The Problem in English Language Education in Japan: A Historical Study

Abstract

This article aims to explore the problem in English language education in Japan, particularly, in communication skills by analyzing the relationship between the issues of identity attached to foreign languages and the structure of English language education provided during each era, accentuating problems in learning efficiency with subsequent effects. This study is divided into 5 eras: 1) Foreign languages learning before the opendoor policy in 1853; 2) Trend to learn English from the open-door era to the beginning of Meiji era (1853-1883); 3) Reverse trend from the middle of Meiji until the end of WW2 (1883-1945); 4) Reinstatement after WW2 (1945-1987); and 5) Globalization from mid-1980s to the beginning of the 21st Century (1987-2011). The result shows that the issue of identify attached to foreign languages affects the structure of English education in Japan since the beginning until the present day. Although Japan acknowledged the importance of Western languages learning, especially, English, at the same time, the country became aware of dangers from the outside derived from said learning. Therefore, English learning was viewed as a tool for transferring Western technology, which did not affect the Japanese identity. Said principle has led to a reduction in content for English learning, focusing only on grammar and translation, especially since the beginning of the 20th Century, where English learning in school was designated only as a subject for competency test or for entrance examination. However, at the end of the 20th Century, globalization and advances in information and communication technologies have forced Japan to overhaul its English learning model, particularly, in communication skills. This action to promote more foreign languages learning, nevertheless, has affected the Japanese identity and has resulted in an unsystematic, contradictory educational model until the present day.