Introduction
The Ministry of Education, Culture, Sports, Science, and Technology ( MEXT ) of Japan published the new national course of study, ‘the Course of Study ‘ in 2008. Harmonizing to it, ‘Foreign Language Activities ( FLA ) ‘ will get down from 2011 academic twelvemonth, to fifth and sixth classs at primary schools. Because Japan takes extremely centralized instruction system, the contents of national course of study are obligational to all the schools whether province or public. Foreign Language has been taught from secondary schools in Japan, so learning at primary schools will be the first clip in Japan. Therefore this new course of study of FLA commands many people ‘s attending.
I have taught for four old ages at province primary school in Japan. Although primary school instructors in Japan teach all topics such as Nipponese, mathematics, scientific discipline, P.E. , humanistic disciplines and music, I have been extremely interested in English instruction. Unfortunately, English was non in the course of study at primary school degree in Japan at that clip and the determination whether Teach English or non was left to teacher ‘s discretion. Hence there were important spread depends on instructors, schools and prefectures. This is one of the grounds that the Nipponese authorities started to see about the English instruction at primary school degree. It seems sensible to get down English instruction in primary degrees, with sing to other states in Asiatic and Europe which foreign linguistic communication instruction starts to be taught in primary degree. However, since MEXT announced the start of FLA, the new construct of FLA came under the limelight and multifold statements were provoked.
In this international and planetary society, what makes people to oppose foreign linguistic communication instruction? This is the ground that made me take this subject. Actually, these statements are closely associated with the historical background of English instruction in Japan. This paper does non discourse whether FLA should be taught or non at primary schools, but instead what are the demands for FLA to work decently by analysing what alterations will be brought by FLA.
For these grounds, this paper foremost focuses on the historical background of English instruction to do clear about the roots of these statements. Then, it explores the statements themselves and compares the advantage and disadvantage brought by FLA. It is besides analyzed here that the proposed FLA and textbook published by MEXT.
True, ‘Foreign Language ‘ does non intend English straight. However, MEXT published the stuff text edition named ‘English Notebook ‘ for FLA. As its rubric mentioned non ‘Foreign linguistic communication Notebook ‘ but ‘English Notebook ‘ , ‘Foreign Language ‘ in this course of study virtually means ‘English ‘ . Therefore this paper will handle “ Foreign Language ” as “ English ” .
Analysis and Discussion
Historical background of English instruction in Japan
The present English instruction system in Japan derived from the system in 1947, after World Wara…? , as ‘the School Education Act ‘ and ‘the Fundamental Low of Education ‘ were established. Since so English has been taught in mandatory instruction, non primary schools but secondary schools and high schools. At that clip, due to ‘the history of Japan ‘s comparative isolation from English-speaking people, the English use was mostly limited to the interlingual rendition ‘ ( Koike 1978: iv-v cited in Seargent 2009:45 ) . Therefore, the importance was put into the reading comprehension accomplishments.
However, internationalisation and globalisation necessitated a alteration in the course of study. Seargent ( 2009: 50 ) references that ‘the Reform Act of course of study in 1989 and 2002 was the most of import invention for English linguistic communication instruction, in the position of the rise in importance of Communicative linguistic communication instruction ‘ . Yoshida ( 2003 ) takes similar position to Seargent, reasoning that the Ministry of Education have been put importance on communicating in the national course of study, Course of Study. He besides points out the job lies in the English instruction system. Harmonizing to him, ‘the entryway scrutinies have a strong influence on the manner foreign linguistic communications are taught in Japan ‘ . There are besides listening and composing in the entryway scrutiny for both high school and university entryway scrutinies, the importance has been seting on reading comprehension and grammar.
