The Cosmetics of Teaching English as an International Language in Japan: A Critical Reflection

Abstract

In Japan, discourses around the English language have often been found enmeshed in a pattern of a continual internal monologue. This pattern can be characterised by various assertions about how English has become an important language in a fast-globalising world, followed by disagreements citing fears of cultural erosion, to be then followed by counter-arguments that Japan can use English to communicate its own culture and values in an international arena (Oda M, Int Multiling Res J 1(2):119–126, 2007). However, in terms of policies, outworkings and practices, Japan appears to be struggling with ideological inconsistencies relating to the teaching English as an international language (EIL), not least because of the prevailing focus on native Englishes in ELT portals, particularly American English, and insofar as rhetoric surrounding English (purportedly) for internationalisation may rather be found for being superficial and cosmetic – in practical terms, an English for cosmetic purposes. Drawing on the author’s experiences, the chapter discusses important issues that bear on teachers and English teaching in Japan. These include prevailing cultural and rhetorical formations, resultant policy-related indecisions and contradictions as well as conceptualisations of knowledge and professionalism that remain circumscribed and monolithic. These prove to be strong challenges against more incisive paradigms and practices relating to EIL.