CROSS-CULTURAL COMMUNICATION AND EDUCATIONFOR INTERNATIONAL UNDERSTANDING
THROUGH ENGLISH IMMERSION CAMP (EIC)The Asian Conference on Language Learning

CROSS-CULTURAL COMMUNICATION AND EDUCATIONFOR INTERNATIONAL UNDERSTANDING
THROUGH ENGLISH IMMERSION CAMP (EIC)ABSTRACT: Generally speaking, most Japanese learners of English have astereotyped view that they should learn to use flawless English like native speakers
does or pick up a British or American accent. However, we would have to say that thepredominant view should be altered to eliminate bias against other varieties of English.
Applied to English in elementary school, the idea means that if more non-native
speakers with various backgrounds were involved in teaching, children could focus
rather on the importance of English as a communication tool than on studying it as aschool subject.
In order to challenge the educational status quo, we audaciously launched ashort-term English program, Kumon English Immersion Camp (EIC), in 2001 with
instructors from 17 different countries and 30 elementary school students aged 10 to 12.
Held annually or twice-yearly, the program has improved to a great extent over the past
11 years, providing fruitful learning experience for 1,483 children and 251 instructors
from 62 countries or regions around the world.
This paper focus on what we have obtained from the program. We will discuss
about how effectively a short-term English camp allows children to have successfulcommunication with the use of English, and to realize the importance of understanding
each other in a communal life with people from different cultures and backgrounds.

1. BACKGROUND
1.1 World Englishes and Japanese People’s Preconception of English
English has spread and been spoken by more and more people globally. According
to Crystal (2003) the number of non-native English speakers overwhelmingly
outnumbers the native speakers by a ration of 3 to 1. This means nowadays English isplaying a crucial role as a lingua franca in the world, where the global diaspora ofEnglish has led to the development of new English varieties that are influenced bypeople’s own identity and different cultural background.
The use of English has spread in many countries and regions throughout the world
including Japan. The period after Meiji Reformation in 1868 has been marked as theending of Japan’s national isolation. It was the time when Japan started to embrace its
diplomatic relations and foreign trade with western countries such as Britain and The1

United States of America which also became a great influence for Japan. Therefore theJapanese government has been putting emphasis on the importance of English education
for more than 100 years. In spite of acknowledging the importance and the vast spreadof English, learning a foreign language such as English from an early age has been longdebated in many countries including Japan. In Japan, there has been a discussionwhether to make English as an official subject at public elementary schools or not for atleast the last two decades. Finally from April 2011, English has started to be taught as
an official subject at Japanese public elementary schools.
Although it is compulsory for 5th and 6th grader at public elementary school to learn
English, there has been a serious concern regarding a low motivation to study Englishfor these Japanese children. Children have to understand that English is not just a
subject that they have to learn at school, but it is a communication tool to promoteinternational understanding. Moreover in spite of the vast spread of English and theemergence of World Englishes, most of Japanese people still have a stereotyped that
English has to be spoken with American or British accent. The stereotyping has caused
many Japanese people who study English to have the fear to even try to use English
unless they are able to speak flawlessly with certain accents that they think is right.
How can we change these facts?
1.2 Ways to change The Stereotype of English in JapanOne of the ways is to raise people’s acknowledgment of World Englishes. English isused globally and influenced by multicultural backgrounds in different regions of theworld. As has been initiated by Smith and Kacru that neither British nor American
English can be used as a standard (Alatis, 2005: 32), it is not necessary for Japanesepeople to have to imitate neither of those two accents. It is essential for Japanese people,
especially the ones who are studying English to acknowledge that there are people out
there in this world who speak English with different types of accents. The fear that isbuilt up by the pressure of having to speak only with certain accents should not stopJapanese people to try to communicate in English.
The other way is to promote international understanding at school. In order forchildren to understand the importance of English, it is important to raise children’sawareness and knowledge about the world. There are certain attitudes that can becreated in order to be successful in making our children internationally minded.
Teaching about geography, history, foreign languages, foreign cultures, etc will help toraise such awareness and knowledge of the world. So what is the best way so that these
attributes can be cultivated by the students at the school? One of the most essential
things that have the strongest influence on the student is the teacher or instructor. In
order to develop international understanding, school should systematically take2

advantage by the multiculturalism in this world, such as having English teacher orinstructor that are not necessarily native speakers of English with different cultural
backgrounds.

