不完全文、
後置文、メタコミュニケーションコメント(例２)、笑い(例 2) 等のストラテジー
常体・敬体、敬語表現の使用・非用等ポライトネス関連
例（S: 学生；P: 教授）
1.
P：じゃ、いちおう安心してても大丈夫っていう感じで？
S：  ですね。
2.
S：あとは... えーっと（P：うん）、あとは... 何ですかね。
P：忘れちゃった？
S：忘れちゃった（笑）。
3.
P：知り合いと。
S：そうなんです、競争しなきゃいけない。
9:30 – 10:00
Kara and Node: Problems and Pedagogical Suggestions (English)
Misato Hiraga (Indiana University)
Studies including Hatakeyama (2011) show that learners of Japanese tend to overuse kara in situations
where native speakers prefer to use node. Some uses of kara can sound offensive, and the leaners may
give such impression to native speakers without their intention. Even though this is problematic, few
practical pedagogical suggestions have been made. This presentation will show that the problem lies in
current instruction and will give a pedagogical suggestion.
Currently most textbooks introduce node several chapters after kara and lack explanations as
to how the two should be distinguished. As Konishi (2010) points out, this leads to overuse of kara
among teachers and learners, and this may result in awkward examples in a textbook. To show this, I will
present results from a study that examines naturalness of sentences with past tense i-adjectives and
kara that appear in a textbook. The collected data so far show that native speakers find these sentences
to be unnatural, suggesting that a reexamination of these examples is necessary.
Studies by Zhou (2009) and Hatakeyama (2011) found that while native speakers use node when
speaking to people of higher status and when requesting, apologizing, and declining an invitation or a
request, most learners use kara. Based on these studies, I suggest including practices using kara and
node in combination with expressions that are often used for request and apology. For example, when
requesting a favor: “…node, …itadakemadenka,” “…node, …kuremasenka,” and “…kara, …kurenai?” and
when apologizing: “sumimasen. …node” and “gomen. …kara”. The differences between kara and node
are not limited to these situations, yet teaching an exhaustive list of differences would not be practical.
The chunk phrases are simpler and easier to learn, and they will help learners become aware of the
differences and avoid miscommunication.
10:00 – 10:30
日本語における漢字の存在とその教え方の考察（日本語）
Sadatoshi Tomizawa (Ball State University)
日本語学習の中で「読み」「書き」能力を増進するには漢字習得が必須であり、さまざまな漢
字教授法が論じられて来ている。どんな漢字教授法を履行しようと、漢字学習には各漢字の持
つ「書き順」「発音」「意味」の三つを教えることは必ず含まれている。しかし、この三つだ
けを教えることが漢字学習の目的だとする考えは、漢字学習をたった２６文字でしかないアル
ファベット使用の英語単語学習と同様だとするのと似ている。そうなると、必須部首数でさえ
百を超え、その組み合わせにより出来上がっている常用漢字２１３６を習得するにはかなりの
時間と努力が必要となり、たとえその数が達成出来得ても、その結果得た漢字知識の価値は
「読み」「書き」能力を増進するとする目的には十分では無いのではと考える。筆者は漢字学
習の価値は、前述した三つの点に加え、各部首の持つ意味と由来、そしてその組み合わせから
成る各漢字が持つ歴史的・文化的背景を学ぶことにあると主張する。この立場は「言語はその
文化の表れだ。」とする主張と同じである。こうした漢字の持つ側面を無視し、単に覚え易く
する為の記憶法的な教授法は本来の漢字習得目的の観点からすると大きな意義は無いのではと
考える。この主張を念頭に置き、筆者は現代日本語漢字が基としている中国語語源学（歴史）
と日本文化の影響を踏まえた漢字学習教材（漢字基本５００字）を作成し、長年授業に用いて
来た。その結果、本教材は学習者にとって漢字が覚え易いだけでは無く、日本語における漢字
の存在価値と文化背景が理解出来、漢字学習意欲と楽しさが増すことが分かった。本発表はそ
の教材の紹介とそれから学べ得る意義を論じるものである。
10:30 – 11:00
Proposal for a four-year interdisciplinary high school English literature and Japanese curriculum (English)
Clara Chi (DePaul University)
In this presentation the author proposes a four-year bilingual (English and Japanese) language and
literature curriculum for high school students. Literature classes in US high schools are labelled “English”,
while similarly, literature classes in Japanese schools are called “Kokugo”, or “national language.” Indeed,
a literature class can teach much about language and vice versa, even if the corresponding cultures are
different. I propose an interdisciplinary four-year high school English literature curriculum with Japanese
study so that students not only gain higher thinking skills such as critical analysis from studying multiple
cultures, but also build a strong understanding of the essence of communication which crosses
languages, thus improving communication abilities in both English and Japanese. In order to stimulate
active student involvement and serve as the nexus between literature and language learning, this
curriculum is divided into thematic units over the course of a year related to the identity of the student.
