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120 letters in canada 2002 university of toronto quarterly, volume 73, number 1, winter 2003/4 The Cayuga dictionary is the third major Iroquoian dictionary published by the University of Toronto Press. Michelson and Doxtator=s Oneida dictionary appeared in 2002 and Woodbury=s Onondaga dictionary in 2003. These works are all of the highest quality, and show that, despite the lexicographic battles, those who are willing to persist in making a dictionary do something of enormous value. These dictionaries differ in many ways, and for many reasons, but all accomplish something that Frawley, Hill, and Munro address: >A dictionary is a thousand pages of ideas and history, a guide to the mind and world of a people. No book B except for, perhaps, religious documents, themselves guides to the mind and world of a people B has a shelf life longer than a dictionary. Surely that must be worth something.= The authors of the Cayuga dictionary are to be thanked for the energy and effort that they put to creating this work, one that will be invaluable to generations to come. (KEREN RICE) K. Nakajima, editor. Learning Japanese in the Network Society University of Calgary Press. xix, 204, $29.95 Learning Japanese in the Network Society is a collection of papers presented at the Second International Conference on Computer Technology and Japanese Language Education, held in August, 1999, at the University of Toronto. This is a comprehensive presentation of both theoretical and practical applications of computer technology by the leading researchers as well as teachers in Japanese as a second language education. The editor=s keen eye selects the most significant and essential topics for the issues of computer-assisted language learning (CALL) today. K. Nakajima organizes this book in four chapters: a general view on what network society can do for language learning; the database capabilities for language education; learner autonomy; and collaboration and copyright issues. She selects nine papers which discuss issues and achievements in these four fields. The first chapter contains two articles on multimedia learning: K. Akahori, >Using Multimedia in the Network Society= and M. Tsutsui, >Developing CALL Software=. Akahori=s paper provides readers with the theoretical and technological aspect of multimedia learning systems, whereas Tsutsui provides some more practical aspects for creating multimedia software. Tsutsui emphasizes the importance of the collaborative effort between teachers and technology specialists to create good programs: sage advice. Chapter 2 contains three papers: H. Yamamoto, >A Gradual Approach to Technology-Based Instruction,= provides a highly technical paper, but with a good overview on what a database can do to support computer- xxxxxx managed instruction systems. He also discusses the relationships of those humanities 121 university of toronto quarterly, volume 73, number 1, winter 2003/4 instructional tools to the curriculum. The other two papers are focused on more specific functions. Y. Kawamura reports on programs which help to determine the relative difficulties of reading materials in >Analyzing Japanese Textbooks Using the Vocabulary and Kanji Level Checker,= and Y. Tohsaku and H. Yamamoto introduce the testing program on the internet in >Internet-Based Self-Assessment for Language Skills.= This second chapter also provides a good combination of theoretical and practical information. The information on active testing sites on the Internet is especially useful for all involved in Japanese education. The topic of learner autonomy in chapter 3 could be the most interesting because computer technology application seems to be very promising in this field. J. Cummins=s >Learning through Target Language Text= reports an interesting approach to using the target-language text as input for learning. Y. Suzuki, H.C. Quackenbush, and Y. Shimizu present research results on reading systems that are accompanied by audio support. The last paper focuses on the topic of heritage language learning, >Teaching Heritage Language: Individualized Learning=. Here M.O. Douglas discusses various issues in teaching heritage learners and preparing curricula including computer technology. Although these three papers address very important issues, they raise many more questions than they answer. Perhaps this is because >learner autonomy= is an enormous but still vague concept; it is difficult for readers to find a clear focal point here. Even so, this is an area in which we could...


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