Actually, it is said that Nipponese pupils learn English for a long clip but can non utilize it as a communicating tool, compared with the other states. For illustration, ETS TOEFL ( 2006: 10 ) shows that the mean entire mark of Nipponese TOEFL-iBT trial takers was 65 and, in comparing with other Asiatic states, Nipponese find themselves at the pes of the tabular array. True, it is non fare to compare merely the tonss because the figure of Nipponese trial takers is big and it is frequently pointed out that non merely the people who plan to analyze abroad but besides who are non interested in English take TOEFL in Japan. However, still with sing it, the tonss of the Japanese was well low. For these grounds, the betterment in Nipponese English instruction has been claimed more and more late. The new course of study ‘FLA ‘ will get down in this clip of period and that is why FLA came under the limelight.
The statements over FLA
The sentiment against FLA
As discussed above, FLA is the wholly new course of study for the English instruction in Japan. Therefore the assorted statements have provoked. This portion will concentrate on the statements which support and against FLA in order to analyse the characteristic of FLA.
As Ohashi ( 2008 ) provinces, the dominant insisting among anti-FLA is that secondary school is the appropriate clip to get down foreign linguistic communication acquisition. Several grounds were raised ; early foreign linguistic communication acquisition may do the students to demotivated in larning foreign linguistic communication at an even earlier age than what happens now ; a mere two old ages of survey at simple school would non do much difference, and that the debut might falsify simple school instruction and do the linguistic communication larning state of affairs worse. What is more, some criticize the ability of simple school instructors. Due to the system in which a schoolroom instructor teaches most of the topics at Primary schools in Japan, instructors are non specialized in English despite of the fact that the secondary school adopts subject-based teacher assignments. They, hence, insist that simple school instructor can non learn English.
The of import point here is that most anti-FLA statements are based on the instruction fires and contents such as the attacks to the instruction, the course of study and the instructor preparation. It instead imply the intimations to the betterment of FLA, therefore they will be discussed in the following portion. While, there is the other statement which criticize non the instruction fires and contents but the start of FLA at primary degree.
Seageant ( 2009: 16 ) points out that the construct of English linguistic communication in Japan has specifically with Nipponese values, that is, the thought that the foreign linguistic communication may endanger the female parent lingua and individuality as Nipponese, has been broadening among the Japanese. However, as recent research shows larning foreign linguistic communication in early age have virtues instead disturb geting the female parent lingua. For case, the research of bilingualism by Bialystok ( 2001 ) shows that the bilingual students are better at linguistic communication analysing ability and metalinguistic ability, compared with the monolingual. Therefore, it can be said that the larning foreign linguistic communication in early age does non upset geting the female parent lingua.
The sentiment for FLA
Although there are assorted anti-FLA statements, many people support FLA. They insist that ‘in the future Nipponese people will necessitate English linguistic communication accomplishments and besides new manner of tilting the linguistic communication ‘ ( Ohashi: 26 ) and they are besides disbelieving about the manner of present English instruction, mentioning to the fact that the Nipponese people ‘s deficiency of ability to pass on in English. Harmonizing to him, some people who are for FLA besides believe ‘critical period ‘ or ‘sensitive period ‘ . However, these constructs have been under the treatment and still obscure, therefore these are beyond the range in this paper.
As seen several major statements above, FLA is a still controversial subject. The interesting things here is that the parents of students are rather blessing towards FLA. The study by Benesse: the Research institute for Education Development ( 2007 ) indicates that 76.4 per centum of parents are positive for FLA. Furthermore, Nipponese concern communities besides strongly back up FLA at primary schools. In other words, there are high outlooks for FLA. Next portion, the proposed FLA and textbook will be analyzed to analyze how much FLA can mensurate up to these outlooks.
Analyzing the proposed FLA course of study ant the text edition
Analyzing the course of study
As observed above, there are important demands for FLT non merely from parents and concern communities, but besides for alteration the English instruction systems because of the Nipponese deficiency of ability in English. In this portion, what the purpose for FLT is and what authorities intended for FLT will be examined by analysing FLA course of study and the text edition.
Equally long as seen the new course of study, the mighty attempt of the authorities can be seen in the new course of study, the Course of Study to do the course of study to go to these demands for the English instruction.