Activities geared towards tying literature understanding and Japanese ability that fulfill the Common
Core State Standards for English Language Arts (2010) of Reading, Writing, Speaking & Listening and
Language will simultaneously fulfill the Five Cs from Standards for Foreign Language Learning in the 21st
century (1999). Each thematic unit will present literature primarily from Western backgrounds which
meets Common Core complexity levels for that grade band, as well as relevant Japanese learning
through context-based instruction. Literature in both English and Japanese will be used for all grades.
Seniors have the option of preparing for the AP Japanese exam; recognize up to 300 kanji fluently, and
present proficiency at the JPLT N4 level. Finally, the consistent personal focus allows the student to
utilize their newfound critical thinking and communication abilities to better understand themselves and
discover their paths in life.
------------------------------------------------------------------------------------------------------------11:00 – 11:15 Coffee Break (PH 2nd floor)
-------------------------------------------------------------------------------------------------------------
11:15 – 12:15 Kyenote Presentation I (Rm. PH213)
村上春樹の日本語はなぜ面白いのか—文体を中心に—（日本語）
Seiichi Makino (Princeton University)
私は「文体」を「表現者が個人的に特定の言語の中から言語形式を繰り返し選んで表現する
様式で，基本的には話し手/書き手個人に属する」と定義します。この定義に基づいて、村上春
樹という世界的なレベルで未曾有の活躍している作家の文体的特徴を探り、どうして彼の作品
が世界の読者を魅了しているのか、作品の内容ではなく、内容を盛る器の特徴をみなさんと考
えてみたいと思います。まず文体の定義を考え、次に村上自身が様々な対談で発言している自
分の好みの文体を検討します。その次に村上文学の翻訳者/評論家が村上の文体をどう考えてい
るかを見ます。その上で、村上本人と翻訳者/評論家の文体観を指示する証拠があるのかを調べ
たいと思います。最後に、日本語教育の中では未踏の分野である「文体教育」がどうしたら可
能なのかを探ります。
一方的に講演者が話すのではなく、できるだけ対話の性格の強い「対話式講演」の様式で会
場のみなさんと恊働思考をしていきたいと考えています。
------------------------------------------------------------------------------------------------------------12:15 – 1:30
Lunch (PH 2nd floor)
------------------------------------------------------------------------------------------------------------1:30 – 3:30
Session C: Chair: Yoshika Ueno Ellicott (Rm. PH204)
1:30 – 2:00
初級学習者のための効果的な読み書き指導の教材開発の実践報告（日本語）
Masae Yasuda (University of Michigan)
本稿は 2011 年～2013 年に実施した読み書き指導の教材開発の実践報告である。初級レベル
では文法、語彙の習得、会話に焦点が当てられ、読解指導はおそろかにされがちである。その
結果、中級レベルになって読解を苦手とする学生が多い。そこで、初級レベルから積み上げ式
に読解の訓練をすることにより、初級から中級、ひいては上級への移行がスムーズに、かつ確
実に行われることを目的とした教材を開発し、1 年生の授業で宿題として使用した。この教材
