Why Does the English Education System in Japan Fail to Create English Speakers?
Let’s dive into the topic of English education and its overall presence in Japan. In Japan, English is taught from elementary school through high school, much like in many other countries worldwide. However, a recent study by the Japanese subsidiary of a Swiss international education company revealed some disheartening statistics: Japan ranked 92nd out of 116 countries where English is a second language. This year’s ranking marked a new low, dropping from 87th place the previous year.
Given such results, many might wonder how a country known for its unique and highly successful education system struggles to equip its citizens with English proficiency as a second language.
Before we seek the reasons behind this issue, let’s examine some telling statistics about English in Japan. According to data shared by Eric Magolic on EP:
"Studies estimate that less than 30 percent of Japanese speak English at any level at all. Less than 8 percent, and possibly as little as 2 percent, speak English fluently. For comparison, in Germany, roughly 60 percent of the population speaks English, and 16 percent of speakers say they are proficient."
Looking at Japan’s closest neighbor, South Korea, around 30 percent of the population speaks English, while approximately 16 percent of Chinese citizens speak English. However, when we consider fluency levels across these countries, including Japan, English proficiency remains low overall.
Why is speaking and understanding English so vital in today’s globalized world? Approximately 1.5 billion people speak English, making it a universal medium of communication. It plays a critical role in business, trade, education, research, and countless other fields. Knowing English opens doors to travel and connection, even in remote rural areas where English can serve as a bridge for communication.
Now, let’s explore why English education in Japan struggles and why its English proficiency levels have hit an all-time low. The insights I’ll share are based on my experiences as an ALT (Assistant Language Teacher) in Japanese public schools.
1. Frequency of English Class.
One of the first things I noticed was the frequency of English classes per week for each grade. Each grade has only one English class per week. This low frequency gives the impression that English is not as important as core subjects like math or science. Additionally, having English classes just once a week makes students feel less motivated to engage with the subject. It’s reminiscent of my experience back home, where we had religious education once a week—a class most students disliked and avoided.
Another challenge is that the infrequent classes lead to students completely forgetting what they learned the previous week. Since English lessons rely heavily on memorization, it becomes difficult for students to retain even simple phrases. For example, you might spend 45 minutes teaching the phrase, “How was your weekend? My weekend was great.” But when you return the following week and ask the same question, almost all the students will have forgotten the phrase.
2. Content of English Lesson.
The content of English taught to students, particularly at the elementary level, is incredibly shallow and ineffective for fostering real language learning. The structure of the English textbook is a major issue. It repeats the same phrases across nearly every chapter, offering little variety or depth.
While I understand that the goal at the elementary level is to develop children’s listening skills and familiarize them with English, the teaching methods fall far short of achieving this. The listening exercises at the beginning of each textbook lesson are particularly challenging for most students. From my observations, students can only associate specific words with pictures but fail to comprehend the overall conversation or audio being played. Even the songs they sing and the games they play often don’t make sense to them. As a result, there is a significant disconnect between the real-life use of English in conversations and what the textbook attempts to teach.
In my opinion, this gap is one of the most significant flaws in the current approach to English education. After four years of English lessons in elementary school, students’ conversational skills remain almost nonexistent. Despite the time spent, their ability to engage in real English conversations is virtually zero.
3. Learning English like Japanese.
Another challenge I observed in English education in Japan is the approach to learning the language. Students are being taught English as if it were their native language, focusing on memorization and pronunciation. However, Japanese students often struggle with pronouncing English words correctly. If English were taught as a second language, tailored to their needs, I believe we could see significant improvement at an earlier age.
Coming from a country where English is learned as a second language alongside over 800 native languages, I can see a stark difference in teaching methods. In our elementary schools, children might rarely speak English initially, but the focus is on teaching English structures, grammar, and reading. These foundational elements help students quickly develop essential skills for using English in real-world contexts. Moreover, English is treated as a core subject and taught daily, just like other key subjects. As a result, by the end of elementary school, all students are capable of reading and writing in English, even if their spoken proficiency varies.
In Japan, I believe English education at the elementary level needs a major overhaul. The textbooks should be redesigned to include real-world English grammar, reading comprehension, and language structures. Incorporating these elements into daily lessons would significantly enhance students' English skills. With these improvements, more Japanese students would be able to speak and understand practical English effectively.
4. Focus too much on getting the accent right and not on the essence of the English language.
From my observation, English learning in Japan places an excessive emphasis on mastering the accent. While I understand the importance of pronunciation, I believe the real focus of teaching English should be on the essence of the language—communication—rather than trying to impress others with a perfect accent. In many countries where English is learned as a second language, the focus is on understanding and using the language effectively, rather than achieving a specific accent.
That said, I do recognize that Japanese learners often struggle with English pronunciation, so practicing correct pronunciation is important. However, prioritizing a particular accent, such as the American accent, can lead to a narrow understanding of English. It may hinder comprehension when encountering speakers from other countries with different accents. This approach undermines the true purpose of English: facilitating communication regardless of how it is spoken.