For illustration, harmonizing to the national course of study published by MEXT, the FLA overall aims as follows:
To organize the foundation of students ‘ communicating abilities through foreign linguistic communications while developing the apprehension of linguistic communications and civilizations through assorted experiences, furthering a positive attitude toward communicating, and familiarising students with the sounds and basic looks of foreign linguistic communications. ( Ministry of Education, Culture, Sports, Science and Technology – Japan. 2009. English version )
First, as clearly stated ‘Communication ability ‘ , it is of import for FLA to utilize foreign linguistic communication as a communicating tool. As discussed above, Nipponese authorities has emphasized on communicating ability for latest 4 decennaries in secondly and high schools English instruction, nevertheless, the consequences do non demo the betterments of the Nipponese communicating ability. Therefore, the authorities repeats the accent on the importance of communicating ability in FLA once more.
Second, authorities stated that non merely the apprehension of linguistic communication but besides the understanding the civilizations are of import for FLA. It was besides emphasized that these apprehensions are supposed to be acquired through experiences, non desk surveies. These thoughts are clearly appeared in the text edition, so it will be besides observed in the following portion.
Third, the attitude toward communicating was besides one of the objects in FLA. Fostering the attitude toward communicating is besides emphasized in the other topics at the primary school degree. That is, this is non merely achieved by FLA but still authorities showed that it is necessary when larning linguistic communications.
Fourthly, it, the most related to the linguistic communication acquisition, is that familiarising students with the sounds and basic looks of foreign linguistic communications. The of import things here are that authorities does non advert about specific grammar or specific ability to make in FLA course of study, but emphasize on communicating ability, student ‘s experience and the attitude for understanding linguistic communications and civilizations.
These characteristics are specialized in FLA and these are the one of the challenge by authorities for unfavorable judgment of the old English instruction.
Analyzing the text edition
The MEXT besides published the text edition, called ‘English Notebook ‘ when announced the new course of study. Normally, MEXT merely denote the course of study and it is private sectors that publish the text editions in Japan, so this is the particular intervention to FLA granted by the authorities. Actually, the immense budget and the clip were put on the undertaking to pull up the ‘English Notebook ‘ , which has several alone facets.
First alone characteristic is that the text editions consist of about all images. These are instead workbooks than text edition from the position that students can compose down, draw and pigment, which are non seen in the text edition in secondary and high schools.
Second characteristic is that the text editions suggest assorted activities which make the state of affairss that students have to pass on with others. For case, in lesson5, the state of affairs of shopping, students are required to take what they want to have on, by stating colourss and the name of fabrics such as Jerseies and bloomerss. Taskbased, contents based Third characteristic is that non merely English but besides the other linguistic communications are dealt in. For illustration, when students learn how to number the Numberss in English, the manner of numeration in other linguistic communications are besides introduced such as Spanish, Nipponese, Gallic, Chinese and Korean.
What is more, it is encouraged for students to happen the similarities and differences between linguistic communications. This is reflected the characteristic of aims in FLA course of study to developing the apprehension of linguistic communications and civilizations.
Furthermore, it contented the subject which let the students know the involvement facet as a linguistic communication. For illustration, ‘English Notebook ‘ ( p.46 ) picked up Chinese when they teach some English vocabulary, such as starfish. The word ‘starfish ‘ can be divided into two words ‘star ‘ and ‘fish ‘ ; ‘star ‘ came from its form, ‘fish ‘ came from the animals which lives in ocean. Equally good as English, starfish is written as ‘?µ·??Y ‘ in Chinese ; ‘?µ·’means ocean, ‘??Y’means stars. Because Nipponese linguistic communication have some Chinese characters in common, the Nipponese students understand what ‘?µ· ‘ and ‘??Y ‘ agencies. These activities, which can non be seen in old linguistic communication larning text edition in Japan, likely catch students ‘ involvements efficaciously.
