Abstract
ABSTRACTThis paper analyzes the origins and internationalization objectives of methodologies used for English pedagogy in Meiji Japan. Curriculum during this period was designed to reinforce analytical, rote methodologies that resulted in the separation of language from culture. Texts tested intellectual acumen and promoted nationalistic sentiments, rather than communication skills, thereby limiting direct communication with the West and access to foreign ideas. A close examination of historical ties between English textbook methodology and the modernization agenda during Meiji helps us to better understand some of the practical challenges facing current foreign language policy and oral‐linguistic proficiency in Japan.
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