1

President's Message Kaori McDaniel, Los Gatos High School

I recently attended a seminar for parents and educators, which focused on

raising healthy children by putting less focus on grades and college admissions.

At one point during the panel discussion, one of the panelists stated that teachers

should attend more professional development opportunities to improve their

teaching skills. There was a big applause from the audience, most of whom were

parents. I was uncomfortable sitting in the middle of the applause.

While I agree that there are teachers who are reluctant to go to conferences or

workshops to improve, I thought the statement was rather unfair statement; the

fees to attend conferences and workshops are usually very expensive, and in

many cases, teachers have to pay the expense out of pocket – and it is a well-

known fact that teachers do not get paid well.

Thus, one of the important missions of CAJLT is to help teachers gain easier

access to professional development opportunities available in their area. I am

very happy to report that last month, by becoming an affiliate of Foreign

Language Association of Northern California (FLANC), CAJLT members were

able to attend the FLANC Fall Conference at a discounted rate of $25, instead

of $80. In addition to attending their workshop, CAJLT members were invited to

the gathering of Northern California Japanese Teachers Association (NCJTA)

and had an opportunity to meet some NCJTA teachers. I would like to thank both

FLANC and NCJTA for their support in making this happen.

The regional Benkyookai run by our members, are open to all members. This is

another way for teachers to learn without feeling a financial burden; this informal

event also allows the participants to have discussions in a casual setting while

developing a support network with one another.

We all know that Japanese teachers are hard workers and are consistently

looking for ways to improve teaching skills. In order to support such needs,

CAJLT will continue cultivating means to facilitate our members' attendance at

events for professional development. I hope all members will make the best use

of these opportunities.

In this issue...

Presidents Message 1

Benkyoo kai Report 2

Peep hole 5

Japanese Program In

University (CUSLB) 6

Global 30 Report 7

Japan Bowl 9

Announcement 10

Membership 11

Officers:

President: Kaori

McDaniel

Vice President: Alex

Blackwelder

Treasurer, Membership:

Naoko McHale

Historian: Freda Yoshioka

Media: Atsuko Kiuchi

Want to announce to all

members? Please use

cajlt@googlegroup.com

CAJLT California Association of Japanese Language Teachers

FALL 2013 Newsletter

2

サクラメント勉強会 Naoko McHale, Davis Senior High School

サクラメントでは 9 月 28 日に勉強会兼、今年度の活動について話し合う会を開きました。勉強会では、

サクラメント州立大学の増山先生が、日本語の AP 試験についてあまりご存知でない先生方もいらっしゃ

ったので、まず試験の概要を説明してくださり、その後 、皆で Compare & Contrast の rubric を詳しく見た

後、昨年度実際に出されたの問題を参加者全員でやってみました。現場の日本語教師、ということで与え

られた時間はたったの 5 分。回答例を詳しく見た後、お互いのパラグラフを rubric に従って採点する、と

いう作業をしました。時間切れで結論まで書けなかった未熟なパラグラフを三人の先生方に見ていただく

のは気恥ずかしかったのですが、皆でワイワイガヤガヤ言いながら楽しく AP について学ぶことができま

した。AP のみならず、今後の生徒へのライティングの指導にきっと役立つことと思います。

後半は、今後の活動について話し合いました。学校対抗で生徒達が楽しく参加できるイベントを企画し

よう、ということで意見がまとまり、次回のミーティングで詳細を決めることになりました。サクラメン

ト地域の先生方、次回のミーティングにぜひご参加下さい!

日時：12 月 14 日(土) 12:00 ～ 12:30 ポットラックランチ

12:30 ～ 3:00 ミーティング

場所：California State University, Sacramento Mariposa Hall 2007

San Francisco-Bay Area Benkyoukai Report Kaori McDaniel, Lost Gatos High School

We held our first meeting of the school year on Sat. 9/28 at Los Gatos High School and shared lots of information and

inspiring ideas. We learned about Japanese homestay exchange program at different schools and ways that local

Japanese teachers are linking their students with students in Japan, such as penpal and video letter exchanges. Teachers

also shared information and ideas about some of the new resources and programs they are incorporating into their

curriculum. Some of these include:

Goanimate, kidblog.com, blabberize, and dashlane (Kobayashi sensei)

NHK's お伝と伝じろう（Kubo sensei)

多読ライブラリー、季節で学ぶ日本語（McDaniel sensei)

Using "Shadowing" method to help students develop and improve speaking fluency and pronounciation

(Jordan sensei)

We also learned about a unit that Kobayashi sensei created that incorporates ゆるキャラ、including doing 「くまモ

ン体操」in class, and Jordan sensei shared an idea inspired by a home economics class project at Hanazono High

School in Kyoto involving making ご当地弁当 based on research about a particular area of Japan.