Furthermore, another new facet of English Notebook is that authorities encouraged instructors to utilize Information and Communication Technology ( ICT ) in FLA, which is defined as ‘the engineering used to pull off information and assistance communicating ‘ ( Elston 2007 ) . At the same clip the ‘English Notebook ‘ is published, the DVDs were distributed to each school. This DVDs were designed to utilize with electric whiteboard. It matches ‘English Notebook ‘ and can supply sound with illustration and images when merely touched on the screen. It besides includes chants, listening activities and the illustrations of pupils ‘ looks. It is criticized in the statements that simple school instructor ‘s ability of English instruction, so this is besides designed to assist instructors at primary schools who are non specialized in English.
Overall, the course of study and the text edition of FLA are established with carefully-studies by the authoritiess, based on the lessons and contemplations from the statements over English instruction and FLA. There are multifold characteristics such as communicating based contents and the practical usage of ICT. Hence, it can be said that the FLA is the alterations authorities challenge to the English instruction in Japan.
Recommendations
As seen above, FLA has wholly new course of studies and for that ground there is big outlook. It can be said that the FLA is one of the new enterprise for English instruction in Japan. However, due to its new and alone facets, there are some recommendations for FLA to do it more efficaciously.
First, FLA should be secured as a topic. As MEXT announced, FLA is non counted as a topic and MEXT told the ground that FLA should non be scored by the scrutiny. It may reflect the unfavorable judgment that the scrutinies have been put importance on reading comprehension and grammar and it showed authorities ‘s connotation that FLA should non be put importance on them. However, the place as non-subject is unstable in the respect to its hereafter. It is besides concerned that instructors depreciate FLA because of its non-subject facet.
Second, teacher ‘s preparations are necessary to learn FLA. Although authorities started to preparation, it is merely limited for instructors who interested in FLA. As the unfavorable judgment, it is fact that instructors in simple schools have non trained instruction linguistic communications, because the old instructor preparations were merely focused on the topics which were taught in primary schools. FLA is the new course of study, hence new preparation are needed. Furthermore, it is besides necessary that readjustment of teacher developing class in universities. It is non needed how to learn linguistic communications at primary degrees at the presence, but it should be besides required to larn how to learn FLA as the manner of Teach in other topics are taught.
Third, the budget for FLA should be kept every bit high at least in the following few old ages, because FLA is the new attempting and demand to reexamine the stuffs and the contents of text editions. Unfortunately, due to the alteration of policy caused by the alterations of major political party in 2010, the budget of FLA has decreased dramatically, and it has fright of crumpling at FLA ‘s foundation. It is the of import clip for FLA to better its contents, authorities should rethink about the budget on FLA. Actually, many people opposed for the decrease of FLA budget, authorities may be forced to rethink about the budget.
Decision
This paper has highlighted what alterations will the new course of study FLA, conveying approximately in Japan, with sing to the historical background of English instruction and the FLA statements. Historical background of English instruction suggested the ground why FLA is still extremely controversial and revealed the roots of FLA statements.
FLA was one of the new challenges for the English instruction in Japan because the present English instruction system is forced to be improved in the position of Nipponese people ‘s deficiency of English communicative ability. The FLA has been supported by bookmans, parents and concern communities, while the jobs of FLA have besides been pointed out, most of which, nevertheless, is the hardware side, non FLA curriculum itself. In other words, anti-FLA statements gave the intimation for bettering the FLA such as instructors developing.
In this paper, the proposed course of study and the text edition were besides analyzed to do clear what authorities aimed for FLA. MEXT emphasized once more on the communicating ability in the course of study and text editions, and the assorted steps for the new effort can be seen in them such as the practical usage of ICT and the attractive debuts for linguistic communication acquisition.
As discussed, nevertheless, there are some recommendations such as FLA should be secured as a topic. Actually, MEXT announced that FLA was considered to be introduced non merely 5th and 6th classs but younger classs excessively. It can be said that the alterations that FLA brought to the English instruction was well large and the possibility of FLA in the hereafter is besides extremely expected. FLA is one of the keys for Nipponese to trip in international and planetary society.
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