◄ Front Matter

Acknowledgments

I would like to thank Rick Sutton of the BOR of the USG, who entrusted Nattsu Kitamura of Darton College and me with the collaborative NSEP grant project in 2002, as well as Phil McKnight, School Chair, whose continuous support has enabled me to sustain and further develop this online course project. This textbook would not have been possible without the dedication and support of my colleagues in the School of Modern Languages at the Georgia Institute of Technology—Rumiko Shinzato, Kyoko Masuda, Satomi Suzuki, Kimiaki Yamaguchi and Aki Matsushima.

I would also like to acknowledge the following websites for allowing me to incorporate some audio effects and images into this eBook.

  • http://www.freesfx.co.uk
  • http://taira-komori.jpn.org/
  • https://www.irasutoya.com/

Preface and Accessibility

This second edition reflects substantial revisions undertaken to improve the accessibility of the course materials used in Japanese language courses at the Georgia Institute of Technology. These revisions were prompted by institutional guidance emphasizing compliance with federal Title II accessibility requirements, particularly as they apply to online instructional materials. In response, the textbook has been carefully revised to ensure that all components—including text, images, audio, and other digital content—are accessible to all learners. Particular attention has been paid to clarity of presentation, compatibility with assistive technologies, and the equitable delivery of instructional content in online and hybrid learning environments. These changes are intended not only to meet accessibility standards but also to enhance the overall usability and pedagogical effectiveness of the materials for a diverse student population.

Early literacy activities in this textbook are therefore designed to support multiple pathways to learning, including visual, auditory, and text-based access. Students are encouraged to connect pronunciation, meaning, and written form through a combination of listening, reading, and pattern recognition. By presenting information in more than one modality, the materials aim to provide accessible entry points for learners with different learning preferences and accessibility needs.

For learners using screen readers, the materials have been tested with commonly available assistive technologies. The following Screen Reader (SR) settings have been verified to work effectively with the digital version of this textbook:

  • Windows Narrator (press Ctrl + Windows + N to open Narrator settings)
    • Keyboard shortcut: ON
    • Voice: Microsoft Zira – English (United States)
      Note: “Natural Voices” may fail to switch languages correctly in multilingual text.
    • Verbosity level: 1 – Text only

To navigate quickly through the content, users may employ standard screen reader navigation commands. For example: Press H to move to the next heading. Press Shift + H to move to the previous heading. These navigation features allow users to move efficiently through lesson sections, vocabulary lists, and explanations. The goal of these revisions is not only to ensure compliance with accessibility standards, but also to create instructional materials that are clearer, more flexible, and easier to use for all students.

2026

Masato Kikuchi, Ph.D.

Georgia Institute of Technology