Merienda! - The Japan Foundation, Manila

Merienda!Vol. V No. 7 August 2010The Japan Foundation, Manila Nihongo Teachers’ NewsletterHigh School Teachers and StudentsEnter the Nihongo World!Last June 2010, using the materialsdeveloped by the Japan Foundation, Manila(JFM), 14 Science and Public High Schools fromMetro Manila began their Nihongo Program forthe School Year 2010- 2011. Teaching the morethan a thousand high school students attendingthese Nihongo classes are the 29 high schoolteachers who trained last April 12 to May 21,2010 for the course of the JFM entitled, the new“Course on Japanese for High Schools (CJH).”In 2009, when the Bureau of SecondaryEducation of the Department of Education(DepEd/BSE, Philippines) implemented theSpecial Program in Foreign Language in HighSchools, the JFM already conducted a CJHTraining, but which mainly focused on teachingJapanese Culture. However, this year, in the newCJH the high school teachers from the English,Social Studies and other departments of theirrespective schools, were trained not only to teachJapanese Culture but were also prepared to teachNihongo by learning and gaining competency inNihongo themselves.The six-week training was held Mondaythrough Friday from 9:30 to 3:00 p.m. at theNihongo Center Foundation, Inc. During thecourse, “enTree – Halina! Be a Nihongojin!”, thenewly developed materials specially made forFilipino High School Students, was used for thefirst time. Designed to guide the teachers inteaching Nihongo and Culture together, thesematerials aim to equip learners with the curiositytowards one’s own culture and the world and thecontinuous opportunity for self-improvement.During the training, the new CJH teachers,discussed in groups the similarities and differencesof the Philippines and Japan and talked about thethings they realized and discovered about theirculture, the culture of Japan, as well as the cultureof other countries. Also, they honed their speakingand listening skills by talking about things relatedto themselves and presenting group or individualprojects in Nihongo, as well as learn reading andwriting in Hiragana. Moreover, the teachers alsohad an opportunity to talk with Japanese visitorsduring the course. In this activity, the Japanesevisitors were surprised and amazed at how well theteachers were able to talk about themselves, theirfamilies and their favorite things. With this feedback,the Nihongo community is up with bright hopesthat the Filipino High School Learners will enjoyand learn Nihongo and Japanese Culture as goodas their teachers.This Issue’s MenuWhat’s InsideMerienda Espesyal 1JLE for Philippine HighSchools, Nihongo FiestaMerienda Espesyal 211th Nihongo Teachers’Forum, The Cebu SceneMagkape muna Tayo!Hello! Good Bye!Merienda Espesyal 3Nihongojin CornerSapin-sapinJFM Lecture SeriesBanana QJF Japanese-LanguageProgram Grantee Report2-34-56-78-91011

Merienda!ESPESYAL 1Nihongojin in the Makingjapanese-language educationfor philippine high schoolsIsabelle B. SanchezMs. Isabelle B. Sanchez is a Nihongojin in the making;she participated in both the first and second batch ofpublic science high school teachers trained by The JapanFoundation Manila to handle the Course on Japan forHigh School. She is a Head Teacher III (English) at thePasig City Science High School.Last summer (April 12-May 21), twenty-nine of us high school teachers from NCR attendedthe Course on Japan for High School (CJH) - a joint endeavour of the DepED/BSE andthe Japan Foundation, Manila. For six exciting and fun-filled weeks, we met daily at theNihongo Center Foundation in Makati City to prepare to become Nihongojins for SchoolYear 2010-2011. Yes, it’s unbelievable, but thanks to our mentors/trainers, Flori Sensei,Jen Sensei, Chesca Sensei, Alice Sensei, Jon Sensei, Ofune Sensei and Waguri Sensei, wehave gained much more confidence to teach Japanese language and culture this time.Having been part of the first CJH held last year, I could say that this year’s CJH was muchbigger and better. We had new classmates, new mentors, and new and improved coursematerials. The sessions were much more coordinated and learner-centered, thanks tothe thematic syllabus our trainers prepared. We organized our own portfolios, wroteour reflections, filled out rubrics, and tried out our students’ worksheets; and believe itor not, after only two weeks, we were able to practice the little Nihongo that we learnedby interviewing Japanese nationals! Omoshiroi!!! We also toured around the ManilaJapanese School and interacted with their teachers. We did some origami in one of ourlessons, and on our last day, we sampled authentic Japanese food, wore yukatas, andlearned and sang Japanese songs. Subarashii!!! The visual aids also got us so thrilled andenergized to teach. This year, aside from the photo panels, we were introduced to realiakits which came all the way from Japan! The Japan Foundation in Tokyo, which producedthis kit specifically for Nihongo learners in High School, included Japanese high schooluniforms, bags, textbooks, yukata, toys and so much more. We could hardly wait for thetime we can use these items in class. Tanoshimi!!!Thanks to the training offered by the JFM, I can now say with confidence, “Hajimemashite.Isa desu. Nihongojin desu. Douzo yoroshiku onegaishimasu.”The “enTree- Halina! Be a Nihongojin!” team includesJunilo S. Espiritu, Bernadette S. Hieida, Alice Mary L.Itchon, Florinda Amparo A. Palma Gil, Francesca M.Ventura, Chisato Ofune, and Natsumi Waguri, withKaoru Fujinaga as adviser.“enTree- Halina! Be a Nihongojin!” is a set of materialsfor a two-year Nihongo program specially made forFilipino High School students and teachers. Guidedby its principal concept, “Discover and Fulfill One’sMission”, the developers of the materials, throughthe “enTree,” hope to prepare Filipino high schoolstudents and teachers to become Nihongojin, bythem with 1) the curiosity towards one’s cultureand the world and 2) the continuous opportunityfor self-improvement. Each set includes a) LessonPlans with Teacher’s References (16 units ×2 years),b) worksheets, c) audio-visual aids (pictures,flashcards, realia, etc.) and d) evaluation kit (selfevaluationsheets, rubric, etc.)