2. KUMON ENGLISH IMMERSION CAMP: An Effort for Our Future Leader
2.1 The Beginning of KUMON English Immersion Camp (EIC)
English has undoubtedly become an essential tool of communication in the world.
Under such circumstances, a sense of crisis is increasing in Japan, because of the fearof Japan being left behind in the world. In 2001, Mr. Yoichi Funabashi, the writer of“Aete Eigo Kouyougo-ron” and a columnist from Asahi Newspapers, contacted
KUMON and said, “If we don’t take any measures, the whole Japanese education
system will collapse. Why don’t we think and work together to make changes.” Later,
Mr. Morihiko Hiramatsu, the former governor of Oita prefecture, Mr. Kazuichi
Sakamoto, the former president together with the staff and students of Ritsumeikan
Asia Pacific University, Professor Kensaku Yoshida and students of Sophia University,and an international journalist, Ms. Reiko Kinoshita, joined us, to enable us to achieve
the idea of an English Immersion Camp. As a result, the English Immersion Camp wasborn as the first long-term camp held in Japan.
The aim of KUMON English Immersion Camp (EIC):To allow children to experience successful communication, using English as aglobal language.
 To allow children to share a communal lifestyle with people from different
countries and regions, learning about their cultures and ways of thinking, andrealizing the importance of understanding each other as members of the global
community.
 To allow children to have confidence and the strength to actively challenge theunfamiliar, in addition to heightening the will to apply effort to strive for higher
goals.
2.2 Introduction of KUMON English Immersion Camp (EIC)KUMON’s English Immersion Camp (EIC) started in 2001, aiming to nurtureindividuals who can make a contribution to world peace by using their ability tocommunicate in English. In this camp, children who are enrolled in elementary school
grade 4 to grade 6, who have passed EIKEN level 4 or above or studying KUMON
3

English level I1 or above take on the challenge of spending several days in an entirely
English-speaking environment with people from different countries and backgrounds.
By joining the camp, the participants will understand that English is spoken not only
by natives but people from different mother tongue languages throughout the world
and it is considered an important tool not only for communicating with people ofdifferent languages, but also for understanding differences in cultures and forrespecting one another.
While gaining a global perspective and learning about current events around theworld, children become more confident and come to believe in their potential by taking
on new challenges without being afraid of making mistakes. There are two key phrases
used as a slogan at the KUMON English Immersion Camp, “Don’t be afraid of making
mistakes. Let’s try communicating in English”. The intention of these two phrases is totell our children how they have to be ready for entering into the world of English. Whatis important for them is not to use English without making mistakes, but to use English
without being afraid of making mistakes.
2.3 Diversity in the Camp
The camp also put emphasis on embracing the difference that we have in this world.
Throughout the program, the children are accompanied by camp leaders who comefrom different parts of the world. Their backgrounds are diverse and not all of them arenative speakers of English. In fact, most of the camp leaders speak English as theirsecond or third language. In other words, the program was saturated with World
Englishes (Kachru, 1992). By having a chance to communicate with people fromdifferent cultural backgrounds, children can broaden their horizon of the world,understand the importance of English, and raise their confidence of communicating inEnglish.
Not only from the camp leaders, this camp also put effort in making programs that
focus on international understanding. Diversity, awareness, confidence andunderstanding are some of the themes that we have for each activity. The diversity of
our camp leaders also has helped us in making an effective program for the kids tounderstand about diversity. One of the activities that take advantage of having campleaders from different backgrounds is “Travelling Around the World”. It is a program
where camp leaders will have a two ways explanation about their home countries to thechildren. With camp leaders coming from different countries, each presentation is
unique in their own ways. Another example of the program is an activity called“Cultural Understanding” where children will watch a skit prepared to promoteinternational understanding. Some of the specific themes that we have on the skit are4

