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Merienda! - Japan Foundation
独立行政法人 国際交流基金 Merienda! みりえんだ The Japan Foundation, Manila N IHONGO TEACHERS’ NEWSLETTER Volume V Number 3 ・July-August 2008 This Issue’s Menu What’s inside? Merienda Espesyal 1 Nihongo Fiesta….Page 2-3 Merienda Espesyal 2 The 7th Teachers’ Forum….Page 4-5 Merienda’s Pick Nihongo Caravan & Jenesys….Page 6 Sapin-sapin The JFM Lecture Series photos….Page 7 Magkape Muna Tayo! Comings & Goings….Page 8-9 Halo-Halo Glossary, Dear M Sensei….Page 10 Banana-Q Events & Announcements….Page 11 Nihongo FIESTA 2008 This year’s Nihongo Fiesta was held on February 23, at the Shangri-La Plaza Mall. The event started off in the morning with the annual Nihongo Speech Contest, where contestants from 3 different divisions, the Student, the Non-student and the Open Divisions vied for the prestigious prizes. This year, a balanced distribution of participants was chosen from Manila, Davao and Cebu. Preliminary Speech Contests were held in both Davao and Cebu, and the winners of these contests, together with those who passed the Manila screening, were the participants in this year’s contest. The coveted weeklong Study Tour in Japan, which was awarded by none other than H.E. Ambassador Makoto Katsura, went to the Champion of the Non-Student Division and winner of the Outstanding Performance Award, Ms. Maricel Bornilla of the Philippine Institute of Japanese Language & Culture. During lunch, the audience was treated to the performance of the Manila Express band, e@ J-Tast ! ng! a h S e Th whose members are all Japanese expatriates, and to a lively dance number by the members of the Association of Filipino Nihongo Teachers. In the afternoon, the first Japanese Performance Contest was held, with 8 groups participating. The first place winner was the group composed of students from Adamson University and Manila Science High School, who performed the Japanese festival dance called Awaodori in full costume. The second place went to the University of Manila, with their performance entitled “High School Musical”, a medley of songs from various Disney movies. The Fire Exit Band of the La Salle Greenhills won the third place with the song and dance number entitled “Shizuku” and “Aozora no Namida”. Everybody enjoyed the entertaining activities where both the participants and the audience were able to relish the different flavors of this year’s Nihongo Fiesta. Merienda*Espesyal 1 CONGRATULATIONS TO THE WINNERS OF THE SPEECH CONTEST!! OPEN DIVISION Grand Prize Winner & Champion Ms. Gerlie Joy Balunto（MKD,Davao） "My Life as a Factory Worker in Japan" ファクトリーワーカー Runner-Up Ms. Aiko Kristiana Piquero Ballescas （Alliance Software, Cebu） "My Appreciation of Elderly Across Two Cultures" 文化の違いから見えた思いやり NON-STUDENT DIVISION Outstanding Performance Award & Champion Ms. Maricel Bornilla （PIJLC, Manila） "Transcending A Japayuki" ジャパユキを超えて Runner-Up Ms. Jocelyn Ong （ AWS） " The Me in Japan" 日本の私 STUDENT DIVISION Champion Ms. Shane Pajegal (MKD,Davao) "My Secret Emotion" 日本語でしか言えないこと Runner-Up Ms. Sheilla L. Pamittan（UP Diliman） "Pastel Colored Future" パステルの色の未来 SPECIAL JURY AWARD Ms. Kristine Corpuz（MKD,Davao） "Kanji Lessons with my Grandfather" 祖父と私の漢字教室 Here is a recount of how the Awaodori Group came up with their prize winning performance. Richard Bumanlag is a 5th year BS Computer Engineering student of Adamson University. He is the current president of the Bunka Kouryuu Kai (Cultural ExAwaodori is one of the most famous festival dances in Japan. change Society), whose members were The Awaodori is said to have originated from the Bon Festival, which included in the group which garnered first prize in the performance contest of welcomes back the spirits of the ancestors. “Nothing is impossible”. This was the fighting stand of a group JFM’s Nihongo Fiesta. of dynamic and energetic young men and women from Adamson University and Manila Science High School who gallantly fought against all odds to eventually capture the title as the kings and queens of the dance floor in the Japan Foundation Manila’s Nihongo Fiesta performance contest held at the Shangri-La Plaza Mall in Mandaluyong City. The said event was organized to showcase the richness of the Japanese culture which, from time immemorial has enchanted people from all walks of life. The journey towards the glory was not as easy as everyone might think. The throne was not given on a silver platter. The students had to endure many challenges and obstacles which threatened the ultimate goal of bringing home the cherished championship trophy. Scheduling became a major concern since the members of the dance group came from different schools. Added to that problem was the limited time given to prepare. But the group was fortunate because of the excellent stewardship of Osamu Sato Sensei, Soushi Uchiyama Sensei, Kayo Nishimura Sensei and Flordeliza Idanan Sensei. Every piece of the puzzle was put in its proper place, thus creating a well oiled dancing team, wherein everyone was willing to sacrifice personal comfort for the success of the group. Everyone did his part, knowing the fact that in a group competition, cooperation and unity are vital elements towards the accomplishment of the Herculean task ahead. The group had to execute the “awaodori dance” as flawlessly as possible. To achieve such goal, each member was focused in every practice session. To offset the problem of not being able to meet on a regular basis, the students trained in their own respective schools in the first phase of the preparation, mastering the different steps to create the dance that would change a part of their lives. Later on, group practices were scheduled for the final phase in preparation for the real acid test of artistic excellence. The group had to deal with the short time left to perfect the presentation; and, the rest