CONCEPTION OF THE JALEX PROGRAM
Since 1985, the study of Japanese has grown at a rate unprecedented in the history of American foreign language education. In fact, despite the comparative difficulty of Japanese as a noncognate language and the long-standing appeal of the Romance languages, interest in and demand for Japanese language instruction has continued to grow rapidly on a global scale, particularly throughout East Asia and Europe.
This has resulted in the development of several new Japanese-as-a-Foreign-Language programs at Japanese universities and other educational organizations. There is a keen need to provide upper division JFL students and recent graduates with teaching internships and practica, experiences not easily available in Japan.
It is equally important that the progress made by American teachers of Japanese be recognized and extended. In the United States, there has been an extraordinary effort made by classroom teachers, language departments of universities and others to facilitate continued growth and enhance the quality of Japanese instruction. Across the nation, grassroots efforts have emerged spontaneously to address difficult issues of secondary and postsecondary articulation, effective pedagogy and other fundamental issues. Japanese is the first so-called Truly Foreign Language (TFL) to excite interest among a broad cross-section of young Americans and communities. It is clear that effective foreign language study is rapidly becoming a key component of educational reform and national competitiveness.
THE JALEX PROGRAM MISSION
JALEX began with a modest prototype in 1992-1993. By 1995-1996, the program grew from eighteen placement sites in five states to an outreach which spread to seventy seven placement sites in nineteen states. The mission of JALEX is to provide a framework for enhanced Japanese language instruction in the United States while providing classroom experience for native-Japanese engaged in Japanese-as-a-Foreign-Language study. The mission objectives of the program are as follows:
- JALEX supports current Japanese language programs.
- JALEX encourages innovative means of offering Japanese language programs.
- JALEX enhances the preparation of new Japanese language teachers and the professional development of current Japanese language teachers.
- JALEX supports the initiatives of American teachers in developing textbooks, audio-visual teaching materials and other resources which are educationally effective.
- JALEX supports clear articulation of educational outcomes for the precollegiate, postsecondary, community-based and other forms of Japanese language instruction, providing for effective translation from one instructional setting to another.
- JALEX supports the development of quality assurance standards related to effective Japanese language learning.
THE JALEX PROGRAM OPERATIONALIZED
At the core of the JALEX concept is the teaching team. Many of these teams consist of experienced non-native teachers of Japanese and inexperienced, but native-speaking teaching assistants. The elements of team teaching, sharing a classroom, planning and teaching together and offering one another constructive criticism, require a new approach to instructional strategy for any team. JALEX teams, particularly those comprised of native and non-native teachers, often face other challenges as well, those inherent with cultural exchange.
JALEX Program consultants make on-site visits to their assigned schools. These on-site visits provide an opportunity for dealing with a variety of issues that might arise, including challenges in cultural adjustment or classroom discipline. Information on opportunities for professional development or suggestions related to team teaching are provided as well. When necessary, there is more frequent contact between the teams and the program consultants by telephone.
On matters of pedagogy, scheduling and daily use, the local school and mentor teacher are the sole decision-makers, but as project administrator, The Laurasian Institution collaborates with local school officials to ensure that the JALEX mission is achieved in tandem with local educational needs.
Participating JALEX schools are expected to recognize that the teaching assistants are assistants, not substitute or student teachers. Teacher assistants are assigned to support Japanese language learning. As future teaching professionals, JALEX assistants are in the United States to develop an enhanced understanding of non-Japanese pedagogical and administrative methods. They are involved in all regular faculty meetings, school functions, and other activities that normally engage the instructional staff of the school. In addition, they are made familiar with logistical matters within their assigned schools.
The mentor teacher, and if possible, a building administrator, are encouraged to provide periodic evaluation of the JALEX assistant's contributions.
Informal engagement with the community by the JALEX assistant is facilitated by an assigned Hospitality Family. The Hospitality Family concept was designed to support the emotional and personal needs of the assistant, and serve as an entree into the broader community.
