Changes in the aims of English education in the Courses of Study

This section describes how the purposes of English education in Courses of Study especially for secondary schools have been changed (NIER, 2014).

As I discussed in the previous section, Courses of Study created by the Ministry of Education have regulated the standard curriculum and the purposes and the contents of each subject for from kindergartens to upper secondary schools separately. In this section I will focus on the changes in the aims of the subject of Foreign Languages, which means practically English as most of schools have learned English. Basically the aims of English education have been to acquire the four skills of listening, speaking, reading and writing English and to understand

46

other peoples and cultures. However, which skills, what peoples, and what kinds of cultures to be focused on are different in each version. To follow these shifts in the Courses of Study will be helpful to understand the context of English education in Japan.

The first version (1947) was a tentative plan for elementary and lower secondary schools. English was not included into the curriculum for elementary schools. The aims of English education were acquiring four language skills, to know the peoples who speak English, especially their manners and customs. It mentioned that English learning will lead to international friendship, but it seemed that the word ‘international’ was used in a narrow sense, since only English speaking peoples were considered. Interestingly, listening and speaking were regarded as the ‘primary skill’ and reading and writing as the ‘secondary skill’. Moreover, this version explained thinking in English is better than translating and stressed the importance of learning English as a living language. At the beginning of English learning, its ultimate purpose was to acquire Western civilisation by translating books written in English into Japanese. Taking this fact into consideration, English education seemed to have a different role as learners changed from professional interpreters to general school children.

The second version revised in 1951 was also tentative and added the regulations for upper secondary schools. The aims of English education were to acquire four language skills and to develop the understanding of foreign countries’ affairs, and desirable attitudes. The third version was revised for only upper secondary

47

schools in 1956. The aims were almost same as those in the second version excepting the phrase ‘understanding of lives and cultures of people who use the (target) language commonly’. The third version claimed that knowledge and skills should be enhanced to the higher level of understanding and attitudes since the aim of school education is the development of humanity, ningen keisei, However, what kind of attitudes should be developed was not clear. The fourth version (1958-1960) added the understanding of ‘perspectives’ of the peoples who use the target foreign language commonly. This broadened and deepened the meaning of cultures since it includes not only factual or practical manners and customs but also perspectives underlying them.

In the fifth version (1968-1970) drastic changes can be seen. The abilities to understand a foreign language and to express oneself using the language replaced acquiring the four language skills. Interactive factors including the ability to send messages by using the four language skills were proposed for the first time. Awareness of languages was added as an aim. And most importantly ‘international understanding’ was included instead of understanding manners, customs, and perspectives of the English speaking countries. English became a measure to promote international understanding. The sixth version (1977-1978) started with the same abilities as in the previous version. However, awareness of languages and international understanding were changed into more concrete phrases: interest in languages instead of awareness of language and the understanding of foreign peoples’ lives and perspectives instead of international understanding.

48

In the seventh version (1989) the word ‘communication’ appeared. The aims of foreign languages education were to cultivate the ability to understand a foreign language and to express oneself using the language, appropriate attitudes to communicate actively, interest in languages and cultures, and international understanding. The eighth version (1998-1999) deleted the ability and international understanding, and added ‘practical communication competence’. This competence meant listening and speaking for lower secondary schools, and understanding of information and interlocutor’s intentions and expressing one’s own ideas for upper secondary schools. The ninth version (2008-2009), the present version, intensifies communication: deeper understanding of languages and cultures, the appropriate attitudes to communicate actively, and basic communication competence in the four language skills for lower secondary schools, or communication competence of understanding accurately and sending appropriately information and ideas for upper secondary schools. It is required to use English in teaching at upper secondary schools. One of the most significant changes is that the number of English classes in lower secondary schools is increased to four hours a week from three hours. English activities are programmed into the curriculum for year 5 and 6 pupils in elementary schools, one hour a week. Its aim is to foster experiential understanding of the languages and cultures of Japan and foreign countries, attitudes to communicate actively, and foundation of communication competence.

In the tenth version, which will be put in effect in 2020, in elementary schools English will be programmed as a subject for year 5 and 6 pupils and as English

49

activities for year 3 and 4 pupils. In lower secondary schools it will be required to use English in teaching. In upper secondary schools advanced language activities like presentation, discussion or negotiation will be more encouraged.

For 70 years since the first version of Course of Study, the role of English has changed: from English as a local language of English speaking countries, especially England and America, to English as a lingua franca. Internationalisation and globalisation stimulated this change. Understanding of English and American peoples and cultures has been widened to international understanding. The factors of cultures have been also multiple, not only manners and customs but also perspectives. The present aim of English education is to cultivate practical communication competence which consists of three dimensions: four language skills, understanding of languages and cultures, and attitudes to communicate actively. English education at elementary, lower and secondary schools should include all the three dimensions so that children could enrich their humanity (ningen sei) and survive in the globalised 21st century. Otherwise, it will be just English teaching.