2010 Nihongo FiestaThe 2010 Nihongo Fiesta was held on February 27 at the SM Mall ofAsia. The Nihongo Speech Contest was held at the Cinema 2 in themorning, and was followed by the Nihongo Quiz Bee for High SchoolStudents in the afternoon. Other highlights of the Nihongo Fiestawere the Japanese & Filipino Street Fashion Exhibit & Contest, andthe performances by the Filipino band PEDICAB, and the all-femaleJapanese rock band SHONEN KNIFE.Quiz BeeIndividual Category Winners1st Place - Nicaella S. Castillo (Manila Science High School)2nd Place - Marie Israel Rigonan (Marikina Science High School)3rd Place - Jason Cydrick Gupo (Makati Science High School)Group Category Winners1st Place - Marikina Science High School2nd Place - Caloocan City Science High School3rd Place - Manila Science High School3Ms. Sabina V. Zafra studied theJapanese language at the NihongoCenter Foundation, and has attendedvarious Teacher Training courses offeredby the Japan Foundation, Manila. Shecurrently works as a freelance Japaneselanguage lecturer in Japanesecompanies.Sabina V. ZafraMy Impression on theNihongo Quiz BeeEleven schools participated in the 2nd Nihongo Quiz Beefor High School Students - a joint project of the Associationof Filipino Nihongo Teachers (AFINITE) and the JapanFoundation, Manila which was a part of the 2010 NihongoFiesta. Being assigned as one of the scorers, I realized that theNihongo Quiz Bee was an effective instrument in promotinggood relationships between the Philippines and Japan; thequestions given covered not only the language, but alsoother important aspects relevant to Japanese culture andtradition. Hence, the youthful participants, were given achance to broaden their knowledge about Japan.The Nihongo Quiz Bee for High School students, if held annually,will certainly create a feeling of excitement among the youngones. Many students will be motivated to study the languagevery well so that they can join the contest. They will developan enthusiasm to know more about Japan. Thus, I think theywill learn to appreciate Japan and can be significant factors inpromoting cooperation and better relationship between the 2countries. Let us hope that this event continues to be held inmany more Nihongo Fiestas to come.Gersha Jane Toyoda winning Speechできないからいい ゲレシャ・トヨダできないから、いい私 の 家 族 はチョー 仲 良 しです。 私 は 自 分 の 家 族 が 大 、 大 、だーい 好 きです。でも 私 の 家 族 は、 全 くもって 意 味 不 明です。父 、 日 系 ブラジル 人 。母 、 日 系 フィリピン 人 。私 、フィリピン 生 まれのフィリピン 人 。姉 、ブラジル 生 まれのブラジル 人 。妹 と 弟 、 日 本 生 まれのブラジル 人 。でも 私 たちは、 血 のつながった 家 族 です。37th Speech Contest ResultsStudent Division1st Place - Ms. Lodih Maria D. Pable (Mindanao Kokusai Daigaku)“ 日 本 人 が 知 らないフィリピン 教 育 ”2nd Place - Mr. Kota D. Shibazaki Mindanao Kokusai Daigaku“からっぽの 半 分 ”Non Student Division1st Place & Outstanding Performance AwardMs. Mizhelle D. Agcaoili (Alpha Philippine Language Institute)“ 正 しい 母 のあり 方 ”Special Jury Award - Ms. Anne Lorraine N. Casala(Philippine Institute of Japanese Language & Culture)“ 負 けるものか”2nd Place - Ms. Genny R. Yang (Advanced World Solutions)“1ポイントだけ”Open Division1st Place & Grand Prize Winner - Ms. Gersha Jane B. Toyoda(Mindanao Kokusai Daigaku)“できないから、いい”2nd Place - Ms. Charo Cañeda (The University of Manila)“ 日 本 のアニメで 学 ぶ”日 本 へ 帰 ると、テーブルには 毎 日 、 日 本 料 理 、フィリピン 料 理 、ブラジル 料 理 が 一 品 ずつ 並 びます。 同 じなのはサラダだけ。ブラジル 料 理 、 私 は 嫌 いです。とくにあの 豆 料 理 。 名 前 は 忘 れましたが、 意 味 分 かんない 味 してる 料 理 があるんですよ。 反 対 に、 姉 や 父 はフィリピン 料 理 が 嫌 いです。 甘 すぎるって 言 います。さらに 妹 と 弟 は、 日 本 料 理 しか食 べません。 文 化 がバラバラです。バラバラなのは 食 べ 物 だけじゃありません。 私 たち 兄 弟 4 人 は 見 た 目 も 性 格 も 全 然 違 います。お 姉 ちゃんは 見 た 目は 完 全 にブラジル 人 で、 性 格 も 開 放 的 です。 私 は 見 た 目 もフィリピン 人 で、 性 格 も 保 守 的 。 弟 は 肌 は 茶 色 いけど、 顔は 日 本 人 。 妹 は 見 た 目 も 中 身 も 完 全 に 日 本 人 。だから、 家 族 が 一 緒 にいても 全 く 家 族 には 見 えません。もちろん 言 葉 もむちゃくちゃです。 父 と 姉 が 話 すときはポルトガル 語 。 二 人 以 外 ポルトガル 語 は 分 かりません。 私 が母 と 話 すときはフィリピン 語 。 家 族 は 私 たちの 会 話 に 入 れない。そして、 妹 と 弟 は 日 本 語 しか 話 せない。 全 員 が 話 せるのは 日 本 語 だけ。しかも 両 親 の 日 本 語 は 文 法 むちゃくちゃで、かなりビミョーです。私 の 家 は 両 親 が 共 働 きでした。 日 系 人 の 家 族 は 大 体 そうです。 両 親 は 仕 事 があるから、ブラジルに 姉 を 残 して、 日本 で 働 きました。 姉 は10 歳 まで、ブラジルのお 婆 ちゃんに 育 てられました。 私 も、10 歳 まではフィリピンのお 婆 ちゃんに 育 てられました。でも、 妹 が 生 まれるとき 姉 が 日 本 に 呼 ばれ、 姉 が 妹 の 面 倒 を 見 ました。