english education in japan with reference to primary english dr miyoko kobayashi, kumamoto...
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English Education in Japan
with reference to Primary English
Dr Miyoko Kobayashi, Kumamoto UniversityChantal Hemmi (British Council, Tokyo)
.
I. OVERALL OBJECTIVESTo form the foundation of pupils’ communication abilities through foreignlanguages while developing the understanding of languages and culturesthrough various experiences, fostering a positive attitude towardcommunication, and familiarizing pupils with the sounds and basicexpressions of foreign languages
I. OVERALL OBJECTIVESTo form the foundation of pupils’ communication abilities through foreignlanguages while developing the understanding of languages and culturesthrough various experiences, fostering a positive attitude towardcommunication, and familiarizing pupils with the sounds and basicexpressions 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 pupilsactively 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 theexperiential understanding of the languages and cultures of Japan andforeign countries:(1) To become familiar with the sounds and rhythms of the foreignlanguage, to learn its differences from the Japanese language, and to beaware of the interesting aspects of language and its richness.(2) To learn the differences in ways of living, customs and events betweenJapan and foreign countries and to be aware of various points of viewand ways of thinking.(3) To experience communication with people of different cultures and todeepen 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 (1894-1895) and the Russo-Japan War (1904-1905)
• 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 6-3-3-4 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
Korea Taiwan JapanGovernment 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 Compulsory subject Introduced under General Studies with the aim of facilitating international understanding
Aims To encourage interest in English
To develop basic communication skills 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
Korea Taiwan JapanGrades in which English is introduced
Years 3-6 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 hours Within 105-110 hours of General Studies subject
Textbook Materials 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
Korea Taiwan JapanTeachers Mainly 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 education 120 hours of input Local education board
Private sector
Universities
Various kinds of input
Various but not compulsory
Language of instruction Compulsory 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 KobayashiKanda University of International Studies
3.17
3.22
3.28
2.29
2.74
0 1 2 3 4
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?
No answer2 (0.5%)
No 93 (22.2%)
Yes 323 (77.3%)
Do you currently teach English?( N=418)
38 (9.1%)
53 (12.7%)
26 (6.2%)
117 (27.9%)80 (19.1%)101 (24.2%)3 (0.7%)
0 50 100 150 200 250 300 350
No answer
More than 10 years
Less than 10 years
No experience
Less than 1 year
1-3 years
3-5 years
5-10 years
How long have you been involved in ELT? ( N=416)
19 (59.4%)
45 (55.6%)
1 (2.4%)
23 (13.7%)
9 (28.1%)
25 (30.9%)
18 (42.9%)
19(11.3%)
2 (6.3%)
1 (1.2%)
14 (33.3%)
79 (47.0%)
2 (6.3%)
35 (20.8%)
10 (12.3%)
3(7.1%)
6 (3.6%)
6 (14.3%)
6 (3.6%)
0% 20% 40% 60% 80% 100%
Regular school
Hub school
Special district
Pilot school
More than 3 times a week Once or twice a week More than once a month
Every 2, 3 months Every six months other
How often do you teach English?(by school type) ( N=323)
30(9.6%)
45(14.5%)
58(18.6%)
178
(57.2%)
0 50 100 150 200
More than 2 credit hour
1-2 credit hour
1 credit hour
Less than 1 credit hour
Time spent for English activity in a week (net amount per week) ( N=311)
15.6%
12.5% 53.8%
59.4%
30.0%
54.8%
80.3% 14.6%
40.5%
25.0%
1.3%
3.8%
3.8%
4.8%
0% 20% 40% 60% 80% 100%
Regular school
Hub school
Special district
Pilot school
Less than 1 credit hour 1 credit hour
1-2 credit hour More than 2 credit hour
Time spent for English activity (net)sorted by school type ( N=311)
CEFR Level CEFR This study Description for the level
BasicUser
A1
0.5 1 Can understand and use very basic formulaic expressions.
1 2Can speak about yourself with basic English sentences, and can understand the similar information if spoken slowly.
A2 2 3 Can communicate in a simple task requiring a simple and direct exchange of information.
Independent User
B1 3 4Can understand the main point on familiar matters regularly encountered in work and school. Can enter into conversation on the similar topics.
B2 4 5Can understand extended speech and lectures. Can take an active part in discussion in a familiar context.
ProficientUser
C1 56
Can understand any kind of spoken language, can use language flexibly and effectively for social and professional purposes.C2 6
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)
ListeningSpeaking
Reading Writing Vocabulary
For solo teaching 2.23 (401) 2.15 (400) 2.08 (399) 2.54 (401)For team teaching 1.91 (401) 1.82 (403) 1.77 (399) 2.05 (401)Self-assessed current level 1.44 (401) 1.60 (403) 1.47 (402) 1.59 (403)
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