開発においては以下の点に留意工夫した。
(1) 「読解」の目的を、学習者が学んだ語彙・文法・漢字が習得されているかを見ることとす
るのではなく、情報を得ること、楽しむこととする(Phillips,1984)。そのために、学習者が
日々の生活で体験しそうな内容、興味を持ちそうな内容にし、かつ、生教材も積極的に取
り入れていく。
(2) Ommagio の「理解する過程ではコンテクストと背景についての知識が非常に重要である」
と言う提唱(2001)、及び Carrell and Eisterhold (1983)の Schema Theory に基づき、学習者が母
語の知識や経験を使って、より効果的に読む練習ができる教材を作成する。
(3) Standards for Foreign Language Learning in the 21st Century (1999)の 5C の実現を図る内容にす
る。
(4) 「書き」の目的を、学習者が読んだ教材から得た知識・情報について考え、自分の意見を
表出するための手段とする。
(5) 教師が学習者の書いた「内容」に対してコメントすることにより、学習者とのコミュニケ
ーションと動機付けを図る。
(6) 宿題という形で教材を与えることにより、学習者の自律的学習習慣を養う。
発表では 2 年間の教材開発と実践の結果、初級学習者の読解力と書く力にどのような変化が見
られたかについても言及する。
2:00 – 2:30
プロジェクト学習再考 –学習者が学ぶべきこと–（日本語）
Yoshimi Sakakibara (University of Michigan)
Tomoko Okuno (Michigan State University)
Makiko Osaka (Hokkaido International Foundation)
プロジェクト学習は目的や手法が多岐に渡り、その実践報告も多くされている（熊野 2008
等）。本研究では夏の留学機関におけるインデペンデントスタディー（以下 IS）を通して、学
習者が何を習得し、プロジェクト学習の目的はどうあるべきかを検証する。
この IS は学習者が自らの日本語学習の長期目標を考え、それに対して留学の８週間で何がで
きるかを考えるところから始まる。期間中、週に一度のサポートグループと呼ばれるクラスメ
ートとのミーティングで進捗状況を発表し、お互いにアドバイスを与えながら、自分で立てた
スケジュールを基にプロジェクトを遂行する。教師も週に一度、個別ミーティングを持つが、
あくまでサポートに徹する。最後に研究発表が行われるが、IS の最終タスクは発表ではない。
IS を通して自分の「知識・意識・技術・態度」がどう変化したか振り返るレポートを提出する
ことである。また、学習者主体のため、内容はリサーチなどの研究型に限らず、体験型や創造
型など多様である。IS には以下の 3 点の特徴がある。①IS は当夏期講座全体の目標「笑顔と達
成感」、及び各学習者の長期的ゴール達成のための一環である。②IS は「自律学習」「協働学
習」であり、「知識・意識・技術・態度」の変化の振り返りが要求される。③講座参加者全員
に課せられ、日本語のレベルは関係ない。
これらの特徴と学習者の振り返りの検証により、IS は学習者が自らの変化を客観的に振り返
ることに有効であり、ひいてはそれが今後の日本語や日本語以外の学習、キャリアに役立つは
ずだと分かった。発表では具体的な流れや例も踏まえつつ、プロジェクト学習の目的の再考を
提唱する。
2:30 – 3:00
初級コースにおける、シャドーイングを用いた発音・聴解練習（日本語）
Kazuhide Takeuchi (Indiana University)
Sueyon Seo (University of Wisconsin-Milwaukee)
The most concern of SLA teachers will find the best method to put much knowledge in a limited class
time. Shadowing is the fastest, easiest, efficient way for speaking competency by taking only five
minutes a day with incredible effect. Shadowing practice was originally designed for simultaneous
interpreter training, but its effect in SLA in terms of improvement in learners’ listening as well as
pronunciation is well proven by researchers. Some studies even show its benefit for reading
comprehension as well. Among the advantages of shadowing are: no advanced preparation is needed, it
does not take significant class time (five minutes is sufficient), and it is easy to demonstrate and learn.
