Do Foreign English Teachers Actually Impact Japanese Students?
The Japan government spends a lot of tax payer money for English education through initiatives such as their JET Program. Many private companies also hire native English speakers to teach the language to children and adults alike.
Despite this, Japan ranked 78th in the EF English Proficiency Index in 2021, placing them in the category of “Low proficiency”.
We can debate the reasons as to why this is. Entrance exam centric education that focuses mainly on reading and writing. Completely different grammatical structure and pronunciation. Japanese English teachers who can’t speak themselves. Unqualified native English teachers. Not enough class time with native English speakers. Lack of practical need.
The list goes on, and the purpose isn’t to figure out why English proficiency in Japan is so low.
You see, I began my life in Japan as one of those native assistant English language teachers (ALTs) on the JET Program in a very rural area of Fukuoka.
While I have no hard data, I would bet that the vast majority of my students I taught in junior high school - around 1,000 each year at 2-3 schools - are unable to have a simple conversation in English.
But I can understand that. After all, I still struggle with Japanese myself despite being fully immersed, living in Japan for years.
And I’d also add that despite what it’s described as, ALTs on the JET Program aren’t merely language instructors. They are cultural representatives, are meant to be accessible international touch points for Japanese students, and they often become positive ambassadors of Japan when they return to their home countries.
I wanted to know, however, was there any meaning for me to be in Japan at these schools at all? Being paid with tax payers’ money, did my presence impact the next generation of Japan at all?
Former student interviews
This was no scientific research method, but I asked a few students directly what they thought about having myself and other foreign English teachers in their schools.
Thanks to social media, some students and I have kept in touch of the years, so I interviewed 4 of them about this.
Here’s some background, just for context about who they are.
I taught each student for all 3 years of their junior high school years
They all went to the same junior high school in the same city
3 are the same age (24), 1 was in the class below (22)
They either live in or frequent Tokyo, meaning they’re experiences and motivations are likely wider than typical
The interview was a surprise, so they had no time to prep for it
I gave them the option of speaking in English or Japanese
How did my students view ALTs?
Here are the takeaways that I got.
Nako: “It’s so fun, and interesting.” She uses English in her professional life as a graphic designer and would like to continue doing so.
Santa: “Because there are a lot of Japanese who can’t speak English, to have that closeness… and from a student’s point of view, I think they’re happy. So I’d like to see it increase even more.” Though he doesn’t use it much while working as a fashion stylist, he’s positive about it.
Mayu: “I think it’s good because I could meet Barrett.” At the moment, she’s finishing up college, but feels positive about communicating.
Nanase: “Being in Japan, there are few chances to be exposed to English, especially for elementary and middle school students. When you’re an adult, opportunities increase a little bit, but that’s not the case when you’re a kid, so in that regard, having an ALT in the school to create opportunities to be exposed to English is a very positive thing.” She’s done a stay abroad and looks to do more.
I also received messages from other former students.
Conclusion
As with most ALTs on the JET Program, I had a lot of students. I’d visit each class in each grade at each school.
I actually felt fortunate, though, that I was only rotating between 2 or 3 schools year year because it allowed me to have more time to get to know my students and form relationships with them. Another ALT that was teaching in Fukuoka at the same time as me had 21 schools, meaning he’d see each class maybe once a year.
It’s impossible as an ALT on the JET Program to effectively teach everyone English, get them interested in foreign cultures, or even form any kind of relationship with them.
I consider myself lucky. As much as I taught my students, they taught me a lot as well about Japanese and local culture, school and personal life, how they viewed things. Interacting with them even helped me find my next job in Japan, a non-teaching one at that. Being placed in this small city in Fukuoka, meeting them was based off nothing but serendipity, and I think there’s meaning in that.
So was there any meaning in me being there and did I, as an ALT on the JET Program, make an impact on my students?
I’d say the fact that I’m still in touch with many and them being willing to do the interview points to yes. And I’m sure this is the case for many other English ALTs in Japan as well.