April 24

Kubota writes extensively on  the discourse of kokusaika or internationalization.  The discourse of kokusaika was prominent during the education reform in the 80s The committee concluded that English acquisition helped Japanese students express their ideas and points of view to the world all along maintaining Japanese identity.  There are four points when talking about kokusaika: 1. Foreign language is English.  2.  The model for English should be standard North American or British varities. 3.  Learning English leads to international/intercultural understanding and 4.  National identity is fostered through the learning of English (p.19). 

English is the(most always) only language offered in high school for Japanese students.  Of all the students that are high school aged one percent learned a language other than English.  Preparing students for international conversation and business textbooks include chapters on English as a mode of international communication.  This elevates English to a high status.  One that all Japanese students are told they need to accomplish in order to be proficient in the world market.

I found it interesting that number 3 as stated above (Learning English leads to international/intercultural understanding) doesn’t always lead to a wide international meaning.  In fact this often has an opposite effect.  Students are learning English as based on the inner circle (white middle class varieties) often have a narrow view of internationalism and cultures.  It also sets up students for a very essentialized  view of inner circle cultures.  I find it interesting that a practice set up to foster diversity and understanding has the complete opposite effect.  Perhaps a way to combat that outcome is putting a compare and contrast curriculum in place.  Teachers could introduce many different types of Englishes.  Students could learn the differences and spend time comparing and contrasting each type of English they learn.  This practice may be a way to broaden the narrow view fostered by learning only inner circle English.

In the Matsuda article I find this quote interesting: “To prepare students adequately in the era of globalization, we as teachers need to fully embrace the complexity of English and facilitate the development of global literacy” (p.373)  I think that this would pertain to many teachers.  Through this class I have learned to become more sensitive to all student forms of language.  As a teacher I think that it is important to recognize student language as important.  I also think that it is imperative to teach what is deemed as “standard English”   I believe that there is an intricate balance between the two needed in the classroom.  Students can use their own English to help them understand and use formal English and each form needs to be welcome and respected by everyone in the room.  When this happens I believe that the most learning can and will take place.