PROFESSIONAL DEVELOPMENT
A number of training opportunities for participants in the JALEX Program, including an intensive summer training period and various workshops are held throughout the academic year.
Summer Training
The first two years of field operations of JALEX revealed many things to The Laurasian Institution, including the need for more intensive summer training for the assistants and their mentor teachers, particularly in the areas of cross-cultural communications, team teaching, effective classroom management techniques and general operating procedures of the program.
In 1995 summer training took place on the campus of Earlham College, in Richmond, Indiana. There, Japanese teaching assistants, many having recently arrived in the United States for the first time, were provided intensive training on day-to-day skills for living and working within the American culture. They were able to meet and acquaint themselves with their mentor teachers, and together, the entire group received joint training on Japanese pedagogical issues.
Workshops
Two major workshops for JALEX assistants and mentor teachers are held during each academic year, one in the fall, the other in the spring. The workshops, which are two days in length and held in a central location, offer participants a chance to gather, share stories and benefit from hearing guest speakers address topics related to teaching Japanese-as-a-Foreign-Language and education in general. All JALEX assistants and mentor teachers are required to attend these workshops. Surveys conducted periodically throughout the year are used to facilitate the refinement process for future training endeavors.
Resources
The Laurasian Institution publishes a number of documents for use by participants of the JALEX Program , including a Handbook for Assistants, a prospectus, brochures, the JAPAN LINK monthly news summary covering U.S.-Japan issues and JALEX Action, a quarterly newsletter.
JALEX PROGRAM YEARLY PARTICIPANT BREAKDOWN
| Program Year | Assistant Teachers | Placement Sites | States | |
|---|---|---|---|---|
| 1992/93 | 36 | 18 | 5 | |
| 1993/94 | 101 | 65 | 18 | |
| 1994/95 | 80 | 70 | 18 | |
| 1995/96 | 85 | 77 | 19 | |
| 1996/97 | estimated | 80 | 75 | 20 |
1995/96 PARTICIPATING JALEX PLACEMENT SITES BY STATE
Illinois
Elk Grove High School
Murray Language Academy
Urbana High School
Indiana
Blackford High School
Bluffton-Harrison Middle School
City of Mishawaka
Center Grove High School
Columbus East High School
Columbus North High School
Elkhart Memorial High School
Franklin Community High School
Harrison High School
Japan-America Society of Indiana
Jefferson High School
LaSalle High School
Mishawaka High School
North Central High School
North Side High School
Penn High School
Richmond High School
Terre Haute South Vigo High School
Iowa
Bettendorf High School
Pleasant Valley High School
Kansas
Shawnee Mission Center
Wichita High School East
Maryland
Sudbrook Magnet Middle School
Michigan
Abbott Middle School
Henry Ford II High School
West Bloomfield High School
Minnesota
Japan-America Society of Minnesota John F. Kennedy High School
Southwest High School
Missouri
Chaminade College Preparatory School
David Hickman High School
Grandview High School
Grandview School District, Central Office
Hillcrest/Pleasant View Middle School
Kickapoo High School
Lindbergh High School
Parkway South High School
Rock Bridge High School
The Barstow School
The Pembroke Hill Upper School
UMKC Applied Language Institute
Nevada
Ed W. Clark High School
North Carolina
Japan America Society of Charlotte
John T. Hoggard High Schools
New Bern High School
W. G. Enloe High School
Wiley International School
Oregon
Forest Grove High School
Ontario High School
Sheldon High School
South Eugene High School
West Linn High School
Pennsylvania
Shaler Area High School
South Carolina
W. J. Keenan High School
Tennessee
Warren County High School
White County High School
Texas
Johnston High School
Utah
Murray High School
Timpview High School
Virginia
Henrico County Public Schools
Richmond Community High School
Washington
Juanita High School
Lake Washington High School
Walla Walla High School
Wisconsin
Denmark High School
Elm Dale School
Forest Park Middle School
Franklin High School
John Muir Middle School
Manitowoc Lincoln High
Menomonee Falls High
Mineral Point High School
North High School
Wisconsin Rapids/East Junior High School
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