Current research shows how simple shadowing practice is, how it is practiced in class, and how much it
improved students’ pronunciation and listening skill. By focusing on bottom-up processing through
mimicking native speakers as they listen, students can improve their speed of phonetic representation
process, and ultimately leads to automatization of speech perception.
Subjects are undergraduate students, who are taking second and fourth semester of Japanese
courses. Students practiced lesson dialogue first five minutes of the class and at home using textbook
audio CD. The experimental groups used shadowing, and control group used repeating method. We
compared the results of the two groups analyzing the effectiveness for different level of students.
Though most students enjoyed overall, and decided to incorporate shadowing exercise into their
language study, they struggled with the length of the sentence/dialogues. We would consider students
post test reflection for future practices to help students to get the best result.
3:00 – 3:30
中級学習者を対象にしたプロジェクトワークに必要な手助けー学習者の力を引き出すための指
導法ー（日本語）
Junko Kondo (University of Michigan)
プロジェクトワークは「言語が目標達成のための必要な道具として使用される」「目標が明
確であり通常の学習活動より学習者の動機が高まる」など様々な優れた点があり（金城 1994）、
特に中級レベル以上のコースで効果的な学習法として幅広く取り入れられている。プロジェク
トを行う際、ある程度教師の援助が必要であるが（朴他 2009）、中級レベルの学習者にとって
必要な手助けについての研究はあまりない。
本研究は中級日本語コースで行った口頭研究発表プロジェクトを対象に学習者にとって必要
な手助けを特定し、具体的な指導法を考えるものである。ここで言う研究発表とは学習者が関
心のあるテーマを選び、それについて情報を集めたり考察したりした結果をまとめ、パワーポ
イントを用いて発表するもので、学習者が既に持っている知識や教科書で学んだ知識と新たに
調べて学んだ知識や違う教科で学んだことなどを関連付けて考察することで知識を再構築し、
新たな洞察に到達することを目指している。
学習者への調査結果からは多くの学習者がこのプロジェクトにおいて１）話す内容を覚える
こと、２）日本語で発表原稿を書くこと、３）結論として興味深い意見や考えを導くこと、４）
集めた情報や考えを論理的にまとめることに特に難しさを感じていたことが明らかになった。
これらは「発表が分かりにくい」「論理的飛躍がある」「結論が表面的」といった口頭発表時
に見られた問題点や教師のフィードバックに時間がかかることにもつながっていると考えられ
る。以上の点を踏まえ、プロジェクトワークを上級クラスへの橋渡しとなる活動にし、内容の
ある発表にするための具体的な手助けを提案したい。
------------------------------------------------------------------------------------------------------------1:30 – 3:30
Session D: Chair: Hitomi Oketani (Rm. PH213)
Panel: Raising Children as Bilinguals - Perspectives from U.S. and Japan
パネル：バイリンガルに子どもを育てるーアメリカと日本の知見から
Leader/Moderator: Hitomi Oketani (Eastern Michigan University)
What kind of education program promotes additive bilingualism with academic success? Additive
bilingualism is a situation where the addition of second language and culture is unlikely to replace or
displace the first language and culture (Lambert, 1980). According to Soltero (2004), education programs
such as dual language programs (e.g., two-way immersion program) or language maintenance programs
(e.g., heritage language program) lead to additive bilingualism. One of the greatest challenges in
developing this two-way immersion program, however, has been to crosswalk curricular content
materials between the US and Japanese approaches to educational pedagogy, while at the same time
creating a singular school environment encompassing both Japanese and US school cultures. Each
represented school, at this panel, has created its own unique school culture that encompasses both
educational environments.
