English Education In Japan Research Articles

Between commodification and racial capital: an autoethnography exploring whiteness in higher education in Japan

ABSTRACT This article examines how individuals may play a role – inadvertently or intentionally – in negating white privilege by critically examining the conflict-avoidance approach employed by individuals in higher education in Japan. Drawing on the third wave of Critical Whiteness Studies (CWS), the article examines the role of whiteness that impacts educators who engage in English education in Japan. In doing so, autoethnography is used to critically analyse situations from the author’s lived experiences where educators were complicit in upholding the hegemony of whiteness. The findings suggest that avoiding the critique of whiteness misses the opportunity not only to interrogate the incidents that sustain the status quo, but also overlooks the emotionalities and humanity of all educators involved in English education in Japan. Finally, the article ends by suggesting Matias’ (2016) notion of the humanizing process to understand what educators are up against when confronting race and seeks ways for all educators to join the global movement of racial justice in their teaching contexts.

Questioning Japan's English-Only and Other Language Teaching Communicative Directives

In 2014 the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) published its “English Education Reform Plan corresponding to Globalization” so as to “promote the establishment of an educational environment” conducive to enhancing English education in Japan. This plan, which explicitly covers pre-tertiary education levels and was to be incrementally promoted prior to full scale implementation beginning in fiscal year 2020 with Japan’s hosting of the Tokyo Olympics, states that English education classes are to be conducted in English from the lower secondary school level. This directive to match the students’ target language (TL) with the language of instruction evinces MEXT’s belief that English mediated instruction (EMI) directly impacts TL learning outcomes (e.g., by students consequently displaying competency in TL skills), with those results considered to be key first to students’ university-level English language learning endeavors and then to Japan’s increased internationalization and globalization efforts. To external observers, such an English-only stance appears fully apropos, valid, and justifiable. However, MEXT’s directives must be questioned, not only because of the general untenability of first language (L1) exclusion in TL learning situations, but also because of the difficulties encountered by both educational institutions and their instructors as they attempt to follow MEXT’s directives, particularly after the unforeseen move to remote teaching and learning due to the COVID-19 pandemic. This brief article discusses MEXT’s reform plan, examples of COVID-19’s impact on EMI in communicative teaching contexts, and the myriad benefits to be had by allowing L1 inclusion in TL instruction.

Recent Challenges for Foreign English Teachers in Japan

Japanese students are suffering from English learning. Data show that Japanese students fail to demonstrate desirable English proficiency despite decades-long efforts and promotion from the Japanese government. Foreign (native) teachers have helped with the development of English teaching in Japan in many respects, serving not only as teachers conveying language knowledge to students but also as representatives of foreign cultures helping students to appreciate incentives to learn about intercultural communication. The main emphasis of this study is to identify the problems with foreign English teachers in Japan to see whether there are any commonalities in the opinions of foreign EFL teachers related to cross-cultural challenges, labor concerns, workloads/working conditions, psychological and emotional well-being, which may have a negative impact on English education. The findings of surveys and semi-conducted interviews revealed that teachers’ perceptions of their teaching approaches were generally acceptable and unproblematic, and they seem to have received fair evaluation and support from their colleagues. The stress and demands on teachers were often excessive with increased administration, which consumed the energy of English teachers while not contributing to the improvement of teaching effectiveness. Although foreign teachers generally have positive outlooks on their own experience, their advice tends not to be taken seriously or given credit for their innovations or accomplishments. Cultural conflicts sometimes cause trouble for them. Foreign teachers should learn about Japanese culture and try to change their perspective in thinking to achieve a better understanding of intercultural communication.

The resurgence of eibungaku in Japanese ELT: A critical reflection on whitewashing in recently published eibumpō textbooks

ABSTRACT Recently, a number of eibungaku [English and American literature]-based eibumpō [English grammar] textbooks have been published in Japan. Historically, teaching English by using eibungaku materials at university level was mainstream or at least common in Japanese English language teaching (ELT) up to the 1990s. However, the government-led educational reforms over the past couple of decades shifted the focus from eibungaku to practical English. Against the grain of this shift, scholars of eibungaku are now trying to reintroduce English and American literary texts as ELT materials. While following the historical trajectory of English education in Japan, this article attempts to make sense of this resurgence of eibungaku in Japanese ELT. Findings reveal that these textbooks canonize whitewashed English. The article points to the importance of rethinking eibungaku in the ELT context from the perspectives of World Englishes to bring out the potentiality of literature as an ELT material.