the difference in the way people in different countries greet each other, or thedifference in the way people eat, etc. This activity has an enormous effect on
broadening children’s view of the world and motivating them to learn more about theEnglish and the world.
Below is an impression of the camp by a 6th grader participant.
English is very important. If I can speak English, there are so many things that I
can learn about the world. Before, it was hard for me to accept cultures that are notsimilar to Japan. When I heard about that, I would think “it’s so weird!” or “I can’tbelieve it”. But in EIC, I realized that I am not alone, Japan is not the only country inthis world! I felt that it is important to understand about people from different
countries, and for that, I need to study English harder!
2.4 The Growth of KUMON English Immersion Camp & our Children
Since it first started in 2001, KUMON English Immersion Camp (EIC) has been
trying to make improvement every year. Some changes were made in order for us toimprove. Some of the changes including the change of place, the number of days forthe camp, and change of programs are among those points that we try to improvecontinuously.
YearDays

Place

2001

12APU, Beppu

2002

14Yokohama

2003

10Yokohama

2004

10Yokohama

2005

10Yokohama

2006

10Yokohama

2007

10Yokohama

2008

10Hachikogen

2009

7 (2x)

Yokohama & Hachikogen

2010

7 (3x)

Shiga

2011

7 (3x)

Shiga

Table 1: Changes of the camp place and days of the camp yearly
As a result, the number of participant has been increasing every year. Besides theincreasing number of participants, the number of countries has also expanded to 62
countries in total in 2011.
5No.ofNo. ofChildrenCountry

EICCountries

YearFigure 1: Growth of EIC network yearly (no. of people and country)

1. Australia

20. Ghana

39. Myanmar

58. Uganda

2. Bangladesh

21. Hungary

40. Nepal

59. USA

3. Belgium

22. India

41. New Zealand

60. Uzbekistan

4. Bolivia

23. Indonesia

42. Nigeria

61. Vietnam

5. Botswana

24. Ireland

43. Pakistan

62. Zimbabwe

6. Brazil

25. Iran

44. Peru

7. Bulgaria

26. Israel

45. Philippines

8. Cambodia

27. Jamaica

46. Poland

9. Cameroon

28. Japan

47. Russia

10. Canada

29. Kazakhstan

48. Romania

11. China

30. Kenya

49. Samoa]

12. Colombia

31. Korea

50. Singapore

13. Czech

32. Lithuania

51. Sri Lanka

14. Egypt

33. Malawi

52. Syria

15. England

34. Malaysia

53 Taiwan

16. Ecuador

35. Mali

54. Tanzania

17. Ethiopia

36. Malta

55. Thailand

18. Finland

37. Mexico

56. Tonga

19. Germany

38. Mongolia

57. Trinidad and Tobago

Figure 2: EIC network (countries & regions)6

From the figure above, it can be seen that the network KUMON English Immersion
Camp has expanded throughout the year. In figure number 2, it shows 62 countries andregions which are mostly the country of our camp leaders. From the 62 countries, it isobvious that not all the camp leaders in KUMON English Immersion Camp are from the“inner circle” (Kachru, 1992). Some of the camp leaders are from the “outer circle” andmost of the camp leaders are from the “expanding circle”.
2.5 The Growth of EIC Children
In KUMON English Immersion Camp, we believe that every individual has uniquepotential. It is our role to help bring out their potential to the max. There are not many
opportunities to use English in today’s Japan. So, prior to the camp, many children felt
this way: “Although I am studying English everyday, I am not sure whether or not I am
actually able to use English and make people understand me. Still I want to give it a try”.
However once the camp started, children enjoyed their daily communication, saying“Everyone was kind to me and was eagerly listening to my English. As the campleaders repeatedly taught me in an understandable way, I gradually gained myconfidence”.