そして、 弟 が 生 まれたとき、 今 度 は 私 が 呼 ばれました。それで、 文 化 も 言 葉 も 習 慣 も、 全 然 違 う 家 族 になってしまいました。 私 たちが 家 族 で 出 かけると、 本 当 に 兄 弟 なの?そんなに 顔 が 違 うのに、ほんとに 家 族 ?そんな 風 に 聞 かれます。たしかに、 文 化 は 全 然 違 うし、 言 葉 も 通 じないことがあります。コミュニケーションも 難 しいです。でも、 私 たちは 強 いきずなで 結 ばれています。 皆 、 家 族 が 大 好 きです。どうしてだと 思 いますか。それは、 出 来 ないことがたくさんあるからです。コミュニケーションが 難 しいから、 逆 に、お 互 いの 話 を 聞 こうとします。 何 を 言 ってるか 良 く 分 からないから、 聞 かなきゃならない。できないことが 多 いから、そばにいて 助 けようとする。お 父 さんは 日 本 語 が 全 然 だめ。だから、お 姉 ちゃんが 通 訳 をする。お 母 さんの 話 が 無 茶 苦 茶 になる。 私 が 代 わりに 伝 える。英 語 が 苦 手 なお 姉 ちゃんには、 私 が 教 える。漢 字 が 苦 手 な 私 は、 妹 から 習 う。両 親 が 仕 事 のあいだはお 姉 ちゃんと 私 が 家 事 をする。 妹 と 弟 の 世 話 をする。出 来 ないところは、 出 来 る 人 が。よわいところを 助 けあう。だから 楽 しいんです。言 葉 や 習 慣 が 違 うから、 理 解 できないとか、コミュニケーションが 難 しいから、 仲 良 くできないとか文 化 が 違 うから、 受 け 入 れられないとか。そんなことは、ありません。私 たち 家 族 を 見 て 下 さい。出 来 なくて、いいんです。 出 来 ないから、いいんです。聞 こうとする。 助 けようとする。そばにいようとする。異 なる 人 種 、 異 なる 国 籍 、 異 なる 文 化 が 仲 良 くするためには。たったそれだけで、いいんです。ありがとうございました。

The 11th Philippine NihongoTeachers’ Forum (June 5, 2010)Marites A. DoñaMarites A. Doña has been teaching Nihongo for more than 18years at various Japanese companies, hotels and other tourismrelated establishments. She acquired her Nihongo Educationat the Freedom Language School in Shinjuku, Tokyo, Japanwhere she studied from 1987 to 1989. She then started herteaching career at PROS International Inc. where she taughtfor two years, and at present is connected with NIHONGOKYOIKU TUTORIAL SERVICES. She is the current President of theAssociation of Filipino Nihongo Teachers (AFINITE).Nihongo learnersshould be able to makethemselves understoodusing their languageproficiency to the fullest.Improving Communicative CompetenceThe New Japanese Language Proficiency Test (N1, N2, N3, N4,N5) is set to be conducted for the first time on 5 December2010 in the Philippines. The New JLPT will definitely challengethe examinees because they will need to think about how toreact in certain situations, how to use and respond appropriatelyby using Nihongo, given the setting and the topic. They will needto know how to interpret the larger context and how to constructlonger sentences in Nihongo where the parts make up a coherentwhole; they must know how to recognize and reconstructcommunication breakdowns so as to be understood. In short, notonly is memorization required, but also the understanding of theNihongo language as a whole. Nihongo learners should be ableto make themselves understood using their language proficiencyto the fullest. The 11th Philippine Nihongo Teachers’ Forum waspartially focused on the New JLPT; it was extensively discussedby Ms. Rie Hatakeyama of the Japan Foundation’s Center forJapanese Language Testing.The Drama Project Work, as cited by Ms. Florinda Palma-Gil, is asuggested tool to encourage active participation among studentswhere they can explore the use of new words and phrases thrudrama, and maximize communicative involvement by interactingwith each other, with native speakers or with senseis duringcoaching time. Doing this, students learn Nihongo the natural wayand are able to express their ideas in Nihongo by making their ownscenario and video.The presentation of the Team enTree to reach out and get thestudents to interact with each other was very interesting. Thesuggestion on how to start a lively conversation using everydayexpressions, or most commonly used slip-of-the-tongue words foropening topics was unique. Some funny words or most frequentlyused catchy words in Tagalog or English, which when translated intoNihongo, can still be delivered naturally. It is an approach whichencourages proper expression and interaction in diverse situations.The afternoon session of the said event started with a review of lastyear’s November forum. Ms. Maria Eleanor Tanteo, the immediatepast President of AFINITE, spoke about the compilation of vocabularywords for different groups of students. She encouraged the teachersto continue meeting and developing the list which can be madeinto a sociolinguistic reference book. Ms. Tanteo was then followedby the presentations by the teacher-trainees and the teachingmaterialsdevelopment team stressed on the