is history. The group believes that winning is not everything. The trophy was an added bonus to the real prize. Each member gained a lot of friends, who never failed to lighten the mood and raise the team spirit when disappointments came into play. Not to mention the tons of experiences that will be cherished forever by all the members of the group, be it good or bad, they will all be remembered as part of learning and growing up. The competition revealed the hidden gifts of the students who were bold enough to spread the wings of their creative spirits and share their God given talents. Students opted to get out of their own shell for personal and professional growth. It is not only the feeling of being able to compete and win in the process, but the feeling of doing something one likes and doing it for other people. One member mentioned, “It was a tough battle we engaged in, but it was won not by individual talents, but by the concerted effort of each member sincerely put into the craft everybody loves. 2 みりえんだ Winning Speech: ‘Transcending a Japayuki’ by Maricel E. Bornilla Maricel E. Bornilla has been studying Nihongo for less than 2 years. She took up the Intensive Course at the Philippine Institute of Japanese Language and Culture last year, and is presently enrolled in the Teacher Training Course at the Nihongo Center Foundation in Manila. She is currently teaching at the Atienza Nippi, and is handling Children’s Nihongo at the Nihongo Center Foundation. こ ジャパユキを超えて き おも みなさんは、ジャパユキと聞くと、どう思いますか。 わたし ばんめ あね わたし さい あね かしゅ にほん とうじ 私 の2番目の姉は、元ジャパユキです。 私 がまだ10歳ぐらいのときに、姉は歌手として日本へ行きました。当時のビ いなか ひと かんが がた ほしゅてき あね わるくち い わたし こども コールの田舎の人たちは 考 え方が保守的で、姉について悪口を言っていたそうです。でも、 私 はまだ子供だったので わ みやげ かんが あね にほん かえ すてき ふく くつ えんぴつ よく分からず、お土産のことしか 考 えていませんでした。姉は日本から帰ってくるたびに、素敵な服や靴、かわいい鉛筆、おいしい わたし おおよろこ チョコレートやシーフードラーメンをくれ、 私 は 大 喜 びしていました。 おお まわ ひと わるくち い み わ おも にほん わる でも、大きくなるにつれて、周りの人たちの悪口の意味が分かるようになり、つらい思いをしました。「ジャパユキは日本で悪いこと かね もう わるくち なんど みみ ふか きず あね うわさ き をして、お金を儲けてる」という悪口を何度も耳にし、深く傷つきました。そんなとき、姉は「そういう 噂 は気にしないで。ジャパユ わる かぎ い じじつ あね かしゅ しごと にほん し あ だんせい けっこん キといっても悪いことをしているとは限らない」と言いました。事実、姉は歌手としてだけ仕事をし、日本で知り合った男性と結婚 こども にん めぐ にほんじん しゅじん やさ かた あね いま にほん しあわ かていせいかつ おく し、子供3人に恵まれました。日本人のご主人はとても優しい方で、姉は今でも日本で 幸 せな家庭生活を送っています。 わたし いま あね かんしゃ ちち な はは わたし きょうだい めんどう み わたし がっこう 私 は今でもこの姉にとても感謝しています。父が亡くなってから、母と 私 たち 兄 弟 の面倒を見てくれ、おかげで 私 たちは学校を そつぎょう 卒 業 することができました。 あね かぞく わたし あいだ もんだい ことば かべ あね こども にっぽんう にほんそだ に ほ ん ご 姉の家族と 私 たちの 間 の問題は言葉の壁です。姉の子供たちは日本生まれの、日本育ちなので、日本語しかできません。そして、 わたし はは に ほ ん ご ぜんぜん ふつう あね つうやく とき はは こくさいでんわ まご ちょくせつきも つた 私 の母は日本語が全然できません。普通は姉が通訳するのですが、ある時、母が国際電話で孫に直接気持ちを伝えようとしました。で はは なん い わ くや かな おも も、母は何と言ったらよいのか分からず、とても悔しく悲しい思いをしたそうです。 わたし に ほ ん ご べんきょう はじ に ほ ん ご き そ べんきょう にほんごぶんかがくいん ほんかくてき まな そんなこともあって、 私 は日本語の 勉 強 を始めました。日本語センターで基礎を 勉 強 し、フィリピン日本語文化学院で本格的に学 にほんごのうりょくしけん きゅうごうかく に ほ ん ご りょく み いま あね こども にほんじん ぎ り あに び、日本語能力試験2級 合 格 レベルの日本語 力 を身につけることができました。おかげで、今では姉の子供たちとも日本人の義理の兄 ちょくせつにほんご はな に ほ ん ご はは た きょうだい つうやく とも直接日本語で話すことができ、日本語のできない母や他の 兄 弟 のために通訳もできるようになりました。 わたし にほんごきょうし にほん しごと じん とく たす おも 私 はこれから日本語教師になり、日本で仕事をするフィリピン人、特にＩＴエンジニアやケアギバーを助けたいと思っています。そ わたし たす あね おんがえ おも うすることが、ジャパユキとして 私 を助けてくれた姉への恩返しにもなると思います。 Students Bag the Crown!! The First Japanese Performance Contest Winners FIRST PLACE - ‘Awaodori’ by Adamson University & Manila Science High School SECOND PLACE - ‘High School Musical’ by The University of Manila THIRD PLACE - ‘Shizuku’ & ‘Aozora no Namida’ by the Fire Exit Band of La Salle Greenhills The Japan Foundation Manila Nihongo Teachers’ Newsletter 3 THE 7TH NIHONGO TEACHER’S FORUM Merienda*Espesyal 2 4 Japanese Pop Culture & Japanese Language Education May 16 & 17 : The 7th Teachers’ Forum at a Glance Day 1 Host: Ms. Jenny Hieida Towards Developing the Japanese Content industries Mr. Koji Hanawa Japan External Trade Organization, Manila Center Philippine Animation Education and the Impact of Japanese Language Training in a Competitive Global Animation Landscape Prof. Rudyard Contreras Pesimo Ateneo de Naga University My Filipino Seiyuu Life -Making of Anime Tagalog version Ms. Charmaine “Omi” Cordoviz, Freelance Anime Voice Actor / Translator & Script writer The influence and application of the Anime & Manga Boom on Japanese Language Education Ms. Nanae Kumano,The Japan Foundation Japanese-Language Institute, Kansai Day 2 Host: Ms. Gennie Ferma Workshop : Conducting a Japanese Language Class with the use of Anime Ms. Nanae Kumano,The Japan Foundation Japanese-Language Institute, Kansai Practical Report: J-pop de Benkyou shiyou: Using J-pop Music in Teaching Nihongo U.P. Department of Linguistics, Japanese Language Teachers: Ms. Florinda Palma-Gil, Ms. Ria Parsram, Mr. Ian Duenas, Ms. Farah Cunanan, Ms. Weng Alvarez Bridging Generations -An Introduction to Japanese Pop Culture for Nihongo teachers Ms. Iza Shuman Sogi De La Salle University The Push to be a Parasaito Shinguru: Messages and Values on Love and Marriage from J-dorama Ms. Kristine Grace B. Reyes U.P. Asian Center Reports from the Teacher Trainees of the Japan Foundation, Japanese Language Institute, Urawa 1. Kyouan......tsukurimashou, Ms. Teresita Fujita 2. Para-phrasing, Ms. Anna Marie Badilla 3. Reading Composition Through Short Stories Ms. Juvilly Ng 4. As Raw as we can be: The use of Namakyouzai, Ms. Farah Cunanan Networking Session Topic: Let us make use of Japanese Pop Culture in our Nihongo Classes Facilitator: Ms. Chieko Naka Group Coordinators: Ms. Cora Shobiri, Ms. Tess Doña, Ms. Chesca Ventura Mae Coloma is one of the fortunate recipients of this year’s Long Term Training Program for Teachers of the Japanese Language. She has been attending several of the Japanese Language Courses offered at the Japan Foundation Manila. Her new found hobby is taking the Level 1 Japanese Language Proficiency Test The 7th Nihongo Teacher’s forum was held last May 16 and 17 with the theme, Japanese