English Education in Japan with reference to Primary English Dr Miyoko Kobayashi, Kumamoto University Chantal Hemmi (British Council, Tokyo)

. I. OVERALL OBJECTIVES To form the foundation of pupils’ communication abilities through foreign languages while developing the understanding of languages and cultures through various experiences, fostering a positive attitude toward communication, and familiarizing pupils with the sounds and basic expressions of foreign languages I. OVERALL OBJECTIVES To form the foundation of pupils’ communication abilities through foreign languages while developing the understanding of languages and cultures through various experiences, fostering a positive attitude toward communication, and familiarizing pupils with the sounds and basic expressions of foreign languages Foreign Language Activities MEXT New Course of Study

II. CONTENT [Grade 5 and Grade 6] 1. Instructions should be given on the following items in order to help pupils actively engage in communication in a foreign language: (1) To experience the joy of communication in the foreign language. (2) To actively listen to and speak in the foreign language. (3) To learn the importance of verbal communication. 2. Instructions should be given on the following items in order to deepen the experiential understanding of the languages and cultures of Japan and foreign countries: (1) To become familiar with the sounds and rhythms of the foreign language, to learn its differences from the Japanese language, and to be aware of the interesting aspects of language and its richness. (2) To learn the differences in ways of living, customs and events between Japan and foreign countries and to be aware of various points of view and ways of thinking. (3) To experience communication with people of different cultures and to deepen the understanding of culture.

Junior Highschool Emphasis on communication for years 1-3

Through a foreign language deepen one’s knowledge about foreign languages and cultures and communicate actively. 外国語を通じて，言語や文化に対する理 解を深め，積極的にコミュニケーション を図ろうとする態度の育成を図り，情報 や考えなどを的確に理解したり適切に伝 えたりするコミュニケーション能力を養 う。 High school

Goto Butler, Y. (2007). Foreign language education at elementary schools in Japan: Searching for solutions amidst growing diversification Current issues in language planning 8,(1), 1-19.

The historical and social background of English Education in Japan Alternating importance of learning English for practical purposes and learning English as an academic subject Modern foreign language education in Japan began with the Meiji Restoration in 1868 Role of education to advance modernisation, frequently interpreted to be Westernisation

Higher education offered through foreign languages Arinori Mori the first minister of education emphasised the economic power of English speaking nations and the need for Japanese to acquire English in order to maintain Japan’s sovreignty (Mori, 1873 cited in Suzuki, 2002)

Higher education offered in Japanese The victories of the Sino-Japanese War ( ) and the Russo-Japan War ( ) The rise of nationalism led to a renewed emphasis on Japanese language education Slogan: ‘Education in Japan in Japanese’ Overall intelligence measured through grammar and vocabulary learning and translation exercises using English English viewed as the language of Japan’s enemies- English education: period of neglect until the end of World War II

‘English boom’ Need for a practical command of English to communicate with US occupation forces Japanese educational system re- established as system

Economic revitalisation English recognised again as an academic subject Grammar-translation dominated English education

Concern over exam-based English Not preparing Japan to fully compete in international business and technological innovation Kokusaika (internationalisation), simply a reflection of Japan’s efforts to assimilate Western ideas while maintaining and promoting ‘Japaneseness’ / Japan’s distinct national identity (Kubota, 2002)

Two conflicting claims for English at elementary schools 1. The study of English for practical purposes versus the study of English as an academic pursuit 2. Assimilation with the world outside Japan while at the same time trying to maintain a distinct Japanese identity (Kokusaika) Opponents of EES argue that elementary schools students should focus on Japanese language education

Introduction of EES New course of study in 1998 (implemented in 2002) allowed individual schools to introduce foreign language activities of their own choosing as a part of ‘international understanding’ MEXT introduced resource manual, Practical handbook for elementary school English activities Many of the practices formulated at local level

Action plan to cultivate Japanese with English abilities Efforts by the central government fell short of meeting local governments Local governments aggressively hired native speakers as ALT’s Local governments started their own English language curricula Ohta City established an English-Japanese immersion school Kanazawa City introduced partial English- Japanese immersion instruction

KoreaTaiwanJapan Government involvement Centralised system led by government Guidelines given by government Autonomy within a framework is given to local schools Local boards of education Choices within schools Implementation of programme Compulsory subject Introduced under General Studies with the aim of facilitating international understanding AimsTo encourage interest in English To develop basic communication skills in English To encourage interest in English To facilitate interest in culture and customs of own and foreign countries To develop understanding of other cultures To facilitate interest in own self and own country To develop basic communication skills in foreign language Comparison chart based on Goto Butler (2005) survey

KoreaTaiwanJapan Grades in which English is introduced Years 3-6 Some schools from Year 1 Years 3-6 Some schools from Year 1 Hours taught per year (2003) Years 3 and 4: 34hrs Years 5 and 6: 78hrs 78 hoursWithin hours of General Studies subject TextbookMaterials approved by the MOE One textbook per Year with CD’s or tapes Materials approved by the MOE One textbook per Year Schools allowed to choose the textbook No textbook Eigo Notes being developed Comparison chart based on Goto Butler (2005) survey

KoreaTaiwanJapan TeachersMainly homeroom teachers Some special subject teachers Some foreign teachers Plans to employ more Mainly homeroom teachers Some special subject teachers Some foreign teachers Plans to employ more Mainly homeroom teachers Team teaching is encouraged ALT’S Teacher education120 hours of inputLocal education board Private sector Universities Various kinds of input Various but not compulsory Language of instructionCompulsory to teach all in English once a week English is encouraged as a language of instruction Not defined Comparison chart based on Goto Butler (2005) survey continued

A Survey with Primary School Teachers in Japan Dr Miyoko Kobayashi Kanda University of International Studies

Do you like English? (N=418)

To develop practical English skills To raise language awareness To cultivate general communication skills To deepen the understanding of other cultures and values To promote interest in foreign language learning What do you think is the main purpose of primary ELT?

Do you currently teach English? （ N=418 ）

How long have you been involved in ELT? （ N=416 ）

How often do you teach English? （ N=323 ）

How long is each lesson? （ N=323 ）

How often do you teach English? (by school type) （ N=323 ）

Time spent for English activity in a week (net amount per week) （ N=311 ）

Time spent for English activity (net) sorted by school type （ N=311 ）

In what format do you teach English, on your own or with other teachers? （ N=323; multiple response ）

Which format do you think is desirable? （ N=417; multiple response ）

Who should lead in team-teaching? （ N=384 ）

CEFR Level CEFR This study Description for the level Basic User A Can understand and use very basic formulaic expressions. 12 Can speak about yourself with basic English sentences, and can understand the similar information if spoken slowly. A223 Can communicate in a simple task requiring a simple and direct exchange of information. Independent User B134 Can understand the main point on familiar matters regularly encountered in work and school. Can enter into conversation on the similar topics. B245 Can understand extended speech and lectures. Can take an active part in discussion in a familiar context. Proficient User C15 6 Can understand any kind of spoken language, can use language flexibly and effectively for social and professional purposes. C26 Reference level descriptors used for the survey: oral interaction

What level of English proficiency do you think is desired for teaching English? （ N of respondents ）

What level of English proficiency is desirable? (Frequency of responses) （ oral interaction ） Current own levelFor solo teachingFor TT