English May Not Be the Right Choice for Everyone

A column in the Daily Yomiuri challenged me. It was by Mike Guest, who writes the Indirectly Speaking column once a month or so. He can also be found writing regularly at ELTNews.com. And I am an admirer of his work and regularly nod my head in agreement. But this one hit something of a nerve. You see, I work training high school teachers. But it is not fear for my job that is behind this post. Here’s the crux of what he said:

“So what do I suggest? I suggest a culling, a streamlining of the system. People who want to study English can and should, but it should not be a national mandate. Those entering fields in which English communication will be necessary or advantageous should. This will mean better motivation, more goal-directed teaching and learning, and better teachers–both Japanese and non-Japanese–since the subject will no longer be so monolithic and all-encompassing, but specialized and localized.”

While there are some things I agree with in the article, I think Mr. Guest is wrong–flatout wrong–in the approach he is suggesting for English education. It is a nice idea, to teach English only to the kids who want/need it. But we don’t know who those kids are. And they don’t either. In my many years in Japan, I have taught thousands of students. I am regularly surprised to find out which of my “unmotivated” students are now working abroad, married to non-Japanese, or using English regularly for some purpose I never imagined. It is not a matter of preparing a few students to go abroad to sell Toyotas anymore. That was 1968. It is a matter of being connected in the world so that you can take advantage of opportunities (information, contacts, needs, trends, etc.) as they arise, when/however they arise. That’s true for Toyota and it’s increasingly true for Taro. For example, one of the biggest groups of people in Japan being thrust into foreign contexts recently are young technicians, often graduates of industrial high schools. Their English education simply is not preparing them for that. They (and their teachers) bought into the idea that they would never really need English, and suddenly they have to try to get dinner, get along with co-workers, learn and explain things, avoid getting ripped off, or try to hook up or find a partner, all in English, at least at first. Do you know how many Japanese are going to live abroad in the future? I don’t either, but the average percentage of foreign-born people in advanced countries is 8% (as of 2009) according to this Economist article that might change your mind on “internationalization.” That means a lot of Japanese living abroad, and a lot of non-Japanese coming to Japan. And let’s not forget trips for business or pleasure. Or the Internet, where Japanese, like anyone else, can join communities of like minded individuals to explore the niches and crannies of unique interests.

As an English speaker, I often forget to thank my lucky stars for the enormous advantage I have because of English. Oh, the places I can go! Oh the people I can meet and then actually talk to, instead of just smiling politely. For Japanese native speakers, and I mean no disrespect to the people or the wonderful language, there is simply nothing similar. You may not find every sign, or menu, or whatever written  in two languages around the world, but if you see one, chances are one of the languages is English. That is simply not the case for Japanese. Try, oh go ahead and try, to find a place in the world where not one person speaks any English. It’s actually hard. But for most places outside of Japan, that is normal for Japanese. So, sorry, but for Japanese people, English is an important window to the world, it’s a Star Trek transporter, it’s a Lingua Franca, a common currency, a skill among skills.

And nobody knows which particular individuals are going to need it, more or less. It’s not fair, and technology is making it easier, that’s true, but that’s the way it is. So, sorry, but English has to be a “national mandate.” But it is at present a shameful national mandate, I agree. I have observed dozens of high school lessons. What is happening now is about as far away from language learning as chemistry is from food preparation. And it is often dreadfully boring. We can point to multiple culprits, but the situation is what it is, and the place to improve it is the classroom. Can it be improved? Absolutely! And right now, all across the country, there are dedicated teachers conducting wonderful lessons and bringing about real change. I’ve met a some of them and I can tell you that change is coming. But it will have to come from both the bottom and the top. And it will take time and effort. You don’t change an educational culture quickly. It’ll happen teacher by teacher, class by class, school by school. Try to find an English teacher who can’t speak English. They used to be common. They’re not anymore. In the future we might just as well ask about how hard it is to find a motivating teacher who puts her learners on the path to competency and autonomy.

As for the suggestion of taking English off the Center Exam, I believe there may be a short-term benefit and a long-term problem with this. My own view is we should tread carefully. The culture of education in Japan in 2013 features a huge emphasis on examinations. Some of the backwash from this is negative, to be sure, but some is positive. Implementing policy to get better backwash rather than no backwash may be a better strategy. I don’t know. And it really is a bigger policy issue that needs to be considered like a single chess move, by thinking several moves into the future.