Pop Culture and Japanese Language Education. I was tempted to do a thorough run down of everything that happened that time. Like a stenographer, I dutifully transcribed the goings on during the two days. I even took to taking pictures whenever my hand went numb. This was going to be a boring documentary (“Around this time of year, a species known as ‘Filipino Nihongo Teachers’ flock to their mecca, the Nihongo Teachers Forum…”). This was going to be a riveting novel (“Mina-san, konbanwa,” Hieida-sensei said. The audience was at a loss on how to answer…). Unfortunately, I couldn’t read my own scribble so I decided to just touch on the highlights. So here goes... If Simbang Gabi has Bibingka and Puto Bumbong, Nihongo Teacher’s Forum has Empanada and Mamon. While partaking of the traditional fare, everyone was acquainting and re-acquainting with each another. This was, after all, about the only time some people see each other. I found myself loitering around the snacks table, having an internal debate on the merits and demerits of denying oneself a tasty, calorific snack. I knew it was time when I heard Iizawa-san say, 「アラサイスナ」. I can’t get over how good his Filipino is. Emceed by the beautiful Hieida-sensei, the first day was started off by JFM Director Ben Suzuki. In his opening remarks, Mr. Suzuki extolled on the growing ‘infrastructure’ of Nihongo Education as seen by the Nihongo Caravan, the Jenesys program, the some 200 college students sent to Japan, the 4 Filipino teachers training in Japan right now, and the 5 young Japanese teachers dispatched to different regions in the Philippines. Deputy Chief of Mission of the Embassy of Japan, Minister Hidenobu Sobashima was guest speaker. In his speech he reports the embassy is “happy to know Japanese culture is extensively acknowledged all over the world” and that the Ministry of Foreign Affairs has set up an Overseas Exchange Counsel of 17 people both from academia and J-pop culture to look into how to improve, how to market, and where to begin this cultivation of J-pop culture to the world. Two big events already in motion: The International Manga Award (now on its second year), and the Anime Ambassador of Japan: Doraemon. As he says, the ultimate goal of cultural exchange is making friends. Living in Nobita’s neighbourhood, Doraemon has already made a lot of friends all over the world. With his government official visa and his 「どこでもドア」, he is sure to reach (without getting deported) a lot more of the people. I wonder if he’ll have to wear a suit now... There were four speakers on the first day, the first of which was Mr. Hanawa who talked about the Japanese content industry and mentioned the establishment of the CJ Mark. The CJ Mark label is used to identify genuine Japanese content from illegal copies. Perhaps a sore point for the owner of any intellectual property is the prevalence of infringements in Asia. Always a rich area for debate, one participant (in another session) sincerely said a lot of the Filipino otakus actually want an original copy of their manga or anime. The only problem is the availみりえんだ ability. The next speaker was lively Prof. Pesimo who gave a passionate talk about the Filipino anime industry. To know that 80% of the TOIEI workforce is from the Philippines is jaw-dropping. But then again, we’ve got Filipino animators at Walt Disney so I guess anime can’t be far behind. Where does Nihongo education come in? If animators can’t be bothered to study Japanese Language, the presence of a resident language expert could be of value to translate or clarify instructions from the Japanese contractor. He gave special mention to his friend and boss, Ms Grace Dimaranan, who came for moral support. Ms Dimaranan is part of the Animation Council (www.animationcouncil.org) and welcomes visits to the animation studios (advanced, advanced notice, please… busy busy busy). Next to speak was Ms. Cordoviz, whose voice anybody with a television set will have heard of. Channel 7’s SlamDunk, Channel 13’s Super Boink, Channel 11’s Prince of Tennis are just some among the many of her work. She professed to being shy, claiming that’s why she is a voice talent. She generously shared her life experiences in the industry, how she was “discovered” while sitting in to watch a dubbing, how her friends at first weren’t too keen on watching dubbed anime, and how the life of a dub artist here is different (you read the script for the first time while dubbing? – that’s talent). The last speaker for the day, err, night, was Ms. Kumano from the Kansai Language Institute. Different in concentration from the Urawa Institute, the Kansai Language Institute concerns itself primarily with research. Her research focused on how anime can be used as an aid for teaching the Japanese Language. Since many young people start learning Nihongo because of their desire to understand Anime in the original language, it seems inevitable that Nihongo teachers should start watching Anime to be in tune with the students, and also to be able to effectively use Anime in their lessons. Although it was quite late, the audience did not pass up the chance of being able to listen to an actual voice talent, and so did not let go of Ms. Cordoviz so easily. She did some voices for the audience which they loved. She did one of the Hamtaro characters, “kelan mo ba ako pakakainin…” A participant couldn’t help himself and answered, in character, “oo nga kain na tayo, nagugutom na rin ako.” And with that collective Freudian voice, the first day of the 7th Nihongo Teacher’s Forum came to an end. The second day proved to be as exciting, or even more so. With the eagerness of a newly hatched chick, I trod off to the RCBC Building (hereafter known as “The Mecca”) and registered for the day’s forum. Ms. Nanae Kumano started with a workshop on how to conduct a class using anime. We were