勉強会レポート

3

MCLASC Fall Mini-Conference report Freda Yoshioka, Campbell Hall Episcopal K-12

The Modern and Classical Languages Association of Southern California (MCLASC) held its Fall Mini Conference at Santa

Monica City College on Saturday, Oct. 19, 2013. According to MCLASC president, Araceli Espinoza, nearly 180 teachers

registered. She hopes to double the conference in size next year. The half-day event featured dozens of one-hour

presentations by teacher-speakers, mostly high school and college level, from all over So-Cal. Attendees could attend up

to three different presentations. Brandon Zaslow of the California World Language Project gave the keynote address

and highlighted the Common Core Standards. He charged World Language instructors with becoming familiar with the

English & Language Arts (ELA) standards. There were language-specific presentations, specifically in Spanish, French,

Arabic and Korean. So come on, CAJLT members, let’s represent Japanese language teachers there next year!

FLANC 2013 Conference Naoko Mchale, Davis Senior High School

On Saturday, October 26,the FLANC (Foreign Language Association of Northern California) Conference was held at Chabot College in Hayward. Four CAJLT members presented at this conference with a common theme, culture, and I learned valuable and useful ideas from their workshops.

Kaori McDaniel Sensei and Ann Jordan Sensei emphasized the importance of building a curriculum based on aspects

of culture that interest students. As an example, McDaniel Sensei introduced her 妖怪(ようかい)Unit, where students

learned how to describe people through a series of fun activities. Jordan Sensei shared her 落語(らくご)Unit, through

which students learned to tell their original 落語 stories in front of the class. After showing a video of a very lively

student’s 落語, she explained that the student used to be very shy. Her approach helped him become more confident and outspoken.

The second presenter, Tomokazu Morikawa Sensei, started his presentation by saying that he changed his classroom management, curriculum and class activities, so that he could focus on students’ self- discoveries. Instead of traditional grading categories, he now uses categories based on skills such as Interpretive Proficiency and Speaking Proficiency. In this way, each student as well as the teacher can determine which skill should be improved. Then, he shared his AP class

unit, 自分らしく生きる. Starting with a self- introduction exercise, the unit develops into a series of social issues such

as bullying at school, 津波 victims and homeless people. His students’ project involving students in 福島 will be

completed next summer when they visit 福島. Kumi Kobayashi Sensei from Lynbrook High School presented a curriculum design that promotes thinking skills

through the examination of cultural topics. Students study Product, Practice and Perspective to understand various cultural topics, and they gradually learn to express their opinions in Japanese on those same cultural topics. Kobayashi Sensei showed an impressive video of her AP students exchanging their opinions in a Socratic seminar. After the AP exam, these students taught Japanese culture to middle school students.

After these wonderful workshops, I attended the NCJTA (Northern California Japanese Teachers Association) general meeting with other CAJLT members . There, Chika Shibahara Sensei from the University of California, Berkeley,

explained how we could utilize a movie more efficiently in our classroom. She showed us five clips of 四月物語, explaining what kinds of activities we could do with each clip. At this meeting, the president of NCJTA announced that the two organizations, NCJTA and CAJLT, two organizations concerned with Japanese education, would start collaborating in the future.

4

TJSC Fall Conference Report Alex Blackwelder, Scripps Hill Senior High School

On Sunday, November 3rd, I had the distinct pleasure of attending the annual Teachers of Japanese of Southern

California (TJSC) Fall Conference along with Freda Yoshioka sensei, our CAJLT historian. The one-day conference took

place at the new location of the Japan Foundation, Los Angeles, and began with an award presentation to Maki

Watanabe Isoyama for her hard work and dedication to Japanese education over the years.

The main theme of the workshop was “Differentiated Instruction in Japanese Language Classes,” led by

Professors Hiroko Kataoka and Masako Douglas of CSU Long Beach. Drs. Kataoka and Douglas stressed the importance

of differentiation across the curriculum, from individual lesson objectives to class activities and assessment rubrics. The

diversity of students- cultural background, linguistic experience and ability, personal interests, academic readiness,

learning styles- was discussed as participants were asked, “Are we teaching all those students in the same way or

differently, and why?” Student readiness was defined as students’ current proficiency level and content knowledge.