importance of focusingon the oral skills of the students to improve their communicativecompetence; Ms. Frances Mendoza of NCF talked about theeffectiveness of using picture cards in the KURIKAESHI RENSHUU orrepetition drill. The OUTOU RENSHUU (Question and Answer) was themost interesting since the students are challenged in constructingsentences using the patterns learned to express their thoughts andcommunicate in Nihongo.Mr. Niimi of the Japan Foundation, Manila discussed an activity whichcan be done to improve the students’ communicative proficiency - byusing ‘じんせいそうだん’ columns from newspapers; teacherscan encourage the students to respond by writing their commentsand giving their advice orally. The presentation/role-play portion canmotivate them to listen carefully and respond accordingly. This activityenables the students, including the non-vocal/ shy learners, to speak upsince the topics are comfortable to deal with.The forum provided the teachers with useful techniques andactivities to have more meaningful lessons, and the awareness thatthe objective of these classroom lessons should be to improve thecommunicative competence of the students. It is hoped that futureforums continue to provide the teachers with more information andenlightenment to enable them to teach their students well.

The CebuSceneThe Practical Teaching Course (PT) andthe Practical Teaching Advanced Course(PTA) of the Nihongo Skills TrainingProgram of JFM was again brought toCebu this year. Both courses were heldon the Independence Day weekend fromJune 12 - 14. Among the participantswere those who came from distant citieslike Ozamis and Iligan, and contraryto expectation, one participant camefrom Cavite. JFM, with the assistance ofANT-V and the NEC Telecom SoftwarePhilippines Cebu office, hopes to continueserving the needs of Nihongo teachers inthe Visayas region. Watch out for futuretraining courses!Merienda!ESPESYAL 2 5Practical Teaching Course (PT) in CebuPractical Teaching Course Advanced (PTA) in CebuDesiree A. UyMs. Desiree A. Uy is a former Monbushoscholar who has experienced workingin various Japanese multinationalcompanies. She is currently teachingEngineering subjects at the Cebu Instituteof Technology. She also hopes to teachNihongo to a greater extent in the future.“The course gave meinsights and showedme techniques on howto effectively teachThe PT Cebu Course - 間 に 合 ってよかったLast June 12-13, 2010, I joined the PT course offering conducted by the Japan Foundation,Manila. Actually, I found out about the course only the day before the deadline forregistration from a friend. I hurriedly checked and opened, for the first time, the website ofJFM and sent my accomplished application form. I’m glad to have made the deadline forsubmission.I have been teaching Basic Japanese Language informally to colleagues in the companies Ihave worked in Cebu but never had any formal training in teaching any foreign language,let alone Nihongo. The course gave me insights and showed me techniques on how toeffectively teach Nihongo to beginners without them getting neither bored nor feelingstressed. With the correct and smooth flow of the lesson presented through the Wakaraseru,Oboesaseru, and Tsukawaseru stages, the lessons became interesting, fun and practical. Thepractice teaching we had to give in front of our classmates was a good measure of howgood and efficient we were in teaching the language. We were able to gain insights fromeach other on the way we handled the class, kept up the tempo, formulated questions, andmade use of resources to make classes lively and interesting through each other’s commentsand suggestions.With the invaluable learning and actual practice we got, I wouldn’t hesitate to recommend thecourse to any Nihongo practitioner, be they just starting to teach the language or have beenin it for some time. The course reminds us on the best practices, measures our performanceon teaching the language, as well as keeps us updated on good material resources we cantap and use in our actual teaching.Nihongo to beginnerswithout them gettingneither bored norfeeling stressed.”