In this panel presentation, we will first review briefly the theoretical background of bilingual
education, in particular introducing two-way immersion program (Oketani); second we will introduce
current and future issues in two-way immersion schools in Michigan (Delphia) and in Illinois (Tanaka).
Thirdly, we will introduce the issues of Japan (Noyama); and compare between Japan and U.S. on issues
of raising children as bilinguals. Finally we will foresee further implementation and agenda for better
education for children.
While each individual student’s success is the main agenda for schools, the development of
school cultures providing different approaches to engender successful outcomes also becomes crucial to
bringing forth better educational opportunities. Blending Japanese and American families together into
a blended school of Japanese and American contexts creates a unique opportunity for students to grow
beyond their own home culture, and look back at who they are in a new way. Going forward, these
students will be able to access opportunities that are still on the drawing board, but promise better
relationships and opportunities between Japan and the US. We hope that our findings may provide
helpful insight for well-designed teaching and schooling towards educating better globally competent
citizens.
Detail descriptions of panel presentations are as follows:
1. Current Situation at Hinoki International School, Michigan (English)
Ted Delphia (Hinoki International School)
Hinoki International School (HIS) started in September 2010 with 13 kindergarten students, 2 teachers,
and 1 administrator. Now in our 4th year, HIS has 130 students, 12 teachers (6 Japanese, 6 American)
and 3 administrative staff. Going forward, we plan to have a full K-6 school with 14 classrooms by the
2017-18 school year. Current demographics have close to a 50/50 balance of native Japanese and
native English speakers, with about 1/3 of students having both Japanese and English speaking parents.
Creating a model based on a public charter school rather than a private school has many bureaucratic
challenges, but creates a school that is accessible for more families. Finances are tight, but are getting
better with more resources possible in the future from the business community. Our greatest academic
challenges are:
 Lack of Japanese educational resources (trained staff, materials for parents of non-Japanese
speakers at home)
 Development of JSL that can handle individualized learning rates, and inclusion of non-Japanese
speaking students at older grade levels
 Creating ways for parent involvement for non-Japanese to allow for better support outside of the
classroom
 Encouraging Japanese parents to integrate more with non-Japanese, and help the non-Japanese
families in support
 Blending Japanese and American teachers together, and dealing with different teaching
backgrounds and credentials
 Evaluation of students’ Japanese progress
Going forward, we will need to look at student needs and articulation goals beyond 6th grade, and how
to complete the bilingual developmental process, maintain both L1 and L2 growth, and be a successful
independent learner in both languages by the end of grade 12.
2. イリノイ州におけるトーマス・ドゥーリー小学校の現状と課題（日本語）
Yukiko Tanaka (Thomas Dooley Elementary School)
Dooley Elementary School is a K-6 public school that houses a Japanese-English two-way immersion
program. This program is designed to develop students who are bilingual, bi-literate and bicultural, with
approximately half of the students entering Kindergarten as native speakers of English and half of the
students entering Kindergarten as native speakers of Japanese. From Kindergarten through 6th grade,
half of the curriculum is delivered in Japanese and half in English. Over 200 students are currently
enrolled in this program. It is one of several programs of choice offered in School District 54 in
Schaumburg, Illinois.
The biggest challenge that Dooley staff have faced since the inception of the program (12 years
ago) is to prepare Japanese teaching materials that cover the Illinois State Board of Education (ISBE)
Essential Outcomes and simultaneously offer the same level of rigor as the English-only curriculum.
District 54 is currently modifying its Literacy and Math curriculum to align with the ISBE Common Core
Standards. In order to do this, the dual language program staff search for equivalent materials or
translate the English curriculum into Japanese.