Difference of Confidence Level
Unknown
4%

Unknown2%

Confident29%

Not confident
26%

Neither10%

Not confident
2%Confident
84%

Neither
43%
BeforeAfter

Data:2009-2011
Figure 3: Confidence level in using and speaking in English before and after thecamp7

From the figure above, we can see such a big difference of confidence level of thechildren before and after the camp. With camp leaders and staff coming from different
nationalities and background, as well as the camp slogan “Don’t be afraid of making
mistakes. Let’s try communicating in English.” the participants could grab the real
meaning of English as a communication tool as well as gaining confidence. Throughout
the camp, not only the children were able to get confidence but also they were able tolearn about the reality of the world including acknowledging the importance of taking
action to contribute to the world problems.
Below is an example of an impression written by a 6th grader who participated in
KUMON English Immersion Camp:"Before I join EIC, I was really excited about it but I did not have confidence incommunicating in English and writing skills. But soon all my worries were gone. And I
was able to have a communication with camp leaders. While talking to the camp leaders,
there were English words which I could not understand too, but by doing gesture, wewere able to communicate. In EIC, I realized that if I use English I can communicate
with camp leader who came from different countries From now on I want to work evenharder in English and communicate even more to many people.
Through EIC, besides English, I was able to learn about environment problem andunprivileged children too. The eco-bag that we made and also the chopstick that wegot in EIC, I am thinking of using them. I was sad to know that in this world there arechildren who cannot drink clean water and also children who were forced to go to war.
Therefore I will do the things that I can do. I will continue to collect bottle caps, like
we did in the camp, and help to get vaccine in return. I will treat seriously theimportance of water and try not to have likes and dislikes.
Up until now I want to be announcer but after joining EIC, I have additional dream. I
also want to work in the international related field. It was an enjoyable and valuable
experienced of 7 days in EIC. The things I felt and experienced in EIC I want totreasure it from now on. Also from now on I will try even harder in English.
3. CONCLUSION AND FUTURE HOPES
3.1 Conclusion
Most of the Japanese people have a preconception about how English should bespoken, which has become one of the biggest reasons to a low confident level inspeaking or using English. To help Japanese people especially the young generation tobe more motivated in learning English as well as to have the confidence in using8English, it is very essential for them to acknowledge the vast spread of English
throughout the world including the fact of the fast emergence of new varieties ofEnglish. They have to understand that English is not just a subject to learn at school,
but most importantly it is a tool of communication that people use globally.
In order to have a good understanding of those crucial points, it is important to havea real example of the use of English by people from different countries, not only thepeople whose mother tongue is English. One of the examples is having English teacher
or instructor from different backgrounds and nationalities. It is important for thechildren to understand that it is ok to embrace the differences that we have including
varieties of English accents. In KUMON English Immersion Camp, the children have
proven that one could acquire the ability to use English as a communication tool aslong as there was a “place” for them to use the language comfortably, which
contributed enormously to children’s motivation for learning.
3.2 Future Hopes
For the future, we are hoping for Japanese school especially elementary school toemphasize more on the importance of international understanding. By having English
teacher or instructor for different nationalities and backgrounds can also help promoteinternational understanding among the students.
KUMON English Immersion Camp also hopes to be able to contribute more tochildren’s education, especially English and education for international understanding.
We are hoping to broaden our network and hope to cooperate together with school andorganization to the betterment of children and future.
REFERENCES
Kachru, B. B. (1992) World Englishes: Approaches, issues, and resources.
Language Teaching, 25. 1-14
Alatis, J. E. (2005). ‘Kachru’s circles and the growth of professionalism in TESOL’,
English Today, vol. 21, April, pp. 25-34.
Crystal, D. (2003). Into the Twenty-First Century. Retrieved fromhttp://www.davidcrystal.com/DC_articles/English127.pdf
Yoshikawa, H. (2005). Recognition of world Englishes: changes in Chukyo University
students’ attitudes. Retrieved fromhttp://www.library.mun.ca/guides/howto/apa.php

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