Next, each area of differentiated instruction was defined and discussed:

Content- the “what” of instruction, including lesson objectives

Process – the “how” of instruction, including activities, student grouping, and time length

Product- the “assessment” portion of the lesson, including individualized outcomes

The importance of scaffolding was highlighted as process was described to the participants as well, including

examples from a writing-based lesson.

I appreciated the conversation that arose from the question, “Is it ethical to give different assessments to

different students within the same class, and what is the meaning of an “A” letter grade from student to student in a

differentiated classroom?”

Now with a two-year mandatory world language requirement in San Diego Unified School District, I have found my own

classes to include a more diverse range of learners than ever before. Therefore, I felt that the lecture on differentiation

was both important and timely, and I will work to include a more varied, individualized form of assessment for my own

students in the near future.

Professors Kataoka and Douglas emphasized that a truly differentiated classroom was not an overnight process,

but should be approached a step at a time.

I am very thankful for the kindness and welcoming atmosphere from TJSC, an organization that defines

excellence among Japanese educators in the nation.

5

In each issue, we introduce Japanese teacher who is actively involved in Japanese language education. We

are introducing Umabe sensei at Torrey Pine High School in San Diego. Thank you, Umabe sensei for

answering questions!

1. 今年、Torrey Pine高校の生徒さんがオーロラスピーチコンテストで全米代表になり、過去にもオーロラコンテスト

で上位に入賞した学生さんがいらっしゃいますが、先生の学校の生徒さんがなぜこんなに日本語がうまいのか、その秘

訣はズバリなんだと思いますか。

「秘訣」というものがあるのかどうかは分かりませんが、私自身スピーチを指導するのが好きだということは事実です。

私のスピーチの指導法は、まず、生徒に自分が今強く話したいと思っている事を書かせて、その下書きをもとに、私が

色々インタビューをします。 その話し合いのなかで構成を練っていき、スピーチの核心は何なのかをはっきりさせます。

スピーチには、必ず、自分が主張したい事を明確に表現するようにアドバイスし、最終原稿を書いてくるように指導しま

す。この時点で、生徒は自分のスピーチの内容にかなり自信を持つようになっています。最終原稿が書き終わった後は、

暗記をさせ、堂々と壇上にあがり、自分の主張を聞いている人に伝えるのを楽しむようにアドバイスします。

毎年スピーチの指導を通して生徒が成長していくのを見るのが私の教師としての喜びです。子供の頃、我が家では、成人

式の日に NHKで放送されていた「青年の主張」を見るのが恒例でした。心に深く訴えるスピーチに何度も感動したのを覚

えています。そのような聞き手の心に残るスピーチを生徒にしてもらいたいと思いながら、毎年生徒をスピーチコンテス

トに送り出しています。

2. APクラスには何人くらいの生徒さんがいますか。APクラスでは、どのようなアクティビティーをされていますか。

なにかおすすめのアクティビティーがあったら、是非シェアしてください。

トーリーパインズ学校では、APクラスは、隣の学校からの学生が参加する合同授業になっているのですが、今年は、本

校の生徒が２４名、隣の学校からの生徒が１２名で計３６人のクラスです。去年初めて試みた「映画の声優プロジェクト」

は予想以上に完成度が高かったので、おすすめのプロジェクトとして紹介したいと思います。このプロジェクトは、２〜

５人のグループで洋画から１０～１５分程度のシーンを選び、声優になるというプロジェクトです。使わなければいけな

い文法のリストに基づいて、自分なりにアレンジをいれて、台詞を作ります。公平さを保つため、台詞の長さにも規定を

設けました。発表する時は、映画をスクリーンに映して、音を完全に消して、台本を見ながら発表します。音などは、

「バンバン」や「ピューピュー」など自分たちで工夫をして、「きゃ〜誰か助けて〜」「僕が来たから、もう大丈夫だ」

など感情を入れて台詞を言う発表をクラス全員で楽しみながら映画鑑賞しました。動きに合わせて話すのはなかなか難し

く、何回も練習をして、各グループ上手にまとめあげました。高校なので、映画と場面の選択には、注意を払いましたが、

AP日本語は、三、四年生が大半なので、自分達でどの映画が学校のプロジェクトにふさわしいかきちんと判断ができ、

特に問題はなかったです。

のぞき穴レポート

6

カリフォルニア州立大学ロングビーチ校 知念聖美

カリフォルニア州立大学ロングビーチ校(CSULB)の日本語科をご紹介します。CSULB の日本語科はアジア＆アジ

ア・アメリカ研究学部に属し、日本語で BA が取得できます。現在の日本語のクラスの登録者数は延べ 232 人、

学習者数は 187名です。日本語専攻の学生は約 60名です。４名の教師が初級レベルから上級レベルまで、ス

タンダーズに基づいた Proficiency 重視の日本語教育を行っています。

１年目と２年目は日本語の基礎を学ぶコースです。教科書は「ようこそ」を使用しています。３年目のレベル

には読み書きをフォーカスにしたコースと会話をフォーカスにした上級日本語のコースがあります。４年目の

レベルには 10のコースがあり、そのうち９コースは地理や歴史、そして文学など日本語でコンテントを学習