grouped into fours and each member was made to talk about any of the anime characters she mentioned. Interestingly, a number of the teachers turned out to be otakus. The next session was about UP professors from the Department of Linguistics demonstrated the use of J-pop music in class. The teachers were so impressed that they asked for copies of the activities. In the true spirit of cooperation, the UP teachers were very gracious and agreed to provide copies to AFINITE. Fresh from the Japan Foundation Language Institute in Urawa, the teacher trainees shared with us their learning. In the networking session, we separated into three groups and discussed how to make use of anime in class. After this, each group shared their input with the whole body. And then in the closing ceremony, Mr. Hoshi Toru made his farewell speech. It was bittersweet. Truth to tell, it was Hoshi-sensei who persuaded me to go to the Japan Foundation. Without him, I would have been a nameless, faceless entity in the sea of Filipino Nihongo Teachers. I wish he would stay forever in the Philippines. Mr. Nobuaki IIzawa also made a farewell speech, as he will be leaving in June. June 13. Friday (!). What an unlucky day for the Philippines to lose such a charming man. And as if this torrent of emotions weren’t enough, Mr. Yasuyuki Niimi makes his entrance (re-entrance?) into the Japanese Language scene in the Philippines. Without knowing much about him, I could tell his “era” was going to be an interesting ride. In his speech, he says, “I’m back --- home…” Networking Session: The use of Japanese Pop Culture in our Nihongo Classes Have you heard of the term “J Pop Culture”? Do you know what it means? Japanese Popular Culture, or “J Pop Culture” as it is called, does not have an absolute definition. It is represented by what is perceived to be popularly and widely accepted in Japanese society and covers pop songs, jazz, enka, karaoke, manga, anime, video games, TV drama, films and “idols”. J Pop Culture was the topic of the recently held networking session during the latest Nihongo Teachers’ Forum wherein Japanese language teachers shared their thoughts on Japanese Pop Culture and its effect in teaching Japanese language to the students. Listed here are the impressions of the teachers on J Pop Culture based on what they have experienced, and heard from their respective students: Most young students are very interested and well-informed on J Pop Culture,, while the older ones do not have the time nor interest to be exposed to J Pop. J Pop culture, especially anime and manga, are fun and effective tools to motivate the students, so teachers should exert effort and learn more about J Pop. Teachers in the universities have difficulty in incorporating anime in their syllabus because they have the university syllabus to follow During the networking session, Japanese language teachers also shared their ideas on how to use the different forms of J Pop Culture such as anime, manga and J-pop, in conducting a lesson. Below are the details: Teachers should screen the content of the materials to be used, and use materials which are not so difficult for the students. Anime, manga and J-pop are effective tools for introducing Japanese culture through language., and even for comparing it to our own culture. It can be used for classroom exercises like filling in the blanks while listening, trying to sing along with the theme songs karaoke style, asking the students to explain what is going on in a scene by making up their own dialogues, or asking the students to write the keywords they hear. It would be ideal if a database containing materials taken from J Pop were to be created since not all teachers are familiar with J Pop. Before, most students took Nihongo courses to pursue a Japanese-related career, but now, many students learn Nihongo because of their interest in J Pop culture. Teachers are now faced with the challenge of keeping up with the trend, in order to relate and to communicate well with their students. The Japan Foundation Manila Nihongo Teachers’ Newsletter 5 Merienda Espesyal 3 日本語を べんきょう、たのしもう！ Start up Nihongo class in High schools!! Metro Manila High Schools to start offering Nihongo to students The 'Nihongo Caravan', which started in November 2007 with the aim of arousing the interest of high school students and teachers in Japanese language and culture, was able to visit 7 high schools by the end of the school year in March. The schools visited were Makati Science High School, Philippine Science High School- Diliman Campus, Muntinlupa Science High School, Pasig City Science High School, Marikina Science High School, Torres High School and Caloocan Science High School. All the schools expressed their interest to hold Japanese language classes for their students, and as a result, under the auspices of the Association of Filipino Nihongo Teachers (AFINITE) and the Japan Foundation Manila (JFM), these seven high schools have been chosen as grantees of the Young Teachers Dispatch Programme of the Japan-East Asia Network of Exchange for Students and Youths (JENESYS). The Japanese teachers, Ms. Shiho Asanome and Mr. Akihisa Yoneda will be teaching Nihongo with AFINITE members in these high schools either as an Elective or as an extra-curricular course for the next ten months. Watch out for our next issue of ‘Merienda’ where we will be introducing the JENESYS teachers and the nature of the courses they will be handling! わたしたち が おしえます ！ 6 みりえんだ The JF Manila Lecture Series Photo Diary Sapin-sapin. A rice cake in layers of different colors. One of a variety of kakanin Sapin-sapin JFM Monthly L e ct ur e Seri e s 月例日本語教育研究交流 The monthly Lecture Series is an interactive endeavor (learning/ sharing) among Filipino, Japanese and other overseasbased language teachers and specialists. It is a continuous effort for professional enrichment, and in general, for the further encouragement of Japanese-language education and Japanese studies in the Philippines. All presentations of the Lecture Series are held at the JF Manila office and are usually scheduled every last Friday of the month. Please take note of announcements of schedule changes. 