Good Bye MessagesMs. Natsumi WaguriMs. Natsumi Waguri was the Japanese-Language Adviser at the Japan Foundation,Manila from May 2007 to June 2010.目 を 閉 じると、 今 もフィリピンで 出 会 ったみなさんの 温 かでやさしい 笑 顔 が 浮 かんできて、 胸 が 熱くなります。ひとりひとりの 人 とのと 出 会 いを 通 して、 私 自 身 、 教 師 として、 人 として 学 ぶことが数 えきれないほどありました。みなさんの「もっと 勉 強 したい!」「もっと 上 手 になりたい!」という 強 い 思 いに、とても 驚 き、 刺 激 を 受 けました。 一 緒 に 悩 み、 励 まし 合 い、 楽 しみ、 笑 い 合 える大 切 な 仲 間 ができたことが 一 番 の 財 産 です。これからもフィリピンのみなさんとのつながりを 大 切にしていきたいと 思 っています。 本 当 にありがとうございました!また、 会 いましょう!和 栗 夏 海The following were last year’s batch of Young Japanese-Language Teachers(YJT) dispatched under the JENESYS Programme to teach in various Philippineinstitutions offering Nihongo.Mr. Soushi Uchiyama(Metro Manila - Caloocan City ScienceHigh School, F. Torres High School)今 回 は10カ 月 でしたが、 本 当 にお 世 話 になりました。 日 本 に 戻 ってきて 最 初 に 感じた 正 直 な 気 持 ちは、フィリピンへまた戻 りたいというものでした。ということで、またいつかフィリピンへ 帰 ります。その 日 まで。Ingat!!!内 山 宗 志Ms. Mayu Suzuki(Metro Manila - Pasig City ScienceHigh School, Marikina Science High School)こんにちは。 鈴 木 麻 由 です。 皆 さんのおかげで、 充 実 した10ヶ 月 を 過 ごす 事 ができました。 本 当 にお 世 話 になりました。ありがとうございました。フィリピンの人 、フィリピンの 食 べ 物 、フィリピンのジープニー、 全 部 大 好 きです。いつまでも、 絶 対 忘 れません。 最 後 に 一 言 ・・・・・フィリピン 最 高 !!!鈴 木 麻 由Ms. Mai Nakamoto(Metro Manila - Valenzuela City ScienceHigh School, Sauyo High School)フィリピンでの10ヶ 月 は 人 とのつながりを 身 近 に 感 じた10ヶ 月 でした。 学 校の 生 徒 、 先 生 、AFINITEの 先 生 方 、 同 じYJTの 仲 間 、 事 務 所 の 皆 さん、 全 ての 人に 助 けてもらったので、とても 感 謝 しています。フィリピンに 来 てよかったです。Maraming salamat po!!Ms. Kaori Nakamura(Metro Manila - Makati ScienceHigh School, Muntinlupa Science High School)10ヶ 月 という 短 い 間 でしたがフィリピンの 皆 さんから 沢 山 のことを 学 びました。一 生 忘 れることのできない10ヶ 月 間 でした。 本 当 に 有 難 うございます。 またいつかフィリピンに 戻 ってきたいです!!中 村 かおり中 本 麻 衣Ms. Mana Nakayama(Mindanao Kokusai Daigaku, Davao City)MKDの 皆 さんと 一 緒 に、この10ヶ 月 間 を 過ごせて、 私 は 本 当 に 恵 まれていました。助 けていただくばかりで、 申 し 訳 ありませんでした。いつか 恩 返 しができるように、 大 学 院 で勉 強 がんばりたいと 思 います。これからも、お 体 に 気 をつけて、お 仕 事頑 張 ってください。中 山 真 菜Ms. Sachiko Ogura(Trade-Tech InternationalScience Institute, Inc. Mandaue CityMillions of thanks cannot express myappreciation for your support.I was able to spend 10 wonderfuland unforgettable months in thePhilippines. Daghang salamat.Mingawon ko inyo!!!小 倉 幸 子

Magkape muna Tayo!Hello greetings7Ms. Chisato OfuneMs. Chisato Ofune is the Japanese-Language Adviser in charge of the projecton introducing Japanese-languageEducation in Philippine High Schools.はじめまして。 大 舩 ちさとです。3 月 下旬 にマニラにやってきました。 今 まで東 京 、 中 国 、ベトナムで 主 に 中 学 ・ 高校 の 日 本 語 教 育 支 援 を 中 心 に 仕 事 をしてきましたが、フィリピンでも 新 しく始 まった 高 校 の 日 本 語 教 育 プログラムを 担 当 します。 高 校 のプログラムが 担当 ですが、もちろんフィリピンの 日 本語 教 育 に 関 わる 全 ての 人 との 出 会 いを楽 しみにしています。どうぞよろしくお 願 いします!大 舩 ちさとMs. Eri MiyakeMs. Eri Miyake is the Japanese-LanguageAdviser who has come to replace Ms.Natsumi Waguri whose has finished herterm and has returned to Japan.みなさん、こんにちは。Ako po si EriMiyake. 二 年 前 、JENESYSプログラムでフィリピンへ 来 ました。その 時 は、フィリピン 大 学 のITトレーニングセンターとムンティンルパサイエンス 高 校でお 世 話 になりました。10ヶ 月 間 という 短 い 時 間 の 中 で、 色 々な 人 に 出 会い、 生 きていく 中 で 何 が 大 切 で、 自 分は 何 を 大 切 にしていったらいいのか 考える 機 会 をたくさんもらいました。そして、またいつかフィリピンへ 来 て、自 分 ができることをしたいと 思 い、ここへ 戻 ってきました。 今 回 も、またみなさんとコミュニケーションをする 機会 をたくさん 持 ちたいと 思 っています。 今 からみなさんとの 新 たな 発 見 が楽 しみです。どうぞよろしくお 願 いします。三 宅 絵 梨The following are this year’s batch ofYoung Japanese-Language Teachers(YJT) dispatched under the JENESYSProgramme to teach in various Philippineinstitutions offering Nihongo.Ms. Ayano Nakazawa(Mindanao Kokusai Daigaku, Davao City)ミンダナオ 国 際 大 学 は 学 生 のレベルも高 くて 日 々 勉 強 です。