Foreign language instruction in Japanese schools
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Foreign language instruction in Japanese schools has historically been stimulated by Japan's nationalistic interests. During the Tokugawa period, Western languages were taught to Japan's future military specialists. During the Meiji period, the emphasis on nation building and modernization led to an influx of Western influence and the need for the acquisition of foreign language skills among the elite. Instruction in Western language ceased as Japan geared itself for World War II. The post-World War II allied occupation of Japan witnessed a renewal of the trend toward Westernization but a conservative backlash occurred shortly afterward in which foreign language instruction was de-emphasized. Today, Japan's government has set a course of modernization for the country, with the intent that Japan achieve full participation in the global community. As part of this process of internationalization, the government has recommended that English become a national language in Japan. The current status of English instruction in the Japanese school system, however, is woefully inadequate to meet this goal. Throughout Japan's history, the acquisition of foreign language skills has waxed and waned in importance. An examination of this history is critical to understanding the nature of English instruction in Japan's schools today. Japan was, and continues to be, one of the most homogeneous societies in the world. The Japanese simultaneously fear and embrace Western influence, co
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okyo Foreign Language School was closed. The Tokyo Foreign Language School became a preparatory division of the new Tokyo University.
Recognizing the need for the advanced study of subjects taught in the English language, the Japanese government focuses on the overseas scholar program. Because some critics considered this program too blatantly Western, the government went through elaborate steps to ensure that the overseas scholars did not convert to foreign religions. But the scholarship program, too, ended in failure: "Tests given to returning students substantiated the charge that few could demonstrate that their studies had resulted in usable skills even in foreign languages" (Marshall, 1994, p. 37). The government's response was to tighten the criteria for entry into the scholarship program; new entrants were required to pass rigorous qualifying examinations. Applicants desiring to study in the United States had to demonstrate basic proficiency in English. The result of this requirement meant that only the elite could qualify for study abroad.
Although the study of English was somewhat limited in the public universities, instruction flourished in private academies. Teachers at the government's public institutions
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Some common words found in the essay are:
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Approximate Word count = 4037
Approximate Pages = 16 (250 words per page)
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