For many Westerners visiting
japan, the
japanese way is simply an awareness that overcomes you while you make your way through the overcrowded streets of Shibuya, or attempt to slurp your first bowl of ramen noodles. However, in the classroom, the
japanese way plays a much more significant role. Foreign
teachers of
english in
japan recognize it as a glass wall that insinuates itself between them and their students; the manifestation of long-lasting traditions and ineffective teaching policies that prevent them from having any direct influence over how
english is taught to
japanese students.
Before I accepted a position with the
japanese Exchange Teaching Program (JET) in 2010 as an Assistant Language
teacher of
english (ALT), I was well versed in the failures of the
japanese
english education system. For months I had relied upon the personal stories and advice of
english teachers in
japan offered on online foreign forums or gai-jin boards. Like many other young first-time
teachers, I depended on the course resources, outlines, and personal anecdotes to prepare for my new life in
japan—invaluable tools that gave me exposure to, not only the basics of teaching, but also to the
japanese way.
The expatriate forums provided great insight into the walls foreign
teachers before me had run into while working within the
japanese school system. Under-trained
japanese
teachers of
english (JTE), disinterested students, and outdated
course materials were some of the most common complaints, but most of the discontent stemmed from
japan's approach to teaching
english.
japan's approach to teaching
english has its foundations in the tradition of Wakon Yousai, or “The
japanese Spirit, Western Civilization” philosophy. During the 19th century, the Wakon Yousai policies were designed to maintain
japanese culture and tradition during the influx of the West. However, when applied today these codes seek to teach
english as a translation of the
japanese language and culture, by ignoring the historical and cultural influences that have helped
english become a global language.
In
japan,
english is considered a skill that can be developed within the
japanese paradigm. The learning of
english is presented to students as an extension of
japanese culture, so that the opportunity for cultural expansion that is inherent to learning a foreign language is lost in the translation of the
english language to fit the traditions of the
japanese classroom. As a result of the strong influence of the
japanese way, even cultural teaching exchange programs such as JET, which places foreign
teachers of
english in
japanese public schools as Assistant Language
teachers of
english to team-teach with
japanese
teachers, have failed to improve the
english communication skills of
japanese students.
JET has failed because native-
english speakers are not given the authority within the
japanese education system to effectively pair the teaching of
english with the cultural exchange necessary to understand how a language is used. As assistants, ALTs are expected to provide model
english structures and pronunciations, but the
japanese homeroom
teacher is in charge of the course structure and lessons. However, because few JTEs have the opportunity to interact with native speakers of
english as part of their training, most have developed a very narrow view of the language. JTEs, who only understand
english from a
japanese perspective are disconnected from the cultural evolution of the language; and as a result, are only capable of teaching their students how to translate their own cultural experience into
english. These students, unfortunately, miss out on the rich diversity that has given the
english language its global status.
japanese students are not given the opportunity to learn about the important historical and cultural facets of
english that would not only make the learning experience more interesting, but also help to improve their
english communication skills.
In April 2011 a new mandate was passed by the
japanese Ministry of Education requiring all of
japan's public primary schools to provide one hour per week of
english instruction to students in the fifth and sixth grade. Exposing students to
english sounds, the Roman alphabet, and basic sentence structures at an earlier age will arguably provide this new generation of students with an advantage their seniors did not have. However, primary school
teachers, unlike JTEs of secondary school and high school, are not trained in
english instruction to any
degree. This lack of training leads one to ask
questions regarding the quality of the
english these students are expected to build their
english foundations upon. It is clear that the Ministry of Education is concerned about its students low
english communication skills, but until a sincere effort is put into understanding the cultural aspects of language,
japan will continue to fall behind.