たくさんいろんなことを 吸 収 して 帰 ります!よろしくお 願 いします!Ms. Kayo Fukunaga(Trade-Tech International ScienceInstitute, Inc. Mandaue City)中 澤 綾 乃はじめまして! 福 永 佳 世 です。フィリピンに 来 ることができて、とてもうれしいです。こちらでの 出 会 いを 大 切 にして、たくさんのことを 学 んでいきたいと 思 っています。どうぞよろしくお願 いいたします。福 永 佳 世Ms. Megumi Katayama(Valenzuela City Science High School, F.Torres High School)はじめまして。 北 海 道 、 日 本 最 東 端 の知 床 (しれとこ)から 参 りました、 片 山恵 です。 日 本 のことを 紹 介 すると 共に、 多 くのフィリピンの 人 と 交 流 し、フィリピンの 文 化 、 食 べ 物 、 景 色 、 様々な 物 に 触 れて、 見 て、 感 じて、フィリピンのことを 知 りたいと 思 います。片 山 恵Ms. Sayaka Hanami(Muntinlupa Science High School, PasigCity Science High School)みなさん、こんにちは! 新 YJTの 花 見さやかです。10ヵ 月 間 という 短 い 期 間ではありますが、フィリピンで、たくさんのすてきな 人 たちと 出 逢 えることを、 楽 しみにしています。どうぞ、よろしくお 願 いします!花 見 さやかMs. Sayoko Minami(Makati Science High School, City ofMandaluyong Science High School)南 沙 代 子 です。 今 年 の3 月 に 大 学 を 卒 業しました。フィリピンで、 両 国 の 友 好関 係 のためにがんばります。南 沙 代 子The Metro Manila babes - YJT Batch 3 (left) Hanami, Minami, & KatayamaThe Provincial YJT Batch 3 (top) Nakazawa, (bottom) Fukunaga Chisato Ofune Eri Miyake

NihongojinCornerNihongojin is a term coined from the words‘Nihongo’ and ‘jin’ , which mean ‘JapaneseLanguage’ and ‘person’, thereby giving itthe meaning “people who are involvedin Japanese Language, both native andnon-native, regardless of their level ofproficiency.” The concept was createdto give learners a sense of belonging toa growing international community ofJapanese speakers all over the world.The Nihongojin Corner aims to introduceindividuals in the Philippines who areactive in the field of Japanese-LanguageEducation.“Our vision is to spreadthe Japanese language andits culture to the local andnational areas, conductcommunity services likeJapanese Lessons for out ofschool youth, and most of alldevelop and strengthen therelationship of both Japaneseand Filipinos, and withdifferent countries as well”Mr. Romeo L. AbendanA native of Cebu City. Owner of AbendanNippongo Center (Tel. No: (032) 420-5829). TheCurrent President of the Association of NihongoTeachers in the Visayas (ANT-V). A formerinterpreter of Taiyo Yuden Phils. Inc. in MEPZ Iand Kyocera Phils. Inc. in Naga, Cebu. One of thepioneers of the “National License Japanese TourGuide” in Cebu. Loves to go swimming, skating,dancing, playing chess and billiards.Merienda (M): Where did you learn Nihongo and what led you tolearn Nihongo?Romeo L. Abendan (RLA): At first, I learned Nihongo through selfstudy,and then I enrolled in a Nihongo Class at the University of SanJose Recoletos (USJ-R). Based on Philippine history, in 1945, after WorldWar II, the Japanese Government had no money and had to pay wardamages to many countries. After 30 years Japan became one of theeconomic leaders. These reasons led me to learn Nihongo.M: What led you to start teaching Nihongo?RLA: I want to share my knowledge, especially Nihongo, in order to helpmy friends who are interested and willing to speak and write nihongo.M: Where did you start your teaching career?RLA: I started teaching Nihongo to Filipinos whose husbands wereJapanese. They requested me to teach 1 on 1 and it was really a greatopportunity for me because I became a part-time teacher in USJ-R(University of San Jose Recoletos), USC (University of San Carlos) andalso UC (University of Cebu).

