CLT in the Japanese Education System
(Kovács Anna)
This
paper examines the importance of Communicative Language Teaching (CLT) in
Japan, especially in connection with teaching English as a foreign language
(EFL). Essentially, CLT is a method of
teaching languages in a way that it actively helps the development of verbal
communication and increases communicative competence. Since the birth of CLT it
has been desirable for teachers and leaners to use it as a tool since the
success rate in achieving goals verbally is much higher than of regular
teaching methods. Throughout the world teachers who use CLT consciously have a
well-developed idea about advantages/disadvantages, task types, ways of dealing
with students in the classroom, and a general understanding about the
importance of verbal expression and mutual, real-time communication. Even those
teachers who are unaware of teaching methods can have communicative teaching
styles, however, in certain areas of the world, like in Japan, it does not come
naturally to people, and the schools, government, and teachers do not have a
well established support system in this matter. In the centrally strictly
controlled Japanese education system it would be important to change gears, and
at least make options so that students and teachers are able to opt for a
competent language education. In connection with the lack of CLT and the
problems that come with it, there are several factors to be considered,
including the historical background of Japan with the debatable progression of
the education system concerning the communicative teaching method, and the
sociological background. These factors are explicitly responsible for the
current state; however, slow progress is on its way.
Historically
Japan was secluded from the world until about the period of the Meiji
Restoration in 1868, which means that for the greater part of Japan’s history
there was no great, life-changing influence (with a very few exceptions). This
also means that the traditional teaching methods just in 150 years are supposed
to be entirely changed which puts strain on flexibility. The American
occupation meant a certain level of Americanization but it did not change the
ways of thinking. Society and traditions also restrains certain aspects of
communicative teaching. Such restraints are, for example, the undeniable
respect that elderly, older, higher-ranking people demand (in a very implicit
way), which puts teachers in the center. The structure of society is built upon
this idea, and this way the main method of teaching English became the so
called “yakudoku” which means “oral reading and translation” (Nishino, 2008).
Yakudoku in itself is a valid way of teaching/learning but by itself in the
complexity of language learning it is simply not enough to provide enough
insight, information, and confirmation. It is a well-known that Japanese people
can not speak English, or if they can, their knowledge is poor. Whereas this
prevailing stereotype is understandable, it is not entirely true. The tendency
is that students’ writing and passive (comprehensive) skills are far more
superior to their verbal, communicative skills. This is where CLT is visibly
missing. While Japanese teachers are competent in the case of yakudoku, it is clear
that most of them have different interpretation when it comes to language
teaching.
Yakudoku
is a teaching style which is suitable for university entrance exams because of
its grammar and reading skills orientation (Hirasawa, 2010), but it poses a
real problem for people who intend to learn the English language. The Course of
Study, first initiated in 1947, prescribes the material and compulsory books,
which at the time was strictly supervised. Since there have been several
changes in The Course of Study, in 2003 a 5-year Action Plan was started. The
Action Plan meant training for a certain amount of teachers and assistants, but
due to the importance of yakudoku, no significant change happened. (Nishino,
2008)
The
slight increase of interest in CLT started around the 1990s (Riley, 2008), but
due to a lack of central guidelines or trainings specifically for CLT there is
no universal material. Those Japanese teachers, who use CLT, educate themselves
from different sources and journals, so the definition of CLT, or how it can be
implemented, significantly vary. Some
teachers who try using CLT based on their own knowledge in the classroom tend
to return to more traditional methods later on, due to the difficulty of
dealing with many students, lack of material, and unsuitable curriculum. Those who
know about CLT tend to very few, or they just have partial information,
oftentimes causing confusion about the idea of CLT (Sakui, 2004).
The
question of entrance examinations is also a crucial point as CLT and preparing
for the translation/reading-skill oriented examination does not coincide. This
prioritizes certain elements which only adds another item to the “should be
changed” list. Furthermore, the task of educating teachers about new ideas is
certainly budget-oriented which poses certain problems. At the same time, introducing
these new ideas and making teachers to use these ideas would not be solved by
money only. As I have already mentioned teachers have fundamental issues
implementing CLT. According to Sakui (2004) Japanese teachers do not have
confidence in managing a new teaching method and regulating the students at the
same time. This way they rather turn to listening exercises or the traditional
yakudoku. As part of the social norm and working ethics, teachers (like any
other company workers) are supposed to attend to personal meetings, coach sport
clubs, or tend for their homeroom duties. This results in a lack of time,
whereas with CLT preparation is a key.
As
mentioned earlier there are no guidelines for CLT (in contrast with the
centrally authorized material), so it can be concluded that there need to be
open discussions about teaching EFL. Even though teachers are “advised” and
“encouraged” to use communicative methods, until official steps are taken in
this matter, it is unlikely that change will take place.
References
Hirasawa, H. (2010). Understanding English education in
Japan. Teaching and Learning in a
Global Community CATESOL 2010 PROCEEDINGS 41st Annual
Conference, Santa Clara, California. Retrieved from
http://www.catesol.org/11hirasawa.pdf
Nishino, T. (2008). Japanese secondary school
teachers' beliefs and practices regarding
communicativelanguage teaching: An exploratory survey. JALT Journal, 30(1), Retrieved from http://jaltpublications.org/files/pdf-article/art2_8.pdf
Riley, P. A. (2008). Reform in English language
teaching in Japan. Ningen
Kankyou Gakkai
Kyou ( Man-Environment Research Association Bulletin), (9), 105-111. Retrieved from http://opac.kanto-gakuin.ac.jp/cgi-bin/retrieve/sr_bookview.cgi/U_CHARSET.utf-8/NI20000267/Body/link/105-111.pdf
Sakui, K. (2004). Wearing two pairs of shoes:
language teaching in japan. ELT
Journal, 58(2),
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