Our future issue is to refine the Japanese language assessment system. Up to now, the dual
language staff has been using the Japanese Checklists for each grade. Since these Check Lists were
created by the dual language staff without very much external feedback, it is felt that Dooley needs a
more universal and objective assessment system to accurately monitor students’ progress of Japanese.
3. 日本におけるバイリンガル教育の現状と今後の展望（日本語）
Hiroshi Noyama (National Institute for Japanese Language and Linguistics)
本発表においては、バイリンガル教育を広義に捉え、「子どもの言語教育の現場において、彼／彼女の
第二言語＝日本語だけでなく、もう一つの言語である第一言語＝母語にも配慮した教育や学習支援活
動」と定義しておきたい。この定義を踏まえて、発表テーマについて話す予定である。内容としては以下
の３つのことについて概観・報告するとともに、可能であれば、今後の課題や可能性について展望した
い。なお、約 20 分という時間の都合もあるので、（１）と（２）の事例については現状やこれまでの成果に
ついて概観するにとどめ、（３）については、発表者が実施した調査結果も含め、少し詳しく発表すること
としたい。
（１） 日本の Japanese-English Immersion Program の先駆けである加藤学園（静岡県沼津市）と、
その系譜と考えられる群馬国際アカデミー（群馬県太田市）を代表的な学校と捉えて、この 2
校のこれまでの状況について概観する。また、関連して、例えば、東京都港区にある西町イ
ンターナショナルスクールや、東京都豊島区にあるニューインタナショナルスクールにおける
バイリンガル教育の現状について触れておきたい。
（２） 日本における英語・日本語の Japanese-English Immersion Program だけでなく、いわゆるバ
イリンガルスクールとして実績のある朝鮮人学校、中華学校などの最近の教育内容や方法に
ついて触れたい。例えば、2000 年前後から現在に至るまで、日本の中華学校（東京都四谷、
神奈川県横浜市）においては、中国語と日本語のバイリンガルだけでなく、英語も加えたトラ
イリンガルを目指して、さまざまな試みやカリキュラム、シラバスの改革を行ってきている。その
現状やこれまでの成果について出来る限り報告したい。
（１）や（２）に加えて、日本の地域、つまり集住地域において実施、展開されている子どもの第二言語＝
日本語だけでなく、もう一つの言語である第一言語＝母語にも配慮した学習支援活動について触れた
い。事例としては、発表者がこれまでの縦断調査で関わってきた地域（Ａ県Ｂ町）の二言語環境にある日
系ブラジル人生徒の日本語会話力に焦点を当てたい。特に、OPI (Oral Proficiency Interview) の縦断
的測定（5 年間）で、超級あるいは上級上まで到達した 3 人の日本語とポルトガル語（母語）＝2 言語の
伸長と、3 人に共通した来日時期や地域・家庭での言語生活環境について言及したい。
------------------------------------------------------------------------------------------------------------3:30 – 3:45
Coffee Break (PH 2nd floor)
-------------------------------------------------------------------------------------------------------------
3:45 – 4:45
Kyenote Presentation II (Rm. PH213)
日本の多言語・多文化化の現状と地域における日本語教育の展開
－複言語・複文化主義的な学習支援の現場から見えてくること－（日本語）
Hiroshi Noyama (National Institute for Japanese Language and Linguistics)
本講演では，まず，日本の多言語・多文化化の現状について触れます。例えば，地域におけ
る日本語教育の展開を眺めつつ，その現場から得られた知見や経験，さらには，日本における
複言語・複文化主義（自分の母語や第一言語と違う言語の使用に興味を示しつつ，少しでもそ
の他言語を学ぼうとする考え方）の可能性について言及します。
次に，こうした日本の地域社会の状況の中で，複言語・複文化主義の理解促進につながると
考えられる交流活動の事例について紹介します。また，こうした「対話（違う言語や文化を持
った人とさまざまな工夫をしながら行うコミュニケーション活動であり，状況に応じて価値観
のすりあわせも必要となる会話）」を通した活動がいかに言語生活の充実に向けて貢献してい
るかについて考察します。
その次に，多言語・多文化社会における言語生活支援の在り方について触れます。具体的に
は，多言語・多文化社会あるいは多文化共生社会の意味について言及しつつ，言語・文化背景
が違う住民同士が，同じ地域で共に生きることや，生かし合うことの難しさと醍醐味について
触れます。そして，例えば，子どもの言語生活を支える際には，家族だけでなく，地域社会，
関係機関の役割と責任も大きいということについて言及します。
最後に，日本語の位置付けの多様性に触れながら，複言語・複文化主義の時代に応じた日本
語教育・学習支援の在り方について展望します。具体的には，講演者が 2007 年から 2012 年ま
で，日本の地域（散在地域＝Ａ県Ｂ市と集住地域＝Ｃ県Ｄ町）の日本語学習者（成人＝主に国
際結婚の配偶者と年少者＝主に高校生）に対して，OPI(Oral Proficiency Interview)の枠組みを活用
して行って来た縦断調査の結果からみえてきたことを踏まえながら，今後の日本語教育や学習
支援の在り方について展望したいと思います。ここで紹介する事例等が皆さんの現場で，何ら
かの役に立てば幸いです。
------------------------------------------------------------------------------------------------------------5:30 – 8:00
Dinner (Ballroom B, the EMU Student Center)