する内容重視（Content-based Instruction）のコースです。また、日本語を継承語として学習する学生のための

コースもあり、中学や高校まで日本語学校や補習授業校で勉強していた学生や家庭言語が日本語の学生は、日

本語の力をさらに伸ばすことができます*。このような継承日本語学習者を対象としたコースを設けている大

学はアメリカにおいて３校しかありません。また、AP や IB を履修した学生は AP や IB のスコアに応じて単位

が取得できます。

家庭が日本語環境である学生や日本語の履修経験がある学生にはプレースメントテストを義務づけています。

このテストは教科書に基づくものではなく、総合的な日本語力を測定するものです。セクションが複数ある１

年生のクラスでは同一のシラバスやコーススケジュールに基づく指導を行い、毎週スタッフミーティングを行

い情報の共有を図ったりするなど、縦と横の連携を大切にすることでカリキュラムと指導内容が一貫するよう

にしています。また、サービスラーニングやコミュニティイベントに参加する文化プロジェクトなど、ローカ

ルコミュニティーを重視した日本語学習も行っています。

*現在大学が全学部のカリキュラム再編成を検討しており、開講できるコース数が減少する可能性があります。

Japanese Program in University California State University, Long Beach

7

Global 30 Project Kaori McDaniel, Los Gatos High School

On October 12th and 13th, a seminar on the Global 30

Project was held in San Francisco and Berkeley.

Approximately 300 students and parents attended each

day and learned about the project including information

about the specific programs offered at each university.

Global 30 is a Japanese national education campaign in

which to promote international students study at

universities in Japan. All classes are taught in English to

earn their bachelor's degree. Students are not required

to possess strong Japanese skills, but they are required

to take Japanese courses while they are studying in

Japan.

The details about the programs at each of these

universities, such as the majors offered, financial aid

and other support, and academic and social

opportunities, all vary depending on the school. To find

out about what are available at each school, please

visit http://www.uni.international.mext.go.jp/global30/

For this issue of the CAJLT newsletter, I interviewed Dr.

Louis Irving, Assistant Professor at the University of

Tsukuba, about its Global 30 program.

1. What are the majors available?

We have majors available in Life and Environmental

Science (Biology, Geosciences, Aerobiology), and

International Social Studies (sociology, economics,

political science, international relations, international

development). These two degree programs accept high

school graduates. We also have a Medical Sciences

Program which accepts transfer students in their

third year. Finally, we have about twenty-five Master’s

and Doctoral programs.

However, there are thirteen G30 universities, and

each offers different programs. So, it’s worth students

exploring the G30 website to find a program and a

university which suits them.

2. What is a student's life like? Do they live in a dorm?

Are they allowed to join any clubs?

Every university is a bit different, but at Tsukuba, all

students are guaranteed a dorm in their first

year. Many choose to stay there throughout their

degree. As we are in a more rural location, we have a

great number of low cost dorms – starting at about

$150 a month. Many students move to off-campus

housing in their second year – often sharing an

apartment with their friends. We have students from

around 25 different countries, which gives the

program a great atmosphere; so many great students

are sharing experiences and learning together.

First year is quite busy, and the G30 students form a

tight group. However, they have lots of opportunities

to join one of our 256 clubs, and meet both Japanese

and other foreign students. We have several clubs

dedicated to cultural exchange between Japanese and

non-Japanese.

