English Education in Japan for the 21 st Century Aoyama Gakuin University Mitsue Allen-Tamai (allentamai [AT] cl.aoyama.ac.jp)

Developing a strategic plan to cultivate “ Japanese with English abilities ” “… We have formulated a strategy to cultivate “ Japanese with English abilities ” in a concrete action plan with the aim of drastically improving the English education of Japanese people. ” Nine years have passed. Have we changed?

English language abilities demanded of all Japanese nationals  On graduation from junior high school Ability to hold simple conversations and a similar level of reading and writing ⇒ The 3 rd level of the STEP English Proficiency of 9 th graders Holders of STEP 3 rd or higher 18.3% Equivalent 14.0% Total 32.4%

English language abilities demanded of all Japanese nationals  On graduation from senior high school Ability to hold normal conversations and similar lever of reading and writing ⇒ The 2 nd or semi-2 nd level of STEP English Proficiency of the 12 th graders Holders of semi-2 nd or higher 10.7% Equivalent 19.6% 30.3% (Survey in 2007)

Comparing STEP and other Criteria STEPCEFRTOEFL (PBT) TOEFL (IBT) 1st C Semi- 1st B255080Teacher 2nd B145045High- school Ss Semi- 2nd A240032High- school Ss

Key policy issues 1. Improving educational content 2. Improving the qualifications of English instructors and upgrading the teaching system 3. Increasing opportunities to use English 4. Improving entrance examinations 5. Enhancing English conversation activities in elementary schools 6. Cultivating Japanese language ability for appropriate expression and accurate comprehension

1. Improving educational content  Promoting the comprehensive integration of the 4 skills, emphasizing basic practical communication ability.  Promoting small-group teaching and streaming students according to proficiency level.  Promoting progressive English education in high schools

The current situation 1. How much English is used in class? (Oral Communication class in high school) More than 80% 19.6% More than 50% 32.8 ％ 2. New Course of Study requires that class will be conducted all in English in high school from high schools were designated as SEL Hi (Super English High School).

2. Improving the qualifications of English instructors and upgrading the teaching system  The expected English-language abilities of English teachers are equivalent to STEP semi-1 st level, TOEFL 550, TOEIC 730.  Junior-high and senior-high students will have a class with native speakers more than once a week.  Promoting the utilization of human resources with fluent English-language abilities living in the local community.

The current situation ☆ English Proficiency of English instructors Holders of STEP semi-1 st or higher Junior-high school teachers 24.2% (in 2009) Senior-high school teachers 48.9% (in 2010) ☆ Utilization of ALT Elementary schools 67.4% (in 2008) Junior-high schools 24.9% (in 2008) Senior-high schools 9.1% (in 2009) (English specialized) 33.2% (in 2009)

3 Increasing opportunities to use English  Expanding opportunities for overseas study for high school students (10,000 a year)  Increasing opportunities to use English outside a classroom (promotion of English conversation salons and speech contests ) ⇒ high school students in overseas study 3,190 (in 2008)

4 Improving entrance examinations  Promoting the use of results of external examinations and listening tests in entrance examinations to high schools and universities ⇒ Introduction of listening test into the University Entrance Central Examination in 2006

5 Enhancing English conversation activities in elementary schools  In connection with English conversation activities, which are carried out in the Period for Integrated Study, support is to be extended so that teaching can be conducted by foreign instructors, fluent English speakers, or junior high school teachers in one third of such sessions. ⇒ Introduction of “ Foreign Language Activities ” to public elementary schools

Overall Objectives of Foreign Language Activities 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.

Overall Objectives of Foreign Language at lower high schools To develop students ’ basic communica- tion abilities, such as listening, speaking, reading and writing, deepening their understanding of language and culture and fostering a positive attitude toward communication through foreign languages.

Overall Objectives of Foreign Language at junior-high schools To develop students ’ communication abilities such as accurately understanding and appropriately conveying information, ideas, etc., deepening their understand- ing of language and culture, and foster- ing a positive attitude toward communi- cation through foreign languages.

The new Course of Study  Implementation of “ Foreign Language Activities ” to 5 th and 6 th graders  Increase of class times per week from three to four for 7 th to 9 th graders  Restructure and rename subjects in upper high schools (no reading, no writing)  Teachers use English as a language of instruction.

New names for high school classes Aural/Oral Communication I & II English I & II Reading Writing Communication English (Basics) Communication English I, II, & III English Expression I & II English Conversation

Foreign Language Activities English will be taught from (1) to 5th and 6th graders (2) once a week (35 times/year) (3) as a “ compulsory ” subject (4) but not as a “ regular ” subject (5) by TT (HRT & ALT) (6) English Notes (Sub-textbook)

Not English Education But English Activities The Primary purposes of English classes 1992~2010 NOT Developing English language skills 2011~ NOT Developing English language skills Consequently, at the elementary school stage, it is important to separate spoken and written English and focus instruction only on spoken English. Lessons should develop both oral and written language. Adequate literacy education to school-aged children is necessary. Focus on spoken language International Understanding Cross-cultural Communication Communication Skills

iBT TOEFL (2009)-Asia 国名 得点得点 得点得点 得点得点 得点得点 得点得点 1 Singa pore 99 7 Banglad esh Indone sia Mongol ia Maca o 70 2 India 90 8 韓国 Nepal Azerbai jan Myan mar 70 3 Malay sia 88 8 Kyrgyzs tan China Taiwan Camb odia 68 3 Pakist an 88 8 Hong Kong Uzbeki stan Thailan d Tajikis tan 67 3 Philip pines 88 8 Sri Lanka Mongo lia Afghan istan Japan 67 6 Bhuta n Turkmen istan 北朝鮮 Vietna m Lao, PDR 60

Teaching English at elementary schools Country Y/IS/GCountryY/IS/G SingaporeELIG1China2001G3 The Philippines ELIG1Taiwan2005G3 MalaysiaG1Korea1997G3 BruneiEMIG1France2007G2 Indonesia1994G4Germany2003G1 Thailand1996G1Japan2011G5 Vietnam G5 G3 ELI= English as a language of Instruction, Y/I = Year of Implementation, S/G = Starting Grade