English as an International Language and Three Challenging Issues in English Language Teaching in Japan

Abstract

This paper deals with three challenging issues in Japan’s English language teaching (ELT), which is officially considered as part of a larger endeavour of international understanding education. In implementing this framework in Japan’s ELT, three major issues are noticed. (1) How we can teach English as an international language; (2) How we can train our students to be able to talk about themselves, their community, and their national culture; and (3) How we can motivate our students to become interested in cultures of speakers of different varieties of English the world over. The crux of the matter in Issue (1) is that Japan’s conventional ELT model is outdated and unrealistic. In the traditional American English Speaker model, Japanese students are taught American English and are expected to become speakers of American English. In view of the present role English plays as an international language, it is not necessary and it is not desirable to expect to produce American English speakers in Japan’s public education system. To adjust to this reality, the traditional model has to be changed or modified in favour of the Japanese English Speaker model. Issues (2) and (3) are closely connected. Japanese people generally see international understanding as learning about other countries. Consequently, awareness and practical training in explaining things Japanese is often ignored in school programs of international understanding education. Unfortunately, Japan’s ELT is inclined to reinforce this tendency by putting much emphasis on reading about foreign cultures, mostly those of the United States and Britain. However, with a clear understanding of English as a language for wider communication, a coordinated program is proposed to teach English as an international language for self-explanation and mutual understanding across cultures.