32nd Session Friday, 8 February 2008 Acquisition of Conditional Expressions among Filipino Students of Japanese Language Dr. Mary Ann Gaitan-Bacolod Assistant professor, Dept. of Linguistics CSSP, University of the Philippines, Diliman It is said that Japanese conditional expressions, such as “TARA”, “BA” are some of the most difficult to be acquired by foreign students since their usage and meaning are very similar. Dr. Bacolod presented her research about the problems encountered as well as the strategies used by Filipino students in their acquisition of “TARA” and “BA” conditional expressions. Thursday, 6 March 2008 33rd Session Japanese Culture and Society which is not written in textbooks 19 students from Osaka University The topic was tackled by 19 students from Osaka University majoring in Japanese Studies. They talked about the life of university students in Japan, information which is not found in textbooks nor on the internet. This was a good opportunity to get to know the current lifestyle of the Japanese youth. 34th Friday, 4 April 2008 Session The History of Japanese Language Education At AWS Ms. Ayako Minami Japanese Language Advisor, Advanced World Solutions This being her last lecture before going back to Japan, Ms. Ayako Minami introduced various aspects of the AWS’ Japanese Language Education Program such as the curriculum, unique activities (presentation contest, etc.), teaching of Business Nihongo, conducting JLPT reviews, the multifaceted role of the coordinator, etc. Friday, 27 June 2008 Japanese as a Heritage Language — A Case Study of The Japanese-Filipino Children in the Philippines 35th Session Ms. Alice Mary Itchon Japanese Language Teacher, Nihongo Center Foundation The increase in the number of Japanese-Filipino marriages brings about the need for their children staying in the Philippines to study the Japanese language. However, language schools are not prepared for this type of learners - hence, the absence of a curriculum. Ms. Itchon reported on the current needs of these young learners – reasons/ goals for studying the language, attitude towards Japanese language schools, ethnic identity, and parental involvement. The Japan Foundation Manila Nihongo Teachers’ Newsletter 7 カフェ みりえんだ Magkape Muna Tayo! Kape. The Filipino word for coffee. A unique Philippine blend is barako, traditionally enjoyed as a sweet potent drink or to add zing to a helping of fried rice as a wake upper. に ほ ん ご きょういく ほし とおる FAREWELL.... 日本語 教 育 アドバイザー:星 みな げんき にほん 亨 げつ しゅっぱつ こ ん ど 皆さんお元気ですか。日本に帰ってから１か月もたたないうちにマレーシアに 出 発 しました。今度は こくさいこうりゅう き き ん し ご と に ほ ん ご がっこう に ほ ん ご おし よ て い 国際 交 流 基金の仕事ではなくて、KL(クアラルンプル)の日本語学校で日本語を教える予定です。フィリ のこ し ご と か ぞ く なか よ みな わか ピンではまだまだやり残 した仕事がありますが、それよりも家族のように仲 良くなった皆 さんとお別れ なに することが、何よりつらかったです。 ねん かん ほんとう せ わ みな ぜったい わす とし な ま え わす ２年間本当にお世話になりました。皆 さんのことは絶対忘れません。 （歳のせいで）名前は忘れるかも ね ん ご こ と し がつ おこな だい かい みな ぜんいん しれませんが、それが、2年後の今年5月に 行 われた第 7回のフォーラムでは、皆さんのほとんど全員を し じ ぶ ん な か ま かん しあわ 知っていました。そのときわたしは「あ、やっと自分もみんなの仲間になれたんだな」と感じて 幸 せで こうふく き も え いちばん たいせつ たからもの した。その幸福な気持ちはわたしがフィリピンで得 た一番大切な 宝 物 です。 かんが きょうし じん に ほ ん ご せんせい 考 えてみると、フィリピンでは NonNative教師（つまりフィリピン人 の日本語の先生）のほうが Native にほんじん せんせい おお き じん せんせい の（つまり日本人の）先生よりずっと多いことに気がつきます。そしてそのフィリピン人 の先生たちが いま に ほ ん ご きょういく ささ せ か い くに くら うんとがんばって今の日本語 教 育 を支えている。これって、世界のいろいろな国 と比べても、けっこう おも ねんかん に ほ ん ご きょういく すごいことだと思 います。わたしは JFM のアドバイザーだった 2年間、フィリピンの日本語 教 育 の もんだいてん かんが もんだいてん 問題点ばかり 考 えすぎていたかもしれません。もちろん問題点はまだまだあるけれど、ネットワークを つく ちから かなら みち ひら なん 作って、みんなで 力 をあわせれば 必 ず道は拓けます。「何のために？」ということをいつも かんが あめ ふ おど あま ご さ い ご 考 えながら、「雨が降るまで踊りつづける」雨 乞いダンス(raindance)のように最後までがん ばってください。 ことし がつ わたし さ い ご で かん ねんまえ なに ちが 今 年５月の（ 私 にとって）最後のフォーラムに出て感じたのは「2年前とは何かが違っている」とい すく に ほ ん ご きょういく じ ぶ ん かんが うことでした。少なくとも、みんなが日本語 教 育 のことをもっと「自分で 考 える」ようになった。そ じ ぶ ん はつげん に ほ ん ご はな ゆ う き ねんまえ も して、もっと自分から発言 するようになった。しかも「もっと日本語 で話 す勇気を」2年前より持 って おも ほんとう うれ わたし くれているように思いました。もしそれが本当なら、こんなに嬉しいことはありません。それこそが、私 みな ねん かん おも つづ が皆さんにしてほしいと 2年間思い続けていたことですから。 さ い ご あやま ねんかん い ち ど ご まな たが あ い て 最後に 謝 りたいことは、2年間一度も・・・タガログ語 を学ばなかったことです。お互いが相手のこと たいせつ し こうかい ばでコミュニケーションするということの大切さを、知っていたのにやらなかったことを、とても後悔し わたし ご い い ています。ですから、 私 はタガログ語で「さよなら」も言 えません。だから、さよならは、言 いません。 あ HELLO! ! に ほ ん ご きょういく に い み やすゆき 日本語 教 育 アドバイザー： 新見 康之 たび じ む し ょ に ほ ん ご きょういく ふ に ん にいみやすゆき この度、マニラ事務所に日本語 教 育 アドバイザーとして赴任した新見康之です。 ねん がつ ねん がつ に ほ ん ご きょういく フィリピンには、2005年 9月から 2007年9月まで JICA の日本語 教 育 コーディ ふ に ん せいねん かいがいきょうりょくたい に ほ ん ご すいしん ネータとして赴任し、JOCV（青年海外 協 力 隊 ）の日本語プログラムの推進に かか 関わっていました。 き か ん おお じん きょうし かんけいしゃ かたがた せ わ こんかい ふたた その期間に多くのフィリピン人 教師や関係者の方々にお世話になりました。今回、再 びフィリピンに もど たいへん おも ど う じ くに えん かん 戻ってこられて大変うれしく思うと同時に、この国との縁を感じています。 ぜんかい ふ に ん じ ひろ ぜんこく まな こんかい 前回の赴任時にもフィリピンのみなさんからいろいろなことを学 ばせていただきましたが、今回はよ かたがた とも まな あ き か い つく かんが り広く、全国の方々と共に学び合える機会を作っていきたいと 考 えています。 ひ と り かのうせい に ほ ん ご きょういく おも わたし じ し ん 一人ひとりの可能性と日本語 教 育 への思いをサポートしていけるよう、 私 自身もがんばります。そ おし たの せいしん つと おも してフィリピンのみなさんから教えていただいた、「みんなで楽しく」の精神で務めたいと思います。 8 みりえんだ じ む じ ょ ふくしょちょう いいざわ のぶ あき FAREWELL....マニラ事務所 副 所 長 ：飯澤 に ほ ん もど 展明 げつ 日本に戻ってまだ 1 ヶ月もたっていないのですが、フィリピンでのさまざまな おも で ゆめ かん 思い出が夢のように感じられます。 。 。 ねん がつ わたし お た ふ に ん まえ 2005年の 8月、 私 はマニラに降り立ちました。フィリピンに赴任する前は JF の に ほ ん ご こくさい はたら 日本語国際センター（Japanese LanguageInstitute,Urawa)で 働 いていたため、 に ほ ん ご きょういく かん し ご と かんが 「フィリピンでも、ぜひ日本語 教 育 に関する仕事をしたい」と 考 えていました。 さいしょ し ご と はじ しゅさい に ほ ん ご こ う ざ フィリピンでの最初の仕事は、JFM としても初めての主催日本語講座だった「SENSEIble コース」 ご せんせい に ほ ん ご おし かた に ほ ん ご きょういくがくがいろん でした。その後、 「ブラッシュアップコース」 、 「先生の日本語」 、 「教え方コース」 、 「日本語 教 育 学 概論」 、 いま おお しゅう む い か に ほ ん ご かんけい じゅぎょう 「ウィークリーワークショップ」などがはじまり、今では多いときには 週 6 日、日本語関係の授 業 な に ほ ん ご に ほ ん ご も じ どお に ほ ん ご まな がくせい どがあります。 