The paper deals with the English language in Japan, specifically language policies in education. English has become the language through which the citizens of the globalized community of our world communicate and collaborate. The ability for a person to be able to use the English language to communicate with others is now more important than ever even in countries like Japan which in the past had no significant amount of tourists or immigrants and a rather local mentality of businesses so there was no great need for these people to be proficient in English.
Table of Contents
1. English in Japan: Language policies in Education
2. Strategic plans for English language teaching
3. Implementation of the 2003 Action Plan
4. Challenges and future improvements in English education
Research Objectives and Themes
This paper examines the evolution of English language policies in Japan, focusing on the transition from traditional grammar-translation methods toward communicative competence to meet the demands of a globalized society. It analyzes the effectiveness of government-led strategic initiatives and identifies ongoing pedagogical challenges.
- The historical shift in Japan’s approach to global integration and English proficiency.
- Evaluation of the 2002 Strategic Plan and the 2003 Action Plan.
- The impact of institutional reforms, such as the Super English Language High School Program.
- Barriers to effective language teaching, including teacher training and assessment methods.
- Strategies for fostering communicative skills and student motivation.
Excerpt from the Book
English in Japan: Language policies in Education
English has become the language through which the citizens of the globalized community of our world communicate and collaborate (Pope, 2018:1). The ability for a person to be able to use the English language to communicate with others is now more important than ever even in countries like Japan which in the past had no significant amount of tourists or immigrants and a rather local mentality of businesses so there was no great need for these people to be proficient in English (Pope, 2018:1). As Schneider states, Japan was a powerful country that relied on its own strengths and chose to stay secluded from the rest of the world at least until the late nineteenth century when it developed diplomatic and trade relations with other countries (2011:468). From that point on, Japan got involved in international affairs that included the formation of military alliances but the major change came with Japan’s immense technological success as a technology producing country trading with the rest of the world (Schneider, 2011:468). This opening to the rest of the world revealed that only through the English language these operations were made possible and so in the last years there is a lot of emphasis on the teaching and learning of English in Japan (Schneider, 2011:468).
Chapter Summaries
English in Japan: Language policies in Education: Provides a historical overview of Japan's isolationist past and the emerging necessity of English for global integration and technological trade.
Strategic plans for English language teaching: Details the Ministry of Education's 2002 strategic plan, which sought to cultivate English abilities in primary and secondary education through systemic reform.
Implementation of the 2003 Action Plan: Discusses the follow-up 2003 Action Plan, focusing on teacher autonomy, student motivation, and the introduction of practical measures like listening tests.
Challenges and future improvements in English education: Analyzes the remaining hurdles in Japanese English education, such as the persistence of grammar-translation methods, and proposes solutions like smaller, communication-oriented classes.
Keywords
English language teaching, Japan, MEXT, Action Plan, communicative competence, global citizenship, grammar-translation method, English proficiency, teacher training, education policy, curriculum reform, language acquisition, TOEFL, classroom methodology, student motivation.
Frequently Asked Questions
What is the primary focus of this paper?
The paper explores the development and impact of language policies in Japan, specifically focusing on how the government has attempted to improve English language proficiency among its citizens to foster global integration.
What are the main thematic areas discussed?
The core themes include historical shifts in Japanese global relations, the specifics of educational strategic plans, the role of teaching methodologies, and the persistent challenges within the school system.
What is the central research question?
The research investigates how Japanese educational reforms have sought to transform English learning from a grammar-focused endeavor into a practical tool for communication in a globalized world.
Which methodologies are discussed regarding language education?
The document highlights the traditional grammar-translation method and contrasts it with the need for modern, communication-based approaches, task-based learning, and the cultivation of four core skills: reading, writing, listening, and speaking.
What is the content of the main section?
The main sections evaluate the 2002 and 2003 government initiatives, the implementation of the Super English Language High School program, and critiques from experts regarding the effectiveness of teacher training and entrance exams.
Which keywords characterize the work?
Key terms include English language teaching, Japan, MEXT, communicative competence, grammar-translation, and education policy.
What was the role of the 2003 Action Plan?
The 2003 Action Plan was a comprehensive follow-up to the 2002 strategic plan, aimed at providing practical steps, increasing teacher autonomy, and expanding the focus to include all students in the improvement of communicative abilities.
Why is the "grammar-translation" method viewed as a hindrance?
It is viewed as a hindrance because it is teacher-centered, focuses on rules rather than usage, and fails to adequately prepare students for real-world communication, which is evidenced by Japan's low TOEFL scores.
What does the author suggest for future improvements?
The author suggests smaller class sizes, standardized teacher training, the creation of modern evaluation criteria, and a shift in entrance exams to better align with communicative classroom objectives.
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- Elena Agathokleous (Autor:in), 2019, English in Japan. Language policies in Education, München, GRIN Verlag, https://www.grin.com/document/995911
