2026 年次大会　プレカンファレンス

プレカンファレンス　Pre-conferenceプレカンファレンスは、無料でどなたでも参加できます。ただし、事前登録が必要です。（また会場はトロント大学図書館内のため、一般の方は入場制限があります。）登録フォームはこのページの最下部にありま…

www.cajle.ca

2026.06.01

また、プレカンファレンスの後に国際交流基金の無料ツアー(4:00-5:00PM要申し込み)にご参加いただけます。プレカンファレンスから行かれる方は3：30に同会場に集合し、そのまま誘導がございます。

ツアー申し込みはこちらです。CAJLE2026 年次大会 プレカンファレンス 国際交流基金トロント日本文化センター（JFT）ツアー -The Japan Foundation, Toronto

日時：８月１７日（月）４：００ pm 〜 ５：００ pm

会場：The Japan Foundation, Toronto (2 Bloor St. E., Suite 300, Toronto, ON M4W 1A8)

集合場所：

• ４：００ pm に JFT 入り口
• または、３：３０ pm に East Asian Studies Lounge, University of Toronto 集合

2026年年次大会参加登録　Annual Conference Registration | CAJLE Canadian Association for Japanese Language Education

懇親会の登録はこちらです。懇親会は早割はありませんが、8月4日までにご登録ください。

2026 CAJLE Reception 懇親会 | CAJLE Canadian Association for Japanese Language Education

2026年年次大会参加登録　Annual Conference Registration | CAJLE Canadian Association for Japanese Language Education

懇親会の登録はこちらです。懇親会は早割はありませんが、8月4日までにご登録ください。

2026 CAJLE Reception 懇親会 | CAJLE Canadian Association for Japanese Language Education

The Department of Asian Studies at the University of British Columbia (Vancouver Campus) invites applications for the position of Lecturer in Japanese Language, commencing August 1, 2026.
This is a full-time appointment for a term of up to five years, including a probationary first year. Lecturer positions at UBC are appointments without review (i.e., non-tenure-track), renewable for successive terms subject to availability of funds and demonstration of excellence in teaching and service, in accordance with the Collective Agreement between UBC and the UBC Faculty Association.
A full‐time Lecturer in the Faculty of Arts is responsible for 24 teaching credits annually (i.e., eight 3‐credit courses), typically with a 3‐3 load in the Winter sessions and two courses or one intensive 6‐credit course in one of the Summer sessions. The successful candidate will teach undergraduate Japanese Language courses at all levels. The workload for this position also includes service assignments.

Qualifications
We seek an exceptional and experienced teacher of Japanese Language courses with demonstrated interest and expertise in innovative curriculum design and pedagogy.
Requirements include: a Master’s degree or PhD degree in Japanese Linguistics, Applied Linguistics, Teaching Japanese as a Second or Foreign Language, or a closely related field; evidence of teaching excellence; full professional fluency in both Japanese and English; extensive experience in teaching all levels of Japanese language courses at the college or university level in North America; experience in supervising, training and/or working collaboratively with colleagues, including parallel session instructors and/or TAs; experience in organizing co- and extra-curricular activities; evidence of teaching innovation (e.g., technology-enhanced instruction, community-based learning); a strong track record of full participation in team work and program affairs; and evidence of keeping abreast with recent developments in the field. Experience and a commitment to teaching upper-level content-based or special-purpose courses such as business Japanese, Japanese media, or topics on Japanese language, culture, and society will be an asset.

Expectations
The successful candidate will be expected to maintain an excellent record of teaching, engage actively in professional development, and team-based curriculum design and development of teaching materials, perform instructional responsibilities in coordination with other instructors, as well as participate actively in program affairs, service, and student engagement.

Salary
The expected pay range for this position is $6,867 – $8,583/month. Salary will be commensurate with qualifications and experience. This position is subject to final budgetary approval.

Application Materials:
The application dossier should include the following:

1. Application letter 2. Curriculum vitae (with the names and contact information for three referees who will provide confidential letters of recommendation)
2. Statement of teaching philosophy
3. Sample teaching videos for two courses, preferably one for a lower-level course and one for an upper-level one
   *Applicants are required to upload their teaching demos to YouTube as unlisted public videos and to send the links as part of their application submission.
4. Lesson plans for each of the lessons shown in the sample teaching videos
5. Two sample course syllabi, preferably one at the lower-level and one at the upper-level
6. Evidence of teaching effectiveness
7. A 1-page statement about your experience working with a culturally diverse student body and contributions or potential contributions to advancing a culture of equity, diversity, and inclusion.
   Submission Process

• All application materials should be submitted online at https://asia.ubc.ca/about/job-opportunities/ .
• The deadline for receipt of application materials is January 5, 2026.
• Applicants must also arrange for three confidential reference letters (in PDF format) to be sent directly by the referees to asia.jobsearch@ubc.ca by the deadline.
  Equity and Diversity
  Equity and diversity are essential to academic excellence. An open and diverse community fosters the inclusion of voices that have been underrepresented or discouraged. We encourage applications from members of groups that have been marginalized on any grounds enumerated under the B.C. Human Rights Code, including sex, sexual orientation, gender identity or expression, racialization, disability, political belief, religion, marital or family status, age, and/or status as a First Nation, Metis, Inuit, or Indigenous person.
  All qualified persons are encouraged to apply; however, Canadian citizens and permanent residents of Canada will be given priority.
  For inquiries, please contact: asia.jobsearch@ubc.ca.
  For information about the Department, please visit https://asia.ubc.ca.