From a Foreign Language to own Language: Resolving Conflicts Over English Education in Japan

ABSTRACT There have been controversies over Japan’s English education policy. The proponents argue that strengthening English is necessary for remaining economically competitive and catching up with neighboring countries. This article surveys non-academic Japanese-language books to understand various views on the English policy in Japan. The opposition to the policy came from both the right and the left sides of the Japanese political spectrum. While the former views English as a threat to the uniqueness of Japanese culture, the latter accuses the policy of being neoliberal. The author also observed that most of the arguments manifested a monolingual view of language, which reduces the relationship between languages to be a zero-sum game. The article ends by suggesting that, through adopting a multilingual view of language which regards English as a repertoire of Japanese linguistic behavior, many of the conflicts surrounding the English education policy in Japan can be resolved.

On Communicative Competence and Intercultural Understanding through the Lens of the Japanese Government-Approved English Language Textbook

It has been more than decades since English education in Japan started focusing on communicative competence. Textbooks and lessons in public schools are chosen based on a government-made Course of Study (Guideline). The Guideline puts emphasis on communicative competence and intercultural understanding in terms of English language education. The Government’s efforts to enact reform measures have failed, and the outcomes of various international assessments of Japanese English proficiencies are unsatisfactory. It implies that despite great effort the goal set by the Guideline has not been achieved yet. Students are motivated to learn English not for communication purposes but for test taking. This study examines a government-approved textbook for high school students’ required course from Sanseido Press to see how the Guideline’s objective is reflected in it. Since it is important to raise cultural awareness, this study tries to figure out how this textbook helps students understand other cultures. This study uses Alptekin’s model of intercultural communicative competence and analyses the content of this textbook. This model is best for figuring out what makes effective intercultural understanding for nonnative English learners, which requires knowing about different cultures and being able to use that knowledge appropriately in any situation. The findings revealed a clear bias towards Japanese cultures and US citizens. It is assumed that American English is considered an ideal model for English education in Japan. It is recommended that textbooks accept the concept of World Englishes, include a more diverse culture, and get nonnative speakers involved. Keywords: English education in Japan; intercultural understanding; cultural awareness; World Englishes; intercultural communicative competence

Factors in Becoming an Emotionally Positive English User in University Freshman Classes

English education in Japan has recently been changing to focus on communication skills. The purpose of this research was to identify how the emotional (foreign language enjoyment and foreign language classroom anxiety) and psychological (motivation and self-confidence) factors might differentially stimulate students’ attainment of higher English proficiency in student-centered communicative lessons. The classes included pair/group work with a point-addition system. A questionnaire was filled in by 108 EFL freshmen. A multiple linear regression analysis was calculated, and the results of the questionnaire exhibited that the students who had stronger motivation, self-confidence, and enjoyment could expect to receive higher TOEIC IP scores. The students' essay reports showed that the point-addition system introduced during the research might be a culprit for increasing the anxiety of even students with high English proficiency. Along with devising ways to lower students' anxiety (e.g. not using a stressful point-addition system), teachers are advised to use teaching methods that promote students’ positive emotions (FLE) that create more self-confidence and motivation through more communicative EFL activities.

English Education in Japan and Its Transformation in the Era of COVID-19

English has a unique perception in Japan. While it is considered as one of the important tools to gain knowledge and success, Japanese society also has its own sentiment and seen it as a language of the elites. This perception heavily influenced the curriculum, teaching methods, and students’ motivation in mastering the language. English proficiency in Japan itself, however, is still considered very low. Many argued that the curriculum and the outdated teaching style are the ones to blame. Japanese government have been trying several initiatives to improve its English education quality. In the past few years, non- formal English educations institution and native English teachers has also been increasing in demand, mainly thanks to Tokyo Olympic 2020. The spread of COVID-19, however, brought a lot of new challenges and left the future of English education in jeopardy. This paper is intended to give an overview of how English is perceived by Japanese society, how it is learnt in each educational level, and later how COVID-19 affected the system.