3. How much does it cost to attend? Are students

allowed to work?

The public and private universities are a bit

different. Public universities cost 535,800 yen per year

Special Report

8

for tuition and 282,000 yen entrance fee. The costs of

attending private universities are generally two to three

times more than public. Tsukuba offers a waiver to G30

undergraduate students of both the admission fee and

the first year of tuition, so aside from their application

fee (17,000 yen), the first year is free.

Many of the universities also offer full and

partial tuition fee waivers and scholarships. Students

can also apply for the 文部科学省 scholarship before

they come to Japan, and some universities offer

scholarships for students who can submit before their

arrival (e.g. Tsukuba Scholarship). There are JASSO and

private foundation scholarships that can be applied

after students arrive in Japan. In short, there are lots of

options for hard-working students.

Scholarship rates will be university-specific, although

we’ve had very high rates for 1st year students so

far. After three months, subject to satisfactory

academic progress, students can apply for permission to

work. Native English-speaking students have a good

advantage as English teachers, there is always demand

to teach children English.

4. What kind of support does a student get?

Each university offers a broad range of support. For us,

we allocate a senior student to each freshman, to help

them get used to life in Japan. The senior helps their

assigned freshman with day-to-day matters, such as

buying a bike, opening a bank account, etc. Every

student also has an academic advisor, who will assist

with course selection and more. Our office staff is

bilingual, and almost all procedures within the

university can be done in either Japanese or English

now. Our International Student Center offers a broad

range of support, while our Health Center provides both

regular health care and administers yearly health

checks. In terms of language

support, students with a low

proficiency in Japanese or no

Japanese at all are required

to take Japanese language

classes throughout their first year.

5. What is the application process?

Again, each university is a bit different, but generally,

students will submit their high school transcript / GPA

and any standardized test scores that they have (SAT /

ACT). Tsukuba doesn’t require the SAT or ACT, but

these scores are accepted. Some other universities do

require standardized tests, so it’s best to check

early. Students also have to write an application

essay. Those students who passed the first screening

would be interviewed (by skype for Tsukuba, but in a

local city (e.g. San Francisco) for some other

universities). Next, those students who passed both

rounds will be offered a place. There’s no need for EJU

or any Japanese proficiency tests.

6. Where can I find more information about the

University of Tuskuba?

Our website contains lots of information (and we’re

currently doing some big updates), and all the

information for applications. You can find it

at www.global.tsukuba.ac.jp You can also contact me

directly at irving.louis.fb@u.tsukuba.ac.jp Every year, I

visit California to talk to teachers and give presentations

at high schools. If you’re interested in having me visit

your school, please send me an email, and we’ll be

happy to arrange something for you.

7. Any other comments?

I’m frequently told I’m a passionate speaker. G30 is a

program I find very easy to be passionate about. For

students interested in Japan, this is a great opportunity

to come, get an education, and experience a different

culture. Tuition is extremely reasonable by

international standards, which is really important for so

many people nowadays. It’s easy to be passionate

when you have the best job

in the world!

9

Kay Amano, Japan America Society of Southern California.

High school students studying Japanese at level III

and IV have been invited to compete in the second

annual Japan Bowl® of Southern California! It will

take place on Saturday, March 1, 2014 at Loyola

Marymount University in Los Angeles. The grand

prize for Level IV winner is airfare, accommodation

and entry fee to the National Japan Bowl® which will

be held April 10-11, 2014 in Washington, D.C.

Japan Bowl is an academic competition that tests the

achievements of high school students who are

studying the Japanese language. Its uniqueness stems

from its dedication to test high school students not

only on the language itself, but also on knowledge of

“Japan, the country.” Japan Bowl also recognizes and

encourages these students, who have chosen to study

Japanese as their foreign language. The competition

format is modeled on popular quiz shows such as

“It's Academic.” Teams of high school students will

compete at two different levels, depending on how

long they have studied Japanese. This will be a

wonderful opportunity for the students to show their

Japanese language skills and knowledge, and meet

other students in Southern California that share the

same interest.

During the preliminary round of the competition,

students will be tested with written questions,

covering both language and non-language topics.

Some non-language areas include history, arts and

traditional and modern culture, geography, society

and daily life, popular culture and current events.

