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1 Review of Asian and Pacific Studies No What English Language Means to the Japanese: English Language Education and Language Policies * Fumi Morizumi Abstract Everyone has something to say about English, or English language education, in Japan, but why is it such a big issue any way? The paper tries to answer the question by looking at recent discussions on English language education and examining possible problems with the guidelines provided by the Ministry of Education, Culture, Sports, Science and Technology. Recent introduction of English language education into the primary education, as well as enterprises announcing their English-as-their-official-language policy, has invited many laypersons, as well as educators, to claim why English does (or does not) matter. Discussions around those new policies seem to revolve around ambivalent discourses: English-as-an-asset discourse and English-as-a-threat discourse. Such ambivalence is nothing new. In fact, it has always been found in the history of English language education since the Meiji era and in Japan s language policy. Therefore, revisiting the history will help understand where Japan currently stands. The speed of recent globalization in business spheres only helped fuel the discussions on what kind of English language education should be provided in schools. Unfortunately, the Ministry of Education has not come up with a successful guideline. The major problem, as many researchers point out, is the lack of general principles of what students are expected to attain. In other words, there is no concrete explanation on what kinds of English language proficiencies the students are expected to acquire, and for what purposes. Without any concrete language policy to speak of, there is little wonder why people are left with feelings of disappointment and frustration. Trolling relevant literature also led the researcher to other possible aspects such as the history of English language examinations in Japan, the issue of ethnolinguistic identities, and the status of English as an international lingua franca, also suggesting that collecting and listening to the learners voice is necessary to take the research to the next step. * Associate Professor, Faculty of Humanities, Seikei University

2 140 TOEIC : **

3 SLA 2006: ibid : ibid

4 !? TOEIC ibid lingua franca World Englishes : Phillipson 1992 Linguistic Imperialism 1975 Lummis native speaker 2003: ; ALT ALT JET ALT ALT : 177

5 143 lingua franca 2001; Strevens 1980/1992; Kachru 1985, 1988; McArthur 1987; Görlach 1988, cited in Jenkins PDF , : : % % % % % 2009, 2009 OECD OECD GDP 3.4% : 134

6 SLA 2005:

7 145 TOEIC ibid TOEFL TOEIC ibid.: Englishnization 2012 Englishnization

8 ISS ISS MBA % : , 2011

9 TOEIC 1970 Guiora 1983; Gardner 1985; Horwitz, Horwitz and Cope ibid.: 168 ibid.: ibid.: Phillipson Bahasa Malaysia Jenkins 2009 ethnic identity Jenkins 2009: ; 2011; 2011

10 148 Pavlenko 2006 language selves a single self ibid.: Pavlenko 26% 30% 33% 88% elite bilinguals ibid.: 7 self ibid.: 7-8 different selves many emotional responses ibid.: 9 YES; OOOOOOOOOh yes! absolutely, definitely ibid.: 10 65% different selves package one-language - one-personality discourse ibid.: 12 Pavlenko Pavlenko Pavlenko 2006 one-language - one-personality bilingual and bicultural identities Kanno

11 149 Sapir-Whorf hypothesis EFL English as a foreign language Kachru 1992: 356 EFL Dörnyei self Dörnyei lingua franca Jenkins 2007; Jenkins 2009; Seidlhofer 2011 Kachru 1992 EFL 2 2 Kachru 1992 ENL English as a native language ESL English as a second language EFL English as a foreign language 3 EFL EFL Jenkins 2009: EFL ESL

12 150 self ISS TOEIC retrieved: English Englic !? PHP

13 151 ou/ htm retrieved: Dörnyei, D The L2 Motivational Self System, in Dörnyei, D. and E. Ushioda (eds.), Motivation, Language Identity and the L2 Self, Bristol, Buffalo and Toronto: Multilingual Matters, pp Gardner, R. C Social Psychology and Second Language Learning. London: Edward Arnold. Görlach, M The Development of Standard Englishes, in M. Görlach (1990), Studies in the History of the English Language, Heidelberg: Carl Winter. Guiora, A. Z The Dialectic of Language Acquisition, in A. Z. Guiora (ed.)(1984), An Epistemology for the Language Sciences, Language Learning, 33, 5. Horwitz, E. K., M. B. Horwitz and J. A. Cope Foreign Language Classroom Anxiety, in E. K. Horwitz and D. J. Young (eds.), Language Anxiety: From Theory and Research to Classroom Implications, Englewood Cliffs: Prentice Hall, pp Jenkins, J English as a Lingua Franca: Attitude and Identity, Oxford: Oxford University Press World Englishes: A Resource Book for Students, 2 nd ed., London and NY: Routledge. Kachru, B. B Standards, Codification and Sociolinguistic Realism: The English Language in the Outer Circle, in R. Quirk and H. G. Widdowson (eds.), English in the World: Teaching and Learning the Language and Literatures, Cambridge: Cambridge University Press The Sacred Cows of English, English Today, 16, pp.3-8. (ed.) The Other Tongue: English across Cultures, 2 nd ed., Urbana, Il: University of Illinois Press. McArthur, A The English languages? English Today, 11, pp Pavlenko, A Bilingual Selves, in Pavlenko, A. (ed.), Bilingual Minds: Emotional Experience, Expression and Representation, Clevedon, Buffalo and Toronto: Multilingual Matters, pp Phillipson, R Linguistic Imperialism, Oxford: Oxford University Press. Seidlhofer, B Understanding English as a Lingua Franca, Oxford: Oxford University Press. Strevens, P English as an International Language: Directions in the 1990s in Kachru (1992).

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