Furthering elementary English education in Japan

Furthering elementary English education in Japan In 2020, foreign languages were introduced as a subject in the upper grades of elementary school in Japan. The main objective is to develop communicative competence in English education in Japan. It has consequently raised the urgent question of how it should be assessed.

Ecdysis for globalization: ESP in Japan today

AbstractThe Japanese are often made fun of for their lack of ability to use other languages, especially English. This article will suggest some reasons for this and then go on to describe various efforts being made to improve English education in Japan. One of these has been the application of an ESP (English for specific purposes) approach to the teaching of specific language registers. Various examples are presented to show how ESP concepts can be applied from secondary school to graduate school language education. These efforts should result in an ecdysis that produces Japanese who can use English for specific purposes according to their communicative needs.

ELF Teacher Talk: Examining Speech Modification in Japanese Classrooms

ABSTRACT English education in Japan is in the process of transitioning from English as a foreign language to English as a lingua franca (ELF). This mixed-methods study investigated whether ELF principles of accommodation and negotiation of meaning using translingual resources are exhibited in the way teachers talked to their students. Junior high school English teachers recorded dialogues in scripted, free structured, and free response scenarios. The speech rate and lexical range of the teachers was compared to English-speaking non-teachers. Teachers spoke significantly slower and used a lexical range fine-tuned to the capability of their target learners compared to non-teachers. Interviews revealed the decisions the teachers made regarding speech modification were based on pedagogical beliefs, teaching experience, and knowledge of the target learners. The results suggest teachers prioritize intelligibility over native-like pronunciation, and use a variety of linguistic, semiotic, and material resources to communicate with their students in line with ELF principles.

Medical English Education in Japan : Developing a Curriculum to Motivate Students by Providing Visualization Opportunities Using Near-peer Teaching.

Despite advancements in the pedagogy of medical education in various fields, Japan has no standardized medical English education. The U.S. Medical Licensing Examination (USMLE) Study Group of Tokushima is an extracurricular activity in which medical students and recent graduates meet every 1-2 months. The aim is to stimulate students' curiosity ; cultivate their initiative, self-efficacy, and English learning goals ; and motivate them to be self-regulated learners. Accordingly, we conducted near-peer teaching style lectures that focused on sharing medical English-related experiences, so students could have regular opportunities to visualize the benefits of learning medical English. Following the activities, we observed increased motivation and self-study among students, resulting in a high USMLE passing rate. Furthermore, five members started their training at American hospitals and pursued careers in English-speaking environments. Thus, near-peer teaching style leads to shared medical English-related experiences that help students to visualize English-related opportunities. This education style taught by similar generations aids in setting a specific goal by providing access to role models, cultivating their initiative and self-efficacy, motivating them to learn English, and producing positive outcomes.Modifying the curriculum to actively create opportunities for students to visualize themselves in an international environment can motivate them to continue learning English. J. Med. Invest. 69 : 332-334, August, 2022.

Target Language Use in Communicative English Lessons: The Emotional Perspective

Lessons for developing students' communication skills have been recently introduced to university English education in Japan, and the lesson format has become student-centered. As lessons are given in English and students have more opportunities to practice speaking in English, there are likely to be controversies over the proper balance between the use of the target language (TL) and the first language (L1) in EFL classrooms. However, no clear consensus concerning the relationship between these has been reached yet. The present research investigated the factors that were related to TL/L1 use among Japanese university students. A questionnaire containing background information and a five–point Likert scale of anxiety was filled in by 252 students. Following this, individual interviews with five students were conducted. The results revealed that while the advantages of L1 use for the students were reported, the students had negative feelings about their use of the L1 due to decreasing the contact with the TL and/or increasing peer and self–pressure. Therefore, students should gradually become accustomed to English–only instruction in an unthreatening environment.
  