5. The lesson is focused on running with time and a schedule, leaving no space for the addition of ideas or new ways of learning.
I find it fascinating that Japanese society is deeply obsessed with time. Everything operates with precision, and when I say "on time," I mean exactly on time. As someone from a different culture, my perspective might be biased, but this strict adherence to schedules seems to leave little room for innovation or creativity, especially in teaching English to kids. Teachers often focus solely on meeting the scheduled hours and ensuring they cover every aspect of the textbook on time. This approach leaves very little opportunity for creative lesson delivery or incorporating new ideas into the classroom.
In a society where falling behind is not an option and everyone is expected to move forward relentlessly, this rigid structure poses significant challenges for learning English. English education often becomes less about fostering communication skills and more about passing exams to enter higher institutions. Combined with tight schedules and a lack of flexibility to enhance textbook lessons with new or engaging methods, English learning in Japan becomes an uphill battle.
As a result, many students see English not as a tool for global communication but as a subject they need to pass. This mindset, paired with a rigid system, makes it even harder for students to truly grasp and use English in meaningful ways. Without the freedom to explore beyond the textbook, the potential for students to learn English as a means of connecting with the world remains largely untapped.
6. Japanese use in teaching English.
I don’t want to sound overly critical, but most classes in Japanese schools, especially at the elementary level, are conducted almost entirely in Japanese. This approach makes learning English more difficult because early English education should focus on listening and practicing basic words and phrases. How can kids develop these essential skills if English is primarily taught in Japanese?
In one of my classes with a Japanese English teacher, the students actually requested to be taught entirely in English. However, this proved challenging because the teacher struggled to explain concepts clearly in English. This limitation highlights a significant obstacle in developing English proficiency at an early age.
That said, I have noticed some progress in classes where teachers use 20-30% English for instructions and conversations. Initially, the kids might not understand everything, but I’ve observed that when teachers consistently incorporate English into their lessons, the students gradually begin to grasp the language more effectively. Persistence in using English, even in small doses, can make a meaningful difference over time.
7. teaching English at a comfortable stage. No challenges are given to kids.
I’ve had the opportunity to teach English alongside several teachers, and while many are excellent, I’ve noticed that some are reluctant to step out of their comfort zones. These teachers often avoid introducing new ideas into their lessons, even when those ideas align perfectly with the larger topic being taught.
For instance, in a 3rd-grade English class, the kids were learning about weather. The textbook listed only four types of weather: sunny, cloudy, rainy, and windy. One day, I tried to expand on this by introducing additional weather terms, but the teacher quickly shut down the idea, saying it wasn’t a good approach. To my surprise, the teacher explained that the kids didn’t know those words. However, I felt this hesitation was more about the teacher’s own comfort zone rather than the students’ abilities. It became clear to me that English was being taught in the easiest and most familiar way for the teacher, rather than challenging the students with new ideas and skills.
This made me reflect: isn’t education supposed to be about learning new concepts, skills, and ideas? Why would a teacher resist introducing fresh material and instead stick rigidly to their comfort zone? I suspect this reluctance stems from a broader cultural mindset in Japan, where new ideas must be carefully planned and decided upon in black and white. Many people prefer to avoid surprises or deviations from the norm, and this mindset seems to carry over into the classroom.
This cultural tendency makes teaching English more challenging, as teachers often hold back from introducing new concepts or approaches. In doing so, they limit students’ opportunities to explore and learn English more freely. It’s as if the teacher’s reluctance creates a barrier, preventing students from fully engaging with the language and expanding their skills.
8. The teacher can't encourage students to go beyond the textbook vocabulary and phrases to challenge students
One thing I’ve observed in English classes is the lack of challenges presented to students. Teachers often hesitate to go beyond the textbook and introduce new ideas or phrases that make conversations feel more natural. Instead, they stick rigidly to a single phrase for the entire 45-minute lesson. For instance, a typical target phrase might be: “What is your favorite food?” with the expected response: “My favorite food is sushi.” And that’s where it ends.
How can students truly learn real-world English if this is the only phrase they’re exposed to in a 45-minute lesson or even an entire week?
English teachers should aim to expand these lessons and make them more dynamic and engaging. For example:
What is your favorite food?
“Hmmm… My favorite food is sushi. Sushi is delicious and comes in so many varieties. My favorite sushi is tuna with a sprinkle of salmon roe on top. Whenever I eat it, I feel so happy and satisfied.”
This kind of exchange not only makes the conversation feel more real but also introduces students to new vocabulary and sentence structures. Teachers should strive to be creative and encourage students to explore beyond the set phrases in the textbook.
Unfortunately, teaching English this way is a significant challenge. Many teachers feel restricted by the textbook and are reluctant to step outside their comfort zones. This rigid adherence to the textbook structure makes it difficult for students to develop real conversational skills or engage with English in a meaningful way.
Author: Joshua .S