October 6, 2013
All presentations will be held at Prray-Harrold (PH).
8:30 – 9:00
Registration and Breakfast (PH 2nd floor)
------------------------------------------------------------------------------------------------------------9:00 – 9:30
Session A: Chair: Akiko Harada (Rm. PH204)
9:00 – 9:30
Collaboration with a Social Studies class in the AP/Level 4Japanese language classroom (English)
Yasuko Makita-Discekici (Glenbrook South High School)
Susan Flickinger (Glenbrook South High School)
In the Japanese language and culture course, students are expected to develop both language and
culture skills in order for them to function in various social contexts in an appropriate manner. They
are also encouraged to appreciate different points of views and ways of thinking about the world. It is
important to note one of the ACTFL standards for foreign language learning is Connections: Connect
with other disciplines and acquire information. The purpose of this paper is to discuss a collaborative
teaching arrangement made between the upper-level Japanese and a Social Studies class called the
Pacific Rim at a high school in the Midwest region.
The school presented in the paper is a public high school, which has extensive curricular
offerings in English, Math, Science, Social Studies, World Languages, Art, and others. The Language
Department offers seven different languages including Japanese. The Japanese program began in the
2004-2005 school year and now offers a full sequence of Japanese courses including Advanced
Placement Japanese Language and Culture, while the Social Studies department provides various
history and social science courses. One of them is a one-semester Pacific Rim class, which is a surveycourse on Asian countries such as China, Korea, and Japan. Students will explore current Asian
influences on U.S. events by studying Asian cultures.
Every semester both the Japanese and the Pacific Rim teachers select four or five culture topics
together. The Japanese language students then do research on the selected topics in small groups and
present their acquired cultural information and viewpoints to Pacific Rim students.
We will describe our collaborative teaching experiences and how Japanese students interacted
with Pacific Rim students. We will highlight the advantages of our collaborative teaching; and will also
raise some concerns about the disadvantages of a collaborative approach.
------------------------------------------------------------------------------------------------------------9:00 – 9:30
Session B: Chair: Konomi Shinohara Corbin (Rm. PH213)
9:00 – 9:30
「ネイティブ」であること：日本社会／文化コースでのジレンマ（日本語）
Hiroko Hirakawa (Guilford College)
I teach courses in the Japanese language and culture at a small, liberal arts college in North Carolina.
One of the primary objectives in my culture courses is to problematize the notions that students often
take for granted, such as "traditional," "modern," "Asian," "Western," "Japanese," "American," etc.
