It’s always important to look back when trying to decipher the present, but Japan’s history of English education gives us clues as to why the current outdated methods have persisted for as long as they have. English language instruction is not a new concept to Japan. The practice emerged after Japan “opened” itself up to the world, after 1853.[1] Chinese and Korean were taught before this, Chinese being introduced around the fifth century, so Japan could communicate with the nations closest to it. Asia tended to be homogenous and mostly had relations within their own sphere. China shaped Japanese culture, and eventually language. To understand the culture they were borrowing from, Japan needed to learn the languages of those countries.[2] During Japan’s 200-year period of isolation, educators also taught Dutch. They were the only Westerners allowed to trade with Japan, making the language invaluable. By learning the language, the Japanese could also use their knowledge to read Western medical and other scientific texts.

Japan employed the same methods they had in learning past languages to learning Dutch. The method used to learn languages at the time included reading and translating a passage, without paying attention to the meaning of the different characters, but just emphasizing the ability to read the passage aloud. This translation method, unfortunately, still exists today. One of the methods once taught included a discussion seminar: one student would read a passage and the other students would question the reader on the passage.[3]This method testedreading comprehension skills and emphasized discussions amongst students. Though valuable, its importance overshadowed the importance of communication skills, which is what students are lacking the most of today.

The English language landed on Japan’s harbors in 1808 and slowly seeped its way into the nation. When a British ship landed in their harbor in Nagasaki (where the Dutch were permitted to trade), government officials grew wary. Though this contact did not break Japan’s ban on foreign trade, they saw the threat that the West could pose and ordered their interpreters to learn English as well. After the Meiji Restoration (beginning around 1868), the government spread the teaching of English, fascinated now with Western culture. Certain Japanese believed English should be the national language, and in 1873, the government made English the language of instruction at university level.[4] This fascination and desire to learn English continued for another 10 years or so. However, when the Japanese government enacted the Meiji Constitution in 1889, Japanese nationalism soared. Before the Meiji Restoration, Japan did not have a unified national language or population. There were a number of different dialects and forms of Japanese, so it is possible that before the Meiji influence, English as a national language enticed some as it offered an easy way to unify the country. However, as the Meiji government intended to be an imperialist nation, it unified the country by attempting to standardize Japanese. There were other attempts to increase nationalism, including enacting a National Foundation Day. The Meiji government’s emphasis on a unified Japan became the main reason for the shift away from an English-focused school system. After such a push for nationalism, there was a certain shame in learning English and admiring Western culture.

A national debate ensued on whether or not English learning should be mandated. Though Japanese nationalism drove the divide, those who supported English education also used nationalism as a reason to continue the study of English. Proponents argued that by learning English the Japanese could learn about Western culture and eventually establish their dominance over the West. However, this view was not as popular. As Japan modernized more and competed with English-speaking Western countries, English became criticized more and more. An “us-them” mentality developed, particularly during wartime, and speaking English, which represented “them,” was no longer desired.

After Japan’s loss in World War II in 1945, English made a reappearance. America occupied Japan, and decided the nation needed reconstructing. The Japanese nationalism that soared during war fell and many were filled with regrets from Japan’s wartime actions, and the American Occupation was a constant reminder of this. America began to help shape the government. English, though it still wasn’t a compulsory subject, made its way into high school entrance exams. The debate on whether or not English should be compulsory began. Also, the Ministry of Education began to reanalyze the method used to teach English. Teachers used the grammar-translation method from before the war. This method came under particular scrutiny when the 1964 Olympics arrived in Japan. The government wanted to push a change in the methods used and to adopt a view of English as an effective means of communication with other nations.

When Japan experienced an economic boom during the 1960s, the number of students attending non-compulsory higher education increased.[5] The course load of many classes and the increase in competition of entrance exams caused the number of hours of English instruction to decrease. The economic boom did allow for an increase in travel though, and many Japanese were able to travel abroad and hear English and see it used as an actual language and not merely as a section on an exam. Also during this time, the Japanese government began hiring foreigners to assist in English language classrooms. The economic boom also brought back the nationalism that was lost after WWII. Some people wanted to promote the feeling that Japanese is superior to English and that when in Japan, Japanese should be the focus. Interestingly enough, when the economic bubble burst, the belief that English should become the national language reemerged once more. English’s importance and value became inversely proportionate with Japan’s status on the global stage. When Japan did well and nationalism soared, English language was not valued as much, and similarly when nationalism was low, English language’s popularity became more pronounced.

As the world became more interconnected[6] the Japanese government made numerous attempts to change the methods used to teach English. They realized they were falling behind on a global scale and that the methods were not effective. They introduced new policies that tried to ease the burden of students, and in the case of English, tried to introduce a more communication-focused curriculum. However, these reforms were met with much opposition and still need to be perfected for all schools in Japan to accept them.

[1] Japan’s self-imposed “seclusion”: from 1633-1853.

[2] China shaped both Japan and Korea’s language use and writing system.

[3] Minoru Shimizu. “Japanese English Education and Learning: A History of Adapting Foreign Cultures.” Educational Perspectives. 43.1 (2010): 5-11.

[4] Miyuki Sasaki. “The 150-year history of English language assessment in Japanese education.” Language Testing. 25.1 (2008): 65.

[5] Miyuki Sasaki. “The 150-year history of English language assessment in Japanese education.” Language Testing. 25.1 (2008): 69.

[6] Through the introduction of the internet and modernization