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以下の受け取り方法からお選びいただけます。

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参加登録の早割は6月30日までです。懇親会の参加登録は、別途必要になります。

CAJLE2025年次大会研究発表募集 Call for proposal | CAJLE Canadian Association for Japanese Language Education

I arrived at the University of Wisconsin-Madison two days before the conference to familiarize myself with the venue. As soon as I got off the bus, Madison’s sizzling heat and sticky humid air welcomed me as a guest on the University, which is located on the ancestral Ho-Chunk land. Memorial Union, where the conference took place, is located right by Lake Mendota, preserving the history of the building. The city of Madison was charming for its tight-knit community, and I felt the University is an integral part of Madison socially, leisurely, and economically.

During the conference, I had the opportunities to interact with a number of scholars and educators who are passionate about Japanese language education. On Day 2, I presented my paper on queer identity construction and implications for classroom teaching and learning. The room, which is aesthetically pleasing with the original charm of the building, was full of audience. I still recall the faces in the room and joyful moments of presenting and having conversation with the audience there. After my presentation, some people provided feedback and posed questions regarding my epistemological stance, methodology, and practical implications. The thought-provoking dialogues that I had were invaluable as my research work tends to be in isolation. Through the dialogues, I was able to expand my knowledge about the issue regarding queer identity in Japanese language education. Besides my own presentation, I attended some of the presentations and workshops of my interest. One of the workshops I attended was theoretically robust and practically useful for developing my scholarly work and practicing inclusion in classrooms. All the sessions I attended have inspired my thinking in differing ways.

In addition to the scholarly networking, I was able to connect with some people more personally. In particular, I enjoyed interacting with other graduate students coming from various places internationally. We discussed research, career opportunities, and personal lives as graduate students. One of the graduate students I met happened to be my Vancouver friend’s friend. Such a small world! We made some time to have coffee during the conference and promised to meet again in Vancouver or West Lafayette. I cannot wait to see these new contacts again at conferences or somewhere in the future.

I am grateful for the opportunity to visit Madison and present my work at ICJLE 2024 thanks to the support from the Prince Takamado Japan Centre for Teaching and Research and CAJLE. The experiences I had would not have been possible without their support. Now, I am back in Vancouver with aspirations for further research to continue to make contributions to the field of Japanese language education in general and Canadian Japanese language education in particular. ありがとうございました。

土橋祐太　（サスカチュワン大学）

ICJLE2024での基調講演やシンポジウム、世界中で活躍される日本語教師の方々の発表を聞いて、日本語学習者の持つ背景がますます多様化していることを強く認識しました。例えば継承語学習者、日本語非母語話者教師、多様なジェンダーの背景を持つ学習者に関する研究等の発表があり、私にとってとても興味深く刺激的な学会でした。世界における教育現場や学習者の特性が変われば、応じて研究課題や注力すべき実践例に違いが見られることが分かりました。また、今回は大学院生向けのワークショップにも参加しました。同じ専門分野の研究者や一般の方々に対して、相手の持つ知識の深さを考慮した上で、分かりやすく自身の研究を伝える方法について議論を深めました。また、自身の研究について即興で語れるよう、普段から研究の動機や研究に至る経緯についてまとめておくことの大切さを痛感しました。

　ワークショップで学んだことを元に、この場をお借りして、ICJLE2024で発表した私自身の研究について簡潔に紹介させていただきます。修士論文では、カナダの大学で日本語を学ぶアジア人留学生とカナダ人学習者を対象に、外国語不安について研究しました。結果として、多くのアジア人留学生はクラスメイトの前で日本語を間違えることを恐れていました。一方で一部のカナダ人学習者は周囲の目を気にすることはないが、初めて学ぶ文法や語彙に触れた際に不安を感じていることが判明しました。この研究により、学習者が持つ特性やバックグラウンドに焦点を当てた研究の必要性を強く感じ、自身がこれから取り組むべき研究アイデアをいくつか得ることができました。

　今後は日本の博士課程に進み、アジア人外国語学習者の心理的要因に焦点を当てた研究を継続していきます。世界中の多様な背景を持つ外国語学習者に貢献するためにも、研究課題に隣接する分野にも視野を広げていきたいと思っています。

　最後に、安達先生、岸本先生、日本語クラスの参観をさせていただき、本当にありがとうございました。そしてCAJLEの実行委員会の先生方、高円宮日本教育研究センターの皆様、私をトラベルグラントの受給者として選定していただき、心より感謝申し上げます。またいつかICJLEで研究成果を発表できるよう、今後も研究活動に精一杯励んでいきます。