Merienda!ESPESYAL 3 9M: What led you to establish the Abendan NippongoCenter?RLA: To bring Japanese Language & Culture to Cebu,Philippines.M: How many teachers do you have at present?M: When did you establish the Abendan Nippongo Center?RLA: It was established in 2003.M: How many teachers did you start with?RLA: At first, I started alone.RLA: As of now, I have four (4) Filipino teachers and two (2)native advisers.M: What is your average number of enrollees in a year?RLA: We had 123 students in year 2007, 134 students inyear 2008 and 127 students in year 2009.Merienda: How many students did you start with?M: What kind of students do you currently have?RLA: I handled one student then two… three and so onand so forth.M: What kind of students did you have when you werestarting?RLA: As of now, we have nurses, caregivers, children ofJapanese nationals, company employee, wife, boyfriendsand girlfriends of a Japanese national, businessmen,students from different universities and lovers of Japanesemanga and anime.RLA:I have been teaching Filipina wives and children ofJapanese nationals, company employee, caregivers, nurses,hoteliers, salesladies, businessmen, etc…M: What were their objectives for enrolling?RLA: Their objectives were to learn how to speak Nihongo,to work in Japan and preparation for studying in Japan aselementary and high school students.M: What are their objectives for enrolling?RLA: Their objectives, to learn how to speak Nihongo, towork in Japan, preparation for studying Japan as Elementaryand High School, to pass JLPT, and for others is for futureuse.M: What are your plans for your school in the comingyears?M: What problems did you encounter when youstarted?RLA: Lack of teaching materials, no native teachersfor higher levels and lack of funds.M: What made you to continue despite yourdifficulties?RLA:Love of the language, to help others inmy own little way and share my experienceabout Japanese Language and its culture.RLA: To open new branches in the cities and in theprovinces, and to open Japanese Elementary School andHigh School in Visayas area especially in Cebu.M: What is your vision for Japanese Language Education inCebu/ the Visayas?RLA: Our vision is to spread the Japanese language and itsculture to the local and national areas, conduct communityservices like Japanese Lessons for out of school youth, andmost of all develop and strengthen the relationship of bothJapanese and Filipinos, and with different countries as well.

Sapin-Sapin0JFMMonthlyLectureSeriesThe monthly Lecture Series is an interactive endeavor (learning/ sharing) amongFilipino, Japanese and other overseas-based language teachers and specialists. Itis a continuous effort for professional enrichment, and in general, for the furtherencouragement of Japanese-language education and Japanese studies in thePhilippines. All presentations of the Lecture Series are held at the JF Manila officeand are usually scheduled every last Friday of the month.Please take note of announcements of schedule changes.49th Lecture Series『 唄 三 線 』“Utasanshin”Mr. Soushi Uchiyama(Young Japanese-Language Teacher, JENESYS Programme)February 12, 201050th Lecture Series『 現 役 大 学 生 が 語 る 教 科 書 には 書 かれていない 日 本 事 情 』“Japanese Culture and Society which is not written in textbooks”Students from Osaka UniversityMarch 5, 201051st Lecture SeriesFinal Presentation of the JENESYSYoung Japanese-Language TeachersMs. Mana Nakayama (Mindanao Kokusai Daigaku, Davao City)Ms. Sachiko Ogura (Trade-Tech InternationalScience Institute, Inc., Mandaue)March 29, 201052nd Lecture Series『 協 働 を 通 して 見 えてきたこと– ひらがなの 教 え 方 を 例 にして』“The Value of Collaborative Effort– Teaching Hiragana as an Example”Ms. Natsumi Waguri (The Japan Foundation, Manila)June 11, 2010

Banana Qjf japanese-languageprogram grantee reportFrances Pauline MendozaMs. Frances Pauline Mendoza was a grantee of the Long-Term Training Program for Foreign Teachers of theJapanese Language of the Japan Foundation in 2009. She has been an instructor at the Nihongo CenterFoundation since 2005. She likes Anime, J drama, Ramen and Gyouza. In her spare time you can find her eitherin a bookstore or glued to her computer watching a J drama.“Chooki Kenshuu tte?”11“I loved all theclasses. I learned alot. I got to pick myteachers’ minds andalso my classmates.Even though theshukudai andhappyou nearly didme in, I can’t reallycomplain. I had funand I learned. AndI couldn’t askfor more”Six months. Depending onyour experience, it can eitherbe too long or too short.For me it was both. Throughthe good graces of JapanFoundation, Manila and myschool, Nihongo CenterFoundation, I spent six monthsat the Japan FoundationUrawa Center. It was a greatopportunity. Imagine studying Japanese in Japan.For free. Not only that, I also got to experiencedifferent facets of Japanese culture, like Kabuki,Sumou, and Bunraku among others. Now, thisprogram was not geographically limited in termsof participants. There