The Causes Of The Failure Of English Education In Japan

If chosen for the ALT position with the JET Program, I would strive to establish a positive, fun, and upbeat environment that will bring excitement to Japanese students learning English. I took the opportunity to study Japanese during a language class while in High School and I learned so much from the guidance of my Japanese teacher, Mr. Zachary Carr. Mr. Carr’s course inspired me to become a teacher in Japan with his optimistic, calm personality and deep passion for teaching English and Japanese to his students. Mr. Carr also had no Japanese speaking skills while living in Japan, but with his determination and work ethic, he became fluent in the language. While in class, he never gave up on me and my classmates while he was teaching Japanese to us and thanks to him, I have grown a love for the Japanese Language. I will continue this route as an educator and make impacts toward student’s life just like how Mr. Carr impacted my life. I am convinced that my collegiate experiences, interest in Japanese language and culture, and desire to teach make me an ideal candidate.

In this research, I’m going to focusing on the English as a language is being taught in many countries oversea today including Thailand. In fact, you’ll be surprising to know that English is required for many of the students in many countries. Unfortunately, it is not necessarily taught as well as it could be because of heavy teaching load, class sizes and adequate technology. Learning an English today still's has been challenging for many countries and specifically in Thailand. In Thailand, the student often gets too overwhelmed with English and mentally tune out in the classroom because English was their least favorite subjects. On the other hand, the students don’t have a resource at school or they don’t have it enough. Furthermore, many students just go to English class and switch back to Thai as soon as they out of school. English isn't used locally in Thailand. Although, there still a lot students continue care about English language because English has been the most ordinarily utilized language internationally and the language of traffic control and the majority of academic journals. It’s the most common language on the internet and the language that travelers use to communicate with different native speakers.

As the world’s economy globalizes, English becomes the first priority language among the foreign languages in most non-English speaking countries, including China. In China, there is a boost of English learning and teaching (Sun, 2013). More and more Chinese people learn English as a second or foreign language. However, according to a survey of China’s language situation that was conducted in 2006, only 1.8% of English learners in China claimed to be able to act as interpreters on formal occasions, 3.53% to converse quite fluently, 15.61% to conduct daily conversations (Wei & Su, 2012). This indicated that only a few English learners in China can speak English fluently and that many English learners do not have the ability to engage in daily interactions.

I was introduced to the JET Programme during the University of Kent’s Careers & Employability Festival. This opened up the possibility of gaining first-hand cultural experience of Japan while also developing valuable skills relevant to my desired career path. I am currently undertaking a formal Japanese language course to help strengthen my application and ensure I am a suitable candidate.

As Australia’s ties grow stronger with Japan, it is important to understand the potential that learning Japanese has. Japanese first begins with the student. I align myself and my professional strategies with AITSLS ‘Know Students and how they learn” standard (Education Services Australia, AITSL, 2014). For an almost scientific, yet personal thing like language learning,

This essay will outline the recent history of national legislative changes affecting English-language teaching and identify the current operating policy and

The United States and Japan have vastly different educational systems. Considering international rankings and graduation rates it is evident that students receive a different quality of education. The United States focuses its students on passing standardized tests and meeting benchmarks as per standard-based school reform. Japanese students, on the other hand, are encouraged to focus on their desired career paths and to participate in extracurricular activities which demand the superior growth mindset. Class structure varies greatly, student expectations are held at different standards, and the level of education that students graduate with is substantially different. Ultimately the quality of education received from either educational system

Japanese education is bad. This is not exact. However, many people today mention that Japan has some bad points in terms of the education. For example, Japanese students do not remark, and a lot of them sleep in class. Also, it is said that they stick to studying with paper writing and do not use Internet which is useful for students to share their ideas. These examples are just a part of many disadvantages of Japanese education. In contrast, the U.S. education has more possibilities to be approved by critics. Students in USA tend to remark what they think clearly, and the teachers and other students listen to them. Only this example shows the differences between Japanese and U.S. education systems. Japan should follow the good points of

The United States education system lacks a national foreign language education requirement, which has resulted in a decline of foreign language learning opportunities. (“Education,” 2010). Foreign language requirements and opportunities in the nation’s schools are decreasing due to budget cuts (Skorton & Altschuler, 2012). Out of the 50 states, only 10 states have a foreign language graduation requirement set for students (“Education,” 2010). From 1997 to 2008, the number of elementary schools offering a foreign language decreased from 31% to 25%, while the number of middle schools dropped from 75% to 58%. Foreign language opportunities in high schools remained the same at around 91%; however, from 1994 to 2010 the percent of colleges that required foreign language study dropped from 67.5% to 50.7% (Skorton & Altschuler, 2012). The result

As communicative competence becomes a more focused goal for classrooms across the U.S., student progress in developing higher levels of proficiency becomes increasingly important. In order to prepare students adequately for the work force as well as post-secondary education, students need a long sequence of well-articulated language learning that begins in elementary school. If students are expected to be ready to use their languages for professional purposes upon entering the work force, they need to leave the K-12 educational system with an Advanced level of proficiency and the post-secondary world at the Superior level. Meeting these levels of proficiency requires that students begin early and continue in an extended sequence of language

Analysis of Japanese Business Culture Along with recent globalization, the business market is now diffused everywhere in the world. Consequently, mega-competition and international co-operation are promoted simultaneously in the field of business. Under this circumstance, learning and understanding the business culture each country has is important to succeed in global business. As business culture is indivisible from a country’s cultural uniqueness, American-style business is formed in the United States, and British-style business is adopted in England.

The educational system differs throughout the world; its viewed and taught differently because of cultural differences. Many cultures view education as a necessity of life therefore family are strict and get more involved in there child’s education. Around the world, education is given to students to prepare them for their future. The American education is considered one of the strongest systems of education therefore many countries the American system. The American education system contains many differences and similarities to the foreign system of education; however, students in the American system are not as successful as those in foreign countries like Japan.

The comparison between Japanese and North American educational systems is often used. The Japanese system, along with other Asian cultures, places importance on the group and the interdependence of its members (Cole & Cole, 2001, p. 541). The North American model, in contrast, focuses on the ideals of individuality and independence (Cole & Cole, 2001, p.541). This contrast is due to a conflicting cultural/social structure and outlook of the world. Japanese look at the development of self as doubled sided: the inner self and the social or public self (Hoffman, 2000, p.307). Within the Japanese education system, the teacher's goal is to develop and cultivate both layers.

Globalization has also contributed to an increasing interest in English-language education worldwide. In response to the emergence of English as a world-linking, global language, an increasing number of schools have stepped up English–language requirements, even at undergraduate levels. The argument is that a universal teaching language is necessary as a natural consequence of globalization.

English as a medium of instruction has developed as a global trend for a range of reasons. Nowadays EMI is truly a global phenomenon. In this literature review, I look at the historical backgrounds of EMI in three periods prior to a global phenomenon. What is more, I reflect upon the current developments of EMI at tertiary education focusing on the spread of EMI into the global universities, EMI in European universities, EMI in Asian universities and EMI in Thai universities. In each section, I link the current literature review to my initial research at the end of the sections in order to form my research grounds.