「日本語スピーチコンテスト」が「日本語フィエスタ」になり、文字通り日本語を学ぶ学生 おし せんせい まつ ねん かい に ほ ん ご きょうし や教える先生たちの「お祭り（フィエスタ） 」になりました。また、年1回だった「日本語教師フォーラ かい まいかい ム」も 2回になり、レクチャーシリーズでも毎回、さまざまなアイデアがシェアされています。 こう に ほ ん ご せんせいがた メトロ・マニラにある 7校のハイスクールへの日本語キャラバンが、AFINITE の先生方 きょうりょく え じ っ し おこ がっこう に ほ ん は け ん せんせい のご 協 力 を得て実施されました。キャラバンを行なった学校では、日本から派遣された先生 せんせい に ほ ん ご じゅぎょう はじ たち（JENESYS プログラム）と AFINITE の先生による日本語の 授 業 が始まっています。 す ねん か げ つ せ わ フィリピンで過ごした 2年10ヶ月をふりかえるとき、それぞれのプロジェクトでお世話に せん せい がた かお う おこ なった、たくさんの先生方の顔が浮かんできます。どのプロジェクトも、JFM だけで行な かんけいしゃ かたがた はな あ なや つく あ ったものは、ひとつとしてありません。関係者の方々と話し合いながら、ともに悩みながら、作り上げ いっしょ べんきょう はな た うた おど はし ていったものばかりです。そして、一緒に勉 強 したり、話したり、食べたり、歌ったり、踊ったり、走 ほんとう おも で たの し ごと きゅうりょう ったり、 、 、と、本当にたくさんの思い出があります。 「こんなに楽しく仕事をして、 給 料 をもらっても おも たの き おく いいのかな？」と思うくらいに楽しい記憶です。(笑) ば か ちゅうざい せ わ あつ れい もう あ この場をお借りして、フィリピン駐 在 でお世話になった、みなさまに厚くお礼申し上げます。 に ほ ん こ さい わたし し 日本にお越しの際は、ぜひ、 私 のメールアドレスまでお知らせください。 （[email protected]) に ほ ん ご も あ フィリピンのこと、日本語のこと、だれだれさんの Tismis などで、盛り上がりましょう！ Maraming salamat po! HELLO!! じ む し ょ じ せ き み と み マニラ事務所次席：三富 ゆき え 章恵 Kumsta po kayo? Ang Pangalan Ko Ay Yukie Mitomi. I was assigned to work in the Japan Foundation, Manila as the successor of our kuya, Mr. Iizawa. Since the very beginning of my career in the Japan Foundation, I’ve been engaged mainly into the cultural exchange programs at grassroots level. Thus, this is a totally new and challenging duty for me to work in the field of Japanese language education and succeed Mr. Iizawa who almost devoted his almost 3 years at the JFM to promoting Japanese language education in the Philippines. Knowing that expanding and promoting the Japanese language education overseas is now one of the most crucial tasks for the Japan Foundation, I am ready to plunge into the vibrant world of Japanese language education;.and, I firmly resolve to work hard to foster the Japanese language education in the Philippines and am looking forward to meet all the readers of Mirienda!! The Japan Foundation Manila Nihongo Teachers’ Newsletter 9 フィリピン人教師のじゆうちょう Halo Halo Halo-halo. A very delicious refreshment that offers mixed sweetened fruits and beans topped by 教育 言語 Glossary for the Serio us ^ Nihongo Teacher 言語習得 Language Education 101 教授 法 shaved or crushed ice and ice cream, milk and custard. It’s more than just a dessert, it is a meal in itself. 用練習 習・応 基本練 We began this column hoping to introduce Nihongo teachers to important concepts in language and language education from the perspective of both English and Japanese language scholars. Sociolinguistic：Role Language It is said that “Language will always be part of society. Society will always be part of language”. “Language is a mirror of culture.” Language is always changed by factors of society. Sociolinguistics, which is the field of investigating the relationship between language and society, has been chosen as the theme for this series. Our last topic was “Youth Lingo”. For this issue, our topic is “Role Language”. “Role Language” consists of the special expressions used by characters in Manga or Anime, which are not used in real communication. For example, if a character in a Manga or an Anime is to say the expression “Sou desu. Watashi ga shitteimasu.”(Yes, I know.), ant of the following expressions can be used. Can you guess who said each expressions? Dear M sensei Choose your answers from a to e. 1. SOUYO, ATASHI GA SHITTEIRUWA. 2. SOUJYA, WASHI GA SHITTEORU. 3. SOUJYA, SESSHA GA ZONNJITEORU. 4. SOUDESUWAYO, WATAKUSHI GA ZONNJITE ORIMASUWA. 5. NDA, ORASHITTERUDA. a. Warrior (SAMURAI) b. Old mentor/doctor c. Probinsyano d. Rich, sheltered young lady e. girl The answer is “1-e”, “2-b”, “3-a”, “4d” and “5-c”. “Role Language” appears in the various ways to saying “I (WATASHI)”, the sentence endings like “-ORU” and so on. How many correct answers did you get? Probably, all Japanese can answer 100% correctly since they have naturally learned “Role Language” through Manga and Anime from childhood. When reading Manga or watching Anime, please try to appreciate not only the storyline, but also check out the Nihongo that the character are using. You can surely find many interesting “Role Language”!! 金水敏(2003)『＜もっと知りたい！日 本語＞ヴァーチャル日本語 役割語 の謎』岩波書店 あなたの悩みにお答えします… Dear M Sensei, It seems students have a way of making the teachers study the language more without really meaning to. Recently, the students came up with the following kaiwa during one of our class activities: (Setting: Officemates talk about a party) A: Tanaka-san wa nanji ni kimasu ka. B: Shirimasen. I thought a better reply would be Wakarimasen, so I told the class. But when I was asked, I could not explain the difference between the two expressions. I know that both mean ‘I don’t know’, but can you please help me explain the difference between Shirimasen and Wakarimasen? TO KNOW YOU IS TO UNDERSTAND YOU Dear TO KNOW YOU IS TO UNDERSTAND YOU, I do understand your predicament very well. One may be able to use Shirimasen and Wakarimasen appropriately, but it is certainly a different issue when it comes to being able to explain the difference between the two expressions. Although as a reply, both mean ‘I don’t know’, they differ from each other in nuance. If you use them inappropriately in a conversation, you might risk offending the person you are speaking to and embarrassing yourself. To have an idea about the difference between the two expressions, let me first give you the meaning of the base verbs, which are shiru and wakaru. Shiru means to gain knowledge about something or someone through experience or outside information. So it’s either you gain that knowledge and you are in the state of having that knowledge, and say shitteiru, or, if you do not have the knowledge, acquaintance, or memory of something, you say shirimasen, as in the following: Yamada-san to iu hito wo shitteimasu ka?. . . . . . . . . Iie, shirimasen. Since