Specific Features of Three Newly Published English Textbooks for Elementary School in Japan – A Quantitative Study of the Textbooks

As Japan starts English education at the primary level in 2020, the study looks at three sets of English textbooks for the primary level through quantitative analyses. The objective of the study is to find specific features of each textbooks through quantitative analyses, because quantitative studies are known to be useful objective information which qualitative studies often fail to miss. The vocabulary-size analysis shows the following. First, Crown Jr. textbooks have the largest vocabulary size, second, the Correspondence Analysis shows that Crown Jr. textbooks seem to contain some Jr. high school level grammar, and third, Grade 5 textbooks of Junior Sunshine and New Horizon Elementary focus on the alphabets, singing and chanting, and school life; that Grade 6 textbooks of New Horizon Elementary and Junior Sunshine have materials on international foods and culture, and that both grade 5 and 6 textbooks of Crown Jr. contain more third-person sentences. The study believes these findings would provide useful information for those who are engaged in primary and secondary English education in Japan.

Reflections on translanguaging practices in English education in Japan

This study is a reflection on critical incidents (Tripp, 1993) addressing the use and promotion of a learner’s first language (L1) and cultural knowledge as linguistic and cognitive resources for learning English as a Foreign Language (EFL) in Japan. Translanguaging, which was first introduced by Cen Williams (1994) to refer to the practice of interchanging languages in the classroom for productive use, was investigated to provide a deeper understanding of what seems to be relatively common practice across Japan. This paper outlines to fit with the broader study area of a larger collaborative inquiry involving university-based researchers providing English for Academic Purposes (EAP) in Japan. This paper outlines the background of English education in Japan and considers its current state to study possible additions and changes in the broader curricula.

小学校英語における研究動向 ― JES Journal のシステマティックレビュー ―

小学校英語における研究動向 ― JES Journal のシステマティックレビュー ―

Proposing change in university entrance examinations: A tale of two metaphors

This article describes a recent education reform initiative concerning English education in Japan, specifically the proposed introduction of four-skills tests as part of the university entrance admissions process. The first aim is to summarize, in English, some of the key issues and events concerning the reform. To this end, background information and a timeline of key events since 2016 is provided. The second aim is to contrast proposals made by two academic organizations, the Japan Language Testing Association (JLTA) and the Science Council of Japan: Language and Literature Committee (SCJ). It is shown that, while agreeing on a number of specific issues related to the reform, these two organizations take starkly different positions in terms of their general orientation, which, it is argued, reflects the background of the organizational members and their views on foreign language education in Japan. These contrasting positions are discussed with reference to the metaphor, to throw the baby out with the bathwater. Finally, it is argued that a number of criticisms levelled at the proposed use of private four-skills tests illustrate a reluctance to engage with issues related to the currently used university entrance exams; in other words, these criticisms are made while ignoring the elephant in the room.

Developing an e-portfolio reflecting the concept of mediation for university students

Nearly 20 years have passed since the publication of CEFR (Council of Europe [CoE] 2001) and society has become more globalized with the development of information technology. At the same time, it has become more complex with many international issues needing to be solved. Reflecting on changes in society, the CEFR Companion Volume (CEFR/CV) was published in 2018, in which the concept of mediation is emphasized (CoE 2018). At the conference marking the launch of CEFR/CV, North (2018) explained mediation as a social and cultural process of creating conditions for communication and cooperation, which involves facing and hopefully defusing any delicate situations and tensions that may arise. In this increasingly globalized society, being able to play an active role as a mediator using English will be important. In Japan, the CEFR has been widely used in English education, including the new Courses of Study of the Ministry of Education, Culture, Sports, Science and Technology (MEXT) for junior high schools (MEXT 2017) and high schools (MEXT 2018). However, the concept of mediation emphasized in CEFR/CV has not been well recognized yet. Incorporating the concept of mediation is meaningful in English education in Japan for English learners to use English as a tool for global communication. In this paper, I will present the process of developing an e-portfolio based upon a learning management system (LMS) to promote students’ use of English as a tool for global communication integrating mediation Can Do descriptors from the CEFR/CV.

A Study of “Round System” Teaching for Improving English Speaking Ability at the 8th and 9th Grades and for Smoothly Connecting Elementary School and Middle School English Education in Japan

A Study of “Round System” Teaching for Improving English Speaking Ability at the 8th and 9th Grades and for Smoothly Connecting Elementary School and Middle School English Education in Japan

On the Prospects and its Crisis of the English Education in Japan

On the Prospects and its Crisis of the English Education in Japan