EDITORIAL | For Better English Teaching, Learn from Fukui, Saitama Models

There was a slight improvement in Japanese students' English language scores in 2023. However, there were still large disparities between Japan's prefectures and its "ordinance-designated cities." Hopefully, the language learning differences among regions will be carefully analyzed to spur improvements in instruction.

The Japanese government aims at improving students' "usable English ability." Toward that end, it established a goal of increasing the proportion of junior high school students who have attained the equivalent of Eiken Grade 3 or above. (Grade 3 is the level at which someone can understand and use contemporary English.) Likewise, it seeks to improve high school students' skills at the Eiken Grade Pre-2 level or above to 60% or higher by FY2027. (Grade Pre-2 is the level at which one can understand and use English necessary for daily living.) 

Eiken Test Results

A survey of public schools conducted in FY2023 showed that 50% of third-year junior high school students had achieved a score equivalent to or above Eiken Grade 3. Meanwhile, 50.6% of high school seniors had attained a score at or above Grade Pre-2. Overall, there was a slight improvement from the previous year. 

Nonetheless, the target of 60% still seems far off. Furthermore, there is a noticeable regional disparity. The gap for third-year junior high school students was the most noticeable. 

By prefecture, Fukui had a stellar record, with 83.8% of its junior high school students reaching the goal. Meanwhile, only 30.1% of Saga Prefecture students reached the same goal. The gap was also large among students in ordinance-designated cities. Saitama City students came in at 88.4%, while Niigata City junior high school students could only manage to reach 36.2%. 

Fukui and Saitama Success Stories

Factors contributing to these disparities include the English proficiency of teachers and instruction methods. In Fukui Prefecture and Saitama City, the percentages of teachers who have attained Eiken Grade Pre-1 or higher are above the national average. Furthermore, they devote more class time to interacting with their students in English. Moreover, in Fukui Prefecture great efforts appear to have been made to share effective teaching methods among teachers. 

As for Saitama City, its students begin English language instruction in the first grade of elementary school. Also, there are more English class hours for junior high grades and above. However, it is unlikely that other local governments will be able to replicate these success stories on their own. Therefore, we urge the Ministry of Education to put more effort into expanding training and sharing examples of effective teaching.

Creating an Environment for Learning

It has frequently been pointed out that English teaching in Japan is heavily slanted towards passing exams and unusable in real-life situations. Since 2020, the Ministry of Education has been implementing reforms designed to emphasize actual communication, such as English conversation skills, through English education programs from the elementary school level. Nonetheless, it must take seriously the current trend of growing regional disparities. 

It is difficult to gain English proficiency in the absence of an environment where it is actually used. Moreover, the learner needs to have a goal. Even if children start learning English while young, whether in school or outside conversation classes, there is no guarantee of fluency. 

As globalization progresses, the demand for English proficiency is rising. At the same time, the ability to speak accurately and communicate effectively is what matters. Also, it should not be forgotten that the foundation for communication remains reading comprehension. That, after all, is supported by a solid grounding in the Japanese language. 

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(Read the editorial in English.)

Author: Editorial Board, The Sankei Shimbun