you do not have knowledge of a person named Yamada, it is proper to use shirimasen, as there is nothing you can do as of the moment to get to know Yamada.. Wakaru, on the other hand, means to gain knowledge about something and then process it in your mind for future use. So if you are confused about something, or don’t get the whole picture of a certain situation, you say wakarimasen. Look at the following example: Watashi no setsumei ga wakarimasu ka?. . . . . . . . Iie, wakarimasen. Here, what is being asked is whether you, after having heard the setsumei and having gained knowledge regarding it, comprehend the content of what you have heard. So the verb wakaru entails knowing or gaining knowledge about something (shiru), before comprehending it. So, based on the above grammatical explanation, since B does not have any information about Tanaka, shirimasen is indeed a proper reply. But in terms of the Japanese way of communicating, saying shirimasen is too direct. It gives the idea that there is nothing else to talk about as the speaker does not have the information asked for. And Japanese usually do not like to abruptly end conversations in that manner. Wakarimasen, on the other hand, is an ambiguous reply – which 悩 み the Japanese are very fond of. It vaguely expresses the idea that the speaker may or may not have the information, but the information has not been processed in the mind. So wakarimasen is kind of an indirect way of keeping the 相 談 communication lines open between people. How about that? Saa, wakarimashita ka? M 10 みりえんだ イベント お知らせ Banana Q. A variety of banana called saba, deep-fried with sugar and often sold in open-air stalls. ようこそ！ JFM Libraryへ！SHIZUKO MIYAHARA Shizuko Miyahara is a professional librarian of JFM Library. Currently, she is a visiting research fellow of UP Diliman; She is also a PhD student of the University of Tokyo majoring in the library and information science. Since the JFM library opened, we have accepted many inquiries regarding traditional Japanese culture. In addition to Nihongo text books, the JFM Library has a collection of general books at the mezzanine floor.. Here, I would like to introduce some of the books on Japanese culture that you can read or borrow at the Library for your pleasure and study. Elwood, Kate. Getting along with the Japanese. Tokyo: ASK, 2001, 95p. (Library Catalogue : 090 / 0002578) Have you had trouble with Japanese friends until now? Due to the culture gap and the language barrier, I think everyone has experienced some miscommunication with foreigners. This book will help you “become aware of some of the less obvious differences between Japanese and the West.” It is particularly useful for the business person. THE JAPAN FOUNDATION GRANT PROGRAMS FISCAL YEAR APRIL 2008-MARCH 2009 Graduate Program on Japanese Language and Culture (Master’s Course) Ms. Florinda A. Palma Gil University of the Philippines, Quezon City, Sept. 2008 - Sept. 2009 Short‐Term Training Program for Teach‐ ers of the Japanese Language Mr. Carlito A. Cerbo Philippine Science High School Western Visayas Campus, Iloilo City May 7, 2008 – June 26, 2008 Ms. Glenda T. Ferma Nihongo Center Foundation, Inc., Makati / Manila July 9 – August 29, 2008 Ms. Pamela S. Palma University of Asia & The Pacific, Pasig City January 28, 2009 – March 20, 2009 Long‐Term Training Program for Teachers of the Japanese Language (Sept. 10, 2008 – March 6, 2009) Mr. Michael Sabaldan Mindanao Kokusai Daigaku, Davao Ms. Charisma Coloma Language Skills Institute, Technical Education and Skills, Development Authority, Taguig City Japanese Language Program for Researchers & Postgraduate Students Ms. Valerie Anne Jill I. Valero Foreign Service Institute, Department of Foreign Affairs October 1, 2008 – May 29, 2009 Japanese Language Program for Overseas Students (University Students) Mr. Joseph Paul B. Villaranda De La Salle University, Manila May 14 – June 25, 2008 Banana Q Sakurai, Nobuo. Shasin de miru 20 seiki no nihon (Japanese History of 20th century with Pictures). Tokyo: PHP Institute, 1997. Vol.1-6. (Library Catalogue : 208 / 00000090-95) This book is written by a Japanese, however, even you cannot read Japanese, you will enjoy it definitely. The book introduces modern and contemporary Japanese history from the Meiji era to the Heisei era in the 20th century. You can understand the contents through the abundant photos. It’s also good for students who study history. Kohno, Sadako. Homestyle Japanese Cooking in Pictures. Tokyo: Shufunotomo, 1996, 95p. (Library Catalogue : 596 / 00001292) The author, Ms. Sadako Kohno, is a very famous and popular person among foreigners. Based on her long experience of teaching Japanese cuisine at abroad, she introduces major home cooking in this book. Let’s try to cook Japanese cuisine at your home! Japanese Language Program for High School Students (July 1 – 15, 2008) Mr. Arihiko Hasegawa Ms. Maria Izza P. Fernandez Mindanao Kokusai Daigaku, Davao Phil. Nikkei Jin Kai International June 5, 2008 - April 4, 2009 School, Davao City Ms. Eri Miyake UP Information Technology Training Japanese Language Program for Center, University of the Philippines, Overseas Students (Sept. 10‐ 24, 2008) Diliman, July 13, 2008 - May 12, 2009 Ms. Hidemi Basilad Ishikawa Ms. Shino Asanome & Mr. Akihisa Chong Hua Hospital, Cebu City Yoneda Association of Filipino Nihongo Program for the Donation of Japanese‐ Teachers, June 5, 2008 - April 4, 2009 Language Teaching Materials Adamson University Special Invitation Program for Japanese Language‐Teachers (Graduate School), Manila (May 8 – July 18, 2008) Ateneo de Davao University (Humanities Ms. Aimee Joy Malong Dept.), Davao City Phil Japan Gijutsu Iten Foundation, Ateneo de Manila University (Japanese Inc., Makati City Studies Program), Quezon Lyceum of the Mr. Josef Carlo Orillo Philippines (College