Finalists are tested with verbal communication skills

in the championship round. Throughout the

competition, students must have a decent

comprehension of kanji (including names of topics,

people and places), idiomatic expressions,

onomatopoeic expressions, and affective expressions.

In addition to the academic competition, traditional

and modern Japanese cultural activities and games are

showcased.

Japan Bowl® of Southern California is presented by

the Japan America Society of Southern California

(JASSC) with the collaboration with the Bellarmine

College of Liberal Arts at Loyola Marymount

University. Additional supporters include the

California Association of Japanese Language Teachers,

Consulate General of Japan in L.A., the Japanese

Business Association of Southern California , The

Japan Foundation, Los Angeles and Teachers of

Japanese Southern California.

The 2014 Study guide and application forms are now

available online for download at www.jas-

socal.org/JapanBowl. 2013’s competition highlight

video is also available online. Applications are

accepted between Tuesday, October 1, 2013 and

Friday, January 31, 2014. Teams from Title 1 schools

may be eligible to receive financial support for the

application fee. More information about Japan Bowl®

of Southern California or information on financial

support, can be obtained from Kay Amano, JASSC

Programs Director at 310-965-9050 x104 or

amano@jas-socal.org.

10

お知らせ

Save the Date!

MCLASC workshop for Japanese teachers

Morikawa-sensei, a visionary teacher with an innovative approach, will be flying down from San Francisco for a

morning workshop

Saturday, February 8, 2013

9 am -- 12 noon

Campbell Hall School

4533 Laurel Canyon Blvd.

North Hollywood, CA 91607

勉強会

Sacramento Area: 12/14 Saturday @ CSUS, Sacramento Details will be announced soon.

Team members wanted!

Our CAJLT officers term will be up next summer! We are looking for candidates to be part of our team． The

position will start in August 2014, but we need to elect new officers at our March CLTA meeting, so if you are

interested in being a part of CAJLT team, please let us know to cajltmembers@gmail.com. We need at least 2

new officers to work with remaining officers.

Renew early!

California Association of Japanese Language Teachers Membership!

The CAJLT membership starts in January and ends in December. Your membership includes newsletter (4 times a

year), local Benkyoukai, discount for CAJLT sponsored workshop, CAJLT Group email, edomodo, and more! If you

choose to become a dual member of CAJLT and AATJ (American Associations of teachers of Japanese), you can also

participate in Japanese National Honor Society (JNHS), New Year Cards contest as AATJ members. Plus, you will be

eligible to attend the ACTFL conference at a ACTFL member’ rate. You must renew / apply for your membership

before January if you would like to apply for JNHS for your school. Please use the attached membership form in this

newsletter or you can download it from our web site. よろしくお願いします！

The CAJLT web site: http://sites.google.com/site/cajltweb/

Email address: cajltmembers@gmail.com

編集後記：すっかり秋になりました。秋版の発行少し遅れてしまい申し訳ありません。Tanksgiving 休暇と冬休

みがもうそこまで来ています。そして、この時期はメンバーシップ更新の時期になります。また、来年も是

非更新よろしくお願いします。残りの学期元気にがんばりましょう！

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Application Form for CAJLT Membership Membership Dates: 01/01/14 thru 12/31/14

For the dual membership for CAJLT and AATJ, please go to the AATJ website

(http://www.aatj.org/atj/membership.html). This form is for CAJLT membership only

Please print all the information Clearly.

CAJLT Membership

$15

($10 for student member)

Benefits:

E-Newsletters

Benkyokai

More!

(for CAJLT & AATJ dual membership, please do not use this form. Go to the AATJ website for the dual membership.)

Please Select One:

New member Renewal

Name

Mailing Address(if different from school address)

___________________________________________________________ City:__________________ State: _______________Zip:____________

Phone ( ) __________ - _________________ E-mail

School Information

School Name

School Address

_________________________________________________________ City:_________________ State:_______________ Zip:_____________

Phone ( ) ____________ - ___________ext_________ E-mail

Would you like to receive e-mail from CAJLT?

( )Yes, I wish to receive the following ( Please mark all that apply):

( )e- newsflash ( ) e-newsletter

( ) No, I don't wish to receive any e-mails from CAJLT

*CAJLT will not share any personal information with any other organizations

Please mail a check (Payable to CAJLT) and your completed form to:

Naoko McHale (CAJLT)

234 Pintail Place

Davis, CA 95616

Off Office Use Only:

Received ____/____ /______ Check #_________ by: _________________

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