Given an increasing number of students bringing a new (orientalist) enthusiasm to class due to the
popularity of anime and other forms of Asian pop cultures, this objective becomes particularly
significant. For many students I am a “native informant,” who brings to class an “authentic,” “accurate,”
“insider’s” view of Japan. This perception of my nativity is parallel to that of the students in my
language classes, who believe that I am a good teacher because I am a native speaker. Undoubtedly, I
benefit from, and even exploit on, their naïve conception of native informant/speaker. Ironically, the
more the class becomes successful, the more skeptical the students become of their perception of my
credibility that is based on the orientalist conception of Japanese nativity. Elsewhere I explored this
dilemma that I confront in teaching (Hirakawa 2012). Building on, and expanding the scope of, this autoethnographic account, this proposed paper presents the interviews I will conduct with those teaching
similar courses. Those to be interviewed include both the Japanese and non-Japanese nationals, and
have varying degrees of fluency in the Japanese and English languages. It is my hope that an analysis of
the interviews reveals the ways we negotiate and navigate the tricky double path of being a native
informant and non-native speaker (or vice versa).
------------------------------------------------------------------------------------------------------------9:30 – 10:30 Special Presentation (Rm. PH213)
Introduction to format and content of AP Japanese Exam (English)
Dan Carolin (Kennedy High School)
Motoko Tabuse (Eastern Michigan University)
Numerous high school and heritage school learners of Japanese can benefit from taking the Japanese AP.
This session is designed to familiarize high school teachers, heritage school teachers, and any others
who are interested, in learning about the format and content of the AP Japanese Language and Culture
Exam in order to help them better prepare learners for success on the exam. The session will also
address how high school teachers can adjust their curriculum to match the exam format and content. In
particular, the session will address strategies for success on the exam’s free response questions in the
interpersonal and presentational mode.
The presenter will open the session reinforcing the definitions of the three modes of
communication—interpretive, interpersonal, and presentational. The presenter will introduce the
overall format of the exam with examples from each of the sections. The presenter will then provide a
more detailed look at interpersonal and presentational tasks and provide examples of successful student
answers as well as the rubrics used in the scoring of the exam. Participants will discuss strategies for
how student performance on the interpersonal and presentational can be improved, including concrete
examples of successful classroom practices. The presenter will guide the participants in a discussion
about types of performance-based assessment and focus on the variety of interpersonal and
presentational assessments that can be used to ensure student success on the exam.
In addition, participants will be introduced to a site that provides information about credits
given for passing scores on the exam, allowing parents and students to make informed decisions about
the taking of the exam. Finally, procedures needed for procuring testing site for heritage learners in a
district without an AP Japanese program will also be discussed.
------------------------------------------------------------------------------------------------------------10:30 – 10:45 Coffee Break (PH 2nd floor)
------------------------------------------------------------------------------------------------------------10:45 – 11:45 Invited Presentation (Rm. PH213)
Language Technology and Its Role in Language Teaching/Learning (English)
Takako Aikawa (Massachusetts Institute of Technology)
The goal of this talk is to provide Japanese language teachers an opportunity to brainstorm the role of
language technology in language teaching/learning. To this end, I will first provide a brief introduction
of my previous careers, so that the audience can have a better understanding on why I am interested in
this topic. I will demonstrate some of the projects that I had worked on while I was at Microsoft
Research. Second I will discuss interface issues between language technology and language
teaching/learning. The language technologies that I talk about are NLP (natural language processing)
and MT (machine translation). I will describe these technologies in some detail and show some concrete
applications using NLP or MT that aim to contribute to language teaching/learning. Third I will briefly
address the topic of OER (open educational resources). I will point out some pros and cons of OER. Last
but not least, I will discuss what needs to be done to move forward in incorporating language
technology into language teaching.
---------------------------------------------------------------------------------------------------------------11:45 – 12:15 Door Prize/Concluding Remarks/Conference Evaluation (Rm. PH213)