From “Foreign” Language Education to Plurilingualism: Challenges for Language Education Policy in a Multilingual Japan

Abstract

Abstract: Problem statement: With a 41% increase in residents over the last 10 years, the long-neglected issue of domestic multiculturalism and multilingualism cannot be ignored anymore in Japan. Nevertheless, there is still a deep gap between common images created by mass media and education regarding internationalization or globalization and the actual condition of Japan as a migrant country. By discussing the sociological background of this gap and its sociolinguistic consequences, this study points out present problems and challenges regarding education policies in Japan. Approach: Based on data out of field-work, I analyze attitudes derived from a education which is mainly restricted to the National Language and English and discuss their impact on actual behavior towards different groups of Non-Japanese people in Japan. Results: The data shows that with foreigners in Japan is widely associated with the use of English. However, the respondents reported communicating primarily in English only with people from Western countries, while with people from Asian countries-who make up the vast majority of residents in Japan-Japanese is the primarily used language. Besides common images and stereotypes regarding foreigner and language, different attitudes and experiences concerning communication with these two groups were found as significant factors in this contradiction. Conclusion: I summarize by pointing out the necessity of a more objective education and awareness regarding the multilingual and multicultural situation in Japan. The inclusion of languages of domestic minorities and neighboring countries in education policies is an important step to abolish stereotypes and linguistic discrimination based on one-sided orientation towards the West and myths about homogeneity. Concerning the itself, I discuss its growing importance for intercultural communication and emphasize the necessity of education policies fostering native speakers' ability in Japanese as an international language.Key words: Minority languages, migrant languages, attitudes, intercultural communicationINTRODUCTIONJapan is without doubt a multilingual nation. Not only the languages of domestic minorities like Ryukyuan, Ainu, Korean or the Sign Language, also the languages of the rising number of migrants to the country make Japan a multilingual society. In sharp contrast to this fact are the country's education policies, which are mainly restricted to two languages: The National Language (Japanese, the only official in Japan) and English. It is beyond saying that attitudes shaped by these policies are also rather simple: Japan is commonly considered a monolingual nation and a exclusive to the people, while other languages are regarded as foreign and English is believed to be understood all over the world and thus indispensable for all human beings.The National Language is the only domestic that is subject of compulsory education. Here it seems that little has changed since its creation in the Meiji era and the long history of assimilating policies, which forced minorities like the Ainu or Ryukyuan people and migrants from former colonies to commit linguistic suicide. The second that is subject of compulsory education is English. Policies like the Establishment of an Action Plan to Cultivate 'Japanese with English Abilities' by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) MEXT, 2002 illustrate how much attention this attracts. Connected with buzzwords such as Japan's internationalization or, more recently, globalization, English commonly stands for language in general. But being realistic, one must realize that a second education that is restricted to English fails to meet the actual needs inside the country. …