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Reading rate, usually measured in words per minute, is a common operationalization of reading fluency in second language (L2) research and pedagogy. However, the impact of word length is often not addressed. This paper presents two studies showing how the number of characters in a text influences L2 reading time, independent of word counts, within classroom-based activities for Japanese university English as a Foreign Language students. In Study 1, students (N = 160) read two sets of graded texts manipulated to differ only in the total number of characters. The texts with more characters required significantly more time to read, with a small effect size. In Study 2, the average reading times for students (N = 27) throughout a semester-long timed reading course were strongly associated with text length as measured in characters, controlling for differences in word counts. Together these studies support the inclusion of character-based counting units when measuring L2 reading rate or reading amount.

Teachers can use folktales, which often embody core characteristics of a cultural group, as "cultural artifacts" to illustrate or extend the cultural content that might be found in the textbook. In this article, the authors offer some suggestions for using folktales as a resource for illustrating cultural content in textbooks and other nonfiction resources or to extend students' understanding of various cultural groups. Using examples from Denmark, Japan, and the United States, the authors highlight a few aspects of culture that an elementary student might encounter in a typical textbook or nonfiction trade book. The authors then show how these cultural elements are treated in selected folktales, and they recommend strategies for using these folktales in the classroom. While many of the activities they recommend are geared toward upper elementary students, the authors hope to inspire social studies teachers at all grade levels to use folktales as an instructional resource. (Contains 2 figures and 18 notes.)

Demonstrates a procedure for teachers to use when evaluating multicultural books by reviewing two primary-level nonfiction books about Japan. Analyzes the use of photographs and the representation of the culture. Points out that, although nonfiction is valuable when teaching about other cultures, teachers should critically examine such books. (CH)

Trends in foreign children's books observed at International Bologna Book Fair (1984/85) indicate that publishers in Europe (The Netherlands, Norway, Denmark, Sweden, Finland, England, Belgium, Italy, Germany, Czechoslovakia, Poland, Yugoslavia) and Japan sell most children's books to general public and respond more directly to readers' interests than U.S. publishers. (EJS)

This article discusses the great interest in pirates in society today. Movies, toys, and stories are including stories of pirates and adventure more and more. In this article, the author suggests keeping the adventure going by sharing the exciting books described in this article with fourth- to sixth-grade students.

The book "How Goethe Became Japanese" by Stefan Keppler-Tasaki examines the cultural appropriation of Goethe in Japan. The study shows that Goethe plays a significant role in Japan's cultural self-understanding. The book covers various topics such as the reception of Goethe in Japanese German studies, his influences on the discourse of suicide and popular culture, as well as his connection to Buddhism. Other German-speaking authors such as Gottfried Benn and Thomas Mann are also discussed. The book provides insight into German-Japanese relations and the reception of Goethe in Japan. [Extracted from the article]