of International RelaNihongo Center Foundation, Inc., tions), Manila Manila / Makati City Technical Educational and Skills DevelMs. Lovelynn Rodriguez opment Authority Kyoto Gion Japanese Learning (Language Skills Institute), Taguig City Center, Manila Mr. Sherwin Tinnae Philippine Institute of Japanese LanDigos Japanese Language Center, guage and Culture Foundation, Inc. MaDigos City nila / Makati Trinity University of Asia Japanese Language Program for (Japan Studies Center), Quezon City University Students in East Asia University of the Philippines (May 14 – June 25, 2008) Ms. Kristine Corpuz (Asian Center), Quezon City University of the Philippines Mindanao Kokusai Daigaku, Davao Ms. Key Ann Caindoy (Dept. of Linguistics, CSSP), Quezon University of Manila, Manila Speech Contest Support Program Ms. Charisse Cenas Japanese Association Cebu, Inc. University of the Philippines, Quezon (Cebu City) Ms. Criselle Musngi University of the Philipines, Quezon Mr. Miguel Tapia <JENESYS Program Grantees > Mindanao Kokusai Daigaku, Davao Young Japanese‐Language Teachers Dispatch Program Special Invitation Program for Mr. Kodai Hino Graduate Students Philippine Association of Japanese (July 31, 2008 – Oct. 30, 2008) Ministry of Education Scholars, Cebu Ms. Mary Christine P. Dugay University of the Philippines Visayas De La Salle University, Manila University of San Carlos Mr. Hansen Manuel C. Enverga June 24, 2008 - April 23, 2009 De La Salle University, Manila The Japan Foundation Manila Nihongo Teachers’ Newsletter 11 JFM Teacher Training Programs Courses beginning Aug. to Oct. 2008 Merienda! THE JAPAN FOUNDATION, MANILA NIHONGO TEACHERS’ NEWSLETTER 〔Nihongo Proficiency Program〕 Sensei no Nihongo 3（SN3） 7th Oct. to 27th Nov. 2008 Tue/Thu 6:20pm to 8:30pm Tuition P3,000.00 (inclusive of all materials) Total 8 weeks/32 hours Application deadline 30 September, 2008 EDITORIAL STAFF KELI BISCARRA NATSUMI WAGURI YAUYUKI NIIMI C.E.J. AQUINO 〔Teaching Skills Program〕 Practice Teaching Course (PT-b) 4th Aug. to 3rd Sep.2008 Mon/Wed 6:20pm to 8:30pm Tuition P1,500.00 (inclusive of all materials) Total 4 weeks/16 hours Application deadline 28 July,2008 Lectures:An Introduction to Japanese Language Education (IJLE) 22nd Sep. to 26th Jan.2008 Sat 9:30am to 12:30pm Tuition P4,500.00 (inclusive of all materials) Total 15 weeks/45 hours The Japan Foundation, Manila’s 8th Nihongo Teachers’ Forum “A NETWORKING SEMINAR FOR FILIPINO NIHONGO TEACHERS” A Joint Project with the Association of Filipino Nihongo Teachers (AFINITE) We are pleased to invite you to the 8th Nihongo Teachers’ Forum entitled “A NETWORKING SEMINAR FOR FILIPINO NIHONGO TEACHERS”, the first joint live-in seminar of the Association of Filipino Nihongo Teachers (AFINITE) which will be held on November 15~16, 2008 at Canyon Woods, Tagaytay City. To help us in the preparations especially for the hotel and transportation reservations, we request that you kindly accomplish the registration form on or before September 30, 2008 with the registration fee of FIVE HUNDRED PESOS (Php 500.00) at the AFINITE office with the contact details below. For those who register and pay on or before August 31, 2008, the registration fee will be FOUR HUNDRED PESOS - P 400.00. The seminar will be a venue for discussing current issues and situations of Japanese Language Education in the various regions/provinces in the Philippines, recent developments in Japanese Language Education as well as the promotion of friendly relations and networking among the Filipino Nihongo teachers. THE JAPAN FOUNDATION, MANILA 12th Floor, Pacific Star Building Sen. Gil Puyat Ave. Ext.,corner Makati Ave. Makati City 1226 Philippines TEL +63(2) 811-6155～8 FAX +63(2) 811-6153 E-mail [email protected] Website http://www.jfmo.org.ph/ MARUIONE.jp presents "Fashion Contest" MARUIONE.jp (http://maruione.jp/en/), a shopping website hosted by MARUI department store, popular among many young Japanese girls & boys, presents a "Fashion Contest". Those who are studying Japanese or simply interested in Japan can apply for it. Just express yourself and show how addicted or crazy you are about Japanese culture. 1) Winner:Two round-trip airtickets to Japan +Shopping coupons for MARUIONE.jp equivalent to 30,000JPY 2) Second Runner-up (5persons): shopping coupons for MARUIONE.jp equivalent to 20,000 JPY 3) Third Runner-up (10persons): Shopping coupons for MARUIONE.jp equivalent to 10,000 JPY * Winners will be announced on their website on September 25, 2008. For details, please visit the website: http://maruione.jp/ images/contest/ index.html For more information, please email us at [email protected] or you may call #0907-8120954 Japanese Language Proficiency Test 2008 The Japanese Language Proficiency Test (JLPT) will be held on Sunday, December 7, 2008; it will commence simultaneously at 9:00 a.m. in three (3) different venues – at the De La Salle University, Taft Ave., Manila , Philippine Nikkei Jin Kai – International School, Angliongto Ave., Lanang, Davao City and at the University of San Carlos, P. Del Rosario St., Cebu City. The JLPT is administered once a year – worldwide, by the Japan Foundation in cooperation with other cultural exchange/educational institutions, in order to evaluate and certify the Japanese language proficiency of non-native speakers. Application Procedure Application forms will be available from August 5 (Tues.) at the following offices ・The Japan Foundation, Manila (JF, Manila) 12/F Pacific Star Bldg.Sen. Gil Puyat Ave. (Buendia Ext.) cor. Makati Ave.Tel.# 811-61-55 to 58 Fax # 811-61-53 ・Philippine Nikkei Jin Kai - International School Angliongto Ave., Lanang, Davao City Tel. # (082) 235-2971 / (082) 233-0013 / 0081 ・JAPANESE ASSOCIATION CEBU,Inc 5/F Clotilde Commercial Center M.L.Quezon St., Casuntingan, Mandaue City Tel. # (032) 343-7662 / Fax # (032) 343-7663 Ms.Tanteo