Justin’s Japan: Japan Society Flies Under the Radar with New Theatrical Voices
Article/Journalism, Japan Society Round-up, Justin's Japan 
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Kathryn Hunter, Clive Mendus, Glyn Pritchard and Hideki Noda star in Hideki Noda's 'THE BEE' at Japan Society Jan. 5-15. (Julie Lemberger)
By JQ magazine editor Justin Tedaldi (CIR Kobe-shi, 2001-02) for Examiner.com. Visit his page here for related stories.
As part of this year’s Under the Radar Festival, Japan Society kicks off the new year with a nine-day stage run of Hot Pepper, Air Conditioner, and the Farewell Speech and THE BEE now through Jan. 14 and 15.
Under the Radar is an annual theater festival that spotlights international artists ranging from emerging talents to masters in the field. The festival is a wild mix of works by ensembles, solo artists, writers and creators, offering a crash course in theater created by some of the most dynamic artists working today. In its seven year history, there have been 104 productions from over 17 countries.
“It means a lot for us to be able to present both Hideki Nodaʼs THE BEE and Toshiki Okadaʼs chelfitsch Theater Company in our first time participating in the Under the Radar Festival,” said Japan Society’s artistic director Yoko Shioya. “These shows truly illustrate whatʼs going on in Japanese experimental contemporary theater.”
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JQ Magazine: JQ&A with JUSTE Program Participant Kazumoto Takechi
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"I would like the duration of stay in this project extended as long as possible. Hopefully, this project will revolutionize Japanese English education just as the JET Program has changed the landscape of English language education in Japan."
By Sierra Soleil (Fukushima-ken, 2000-02) for JQ magazine. Sierra works at an ESL school in Manhattan. He enjoys teaching, writing, and riding his bike.
It’s been called the “Reverse JET Program,” which is a lot catchier than the Japan-U.S. Training and Exchange Program for English Language Teachers (JUSTE Program). A few of the East Coast JUSTE teachers made a special public appearance at the JETAANY Welcome Back Reception in November, and since then there has been some talk about exactly what this program is, and what these teachers are up to.
Recently, Kazumoto “Kaz” Takechi, a JUSTE participant at Rutgers University in New Jersey, took some time out of his busy schedule to answer a few questions about his experience as a Reverse JET. Spoiler alert: the program is very new, and its future is not assured, especially with the budget restrictions caused by the problems in Fukushima. However, if Kaz’s attitude is at all typical of the other participants, JUSTE could be every bit as much of a game-changer as JET was.
Kaz got his MA in English education from Naruto University of Teacher Education in 2002, and works at Ishii Junior High School in Tokushima, Shikoku. He was nominated by the program as one of 96 Japanese teachers of English to spend six months in the U.S. through January of this year, and is the only JUSTE teacher from Tokushima. Before he got to my questions, Kaz started with a shout-out to his former ALTs:
“All of my ALTs have been great partners in the classroom. I am a very lucky teacher because I have met very wonderful ALTs during my nine years as an English teacher. I am really glad to participate in this article for ALTs.”
Where did the idea come from to send teachers to the U.S. in order to improve English education in Japan?
According to the Foreign Ministry Advance Institute Workshop held at Tokyo in May 2010, both Japan and the United States agree that the two countries need to foster mutual understanding at the citizen level in order to sustain and strengthen the Japan-U.S. alliance. Based on this agreement, a summit conference between Japan and the U.S. was held in Yokohama on November 13, 2010. Details on how to strength our relationships were finalized during this conference. The JUSTE project is a direct outcome of this conference. The Ministry of Education further defined that the JUSTE project had two objectives. One is to foster and develop the English communicative skills of Japanese English teachers. The other is to develop Japanese English teacher pedagogical skills through TESOL classes offered at U.S. institutions.
Has this idea been around for a long time, or was it a recent initiative?
The Ambassador Plenipotentiary has wished that this project take motion for some time. He has consistently envisioned the necessity to give Japanese English teachers the opportunity to seek professional development, in English speaking countries such as the U.S., after they become certified English teachers in Japan. He has consistently suggested this to the government, and thanks to his wonderful efforts this project has finally materialized.
How would you assess the progress so far?
At this juncture, I am focusing on developing the skill sets that will contribute to the professional development of Japanese English teachers and ALTs when I return to Japan. I will be presenting to the English language teacher community as well as conducting demonstration lessons to assist in their professional development. Moreover, I will also write some articles about my experience in this project. Hopefully, I will inspire other English teachers and muster support for this project among supervisors and English language teachers. This is a challenge I am embarking on, but I have conviction that my actions will positively influence other English teachers and the future of Japanese English education.