were 44 of us from all overthe world, so we were basically living in a scaleddown version of the United Nations.But let me get back on track. As I was saying,we had six months to study Japanese. We had alot of classes, most of them aimed at improvingJapanese proficiency, and one called kyoujuhou( 教 授 法 ), which tackled the teaching of thelanguage. Because really, we were there since weteach Japanese and it only made sense to studyhow to teach it.We all have our own techniques. Some peopleprefer the direct method, whereas I am morepartial to grammatical explanations. No one wayis completely right. We usually teach the way wedo because we tried and tested it and found thatit works.I will be the first to admit that when someonesays dounyuu ( 導 入 ), it takes me sometime tograsp the meaning. Why? Because, how oftendo we really come across that word? But in 教授 法 , we use it all the time, togetherwith it’s siblings kihon renshuu ( 基 本練 習 ) and ouyou renshuu ( 応 用 練 習 ) .The first time our teacher asked ushow we conducted our class, most ofus drew a blank. How do you explainit in Japanese? Fortunately, you can.Easily… Next question: what kindof 基 本 練 習 do we use? 基 本 練 習 ?Ummm, I’ve heard of it before, but Ihad a hard time remembering. I could see our teachermentally shaking her head. Can anyone say “startfrom scratch”? We didn’t actually start from scratch,because as soon as our teacher explained what thosewords meant, we understood and the class began inearnest. Let me explain why those three words are veryimportant. They are the three segments that make uplanguage instruction. 導 入 is introduction, 基 本 練 習 isyour pattern practice, and 応 用 練 習 is the application.A class should ideally employ all three. Now back to theclass. The final exam was not written, but rather a mogijugyou ( 模 擬 授 業 ). No matter how many times I’vetaught, a mogi jugyou still sends chills up my spine. Andat that time it was no different, add to that the fact thatthe entire thing had to be in Nihongo, and you have aclass of really nervous people. Have I done everything?Is this interesting? What if they don’t like my class? Whatif I make a really embarrassing mistake? With all thosequestions in my head, 40 minutes seemed like 3 hours.And yet in the end, it seemed that my preparation andpresentation was enough.I have to say that I loved all the classes. I learned a lot. Igot to pick my teachers’minds and also myclassmates. Eventhough the shukudaiand happyou nearlydid me in, I can’t reallycomplain. I had funand I learned. And Icouldn’t ask for more.

JFM TeacherTrainingCourses fromAugust toDecember 2010Nihongo Proficiency ProgramSensei no Nihongo 中 級 (ちゅうきゅう)The textbook (worth P1420.00) will begiven free of charge upon enrollment inboth Modules 2 and 3.Module 2 (SNC M2)August 16 to September 29Mon & Wed, 6:20pm to 8:30pmTuition P1,900.00 (inclusiveof all handouts)Total 24 hours (12 meetings)Application deadline August 11, 2010Module 3 (SNC M3)October 18 to December 1Mon & Wed, 6:20pm to 8:30pmTuition P1,900.00 (inclusiveof all handouts)Total 24 hours (12 meetings)Application deadlineOctober 13, 2010Teaching Skills ProgramPractice Teaching Course (PT)August 12 to September 21Tue & Thu, 6:20pm to 8:30pmTuition P1,900.00 (inclusiveof all materials)Total 24 hours (12 meetings)Application deadline August 5, 2010Practice Teaching Advanced CourseTheme 1 (PTA T1)September 28 to October 12Tue & Thu, 6:20pm to 8:30pmTuition P800.00 (inclusiveof all materials)Total 10 hours (5 meetings)Application deadlineSeptember 21, 2010Practice Teaching Advanced CourseTheme 2 (PTA T2)October 21 to November 4Tue & Thu, 6:20pm to 8:30pmTuition P800.00 (inclusiveof all materials)Total 10 hours (5 meetings)Application deadlineOctober 14, 2010Practice Teaching Advanced Course inCebu (PTA Cebu)October 23 and 24Sat & Sun, 10:00am to 4:30pmTuition P800.00 (inclusive of allmaterials) Total 10 hoursUPCOMING EVENTSNihongo Workshopin Baguioc/o ABONG3 Bukaneg St., Baguio CityOctober 2 & 3, 2010The 12th PhilippineNihongo Teachers’ ForumAuditorium, JICA Philippines,Yuchengco Tower, RCBCPlaza, Makati CityNovember 12 & 13, 2010Japanese LanguageProficiency TestManila, Davao City& Cebu CityDecember 5, 2010This program is the only Nihongo radio programin the Philippines, and is hosted by the MindanaoKokusai Daigaku.The program broadcasts in the Davao area andairs Japanese songs and various Japanese cornersfrom Mondays to Saturdays at 10:00 -10:30 in theevening.DJ Mix and Max are waiting for your participation!Merienda!The Japan Foundation, Manila Nihongo Teachers’ NewsletterEDITORIAL STAFFKeli BiscarraYasuyuki NiimiChisato OfuneEri MiyakeC.E.J. AquinoPublished by The Japan Foundation, Manila (JFM) located at the 12thFloor, Pacific Star Building, Sen. Gil Puyat Avenue, cor. Makati Avenue,Makati City 1226, with telephone numbers (632) 811-6155 to 58, faxnumber (632) 811-6153; and email address at email@jfmo.org.ph.www.jfmo.org.ph