― ノート ―A Study on Japanʼs Better English Education Policy to Raise a Global Leader
Propose to start English education from nursery schools
and kindergartens, not from elementary schools
Tsuyoshi Koizumi＊（平成26年２月12日受理）
SummaryWe examined Japanʼs government policy to raise a global leader and proposed our better policy inthe last issue of this journal, which is to introduce English education at nursery schools andkindergartens, not from elementary schools. We focused a policy to improve English ability. In thisissue we examine prospective problems when we introduce English education at nursery schools andkindergartens. We show more practical teaching plans, based on the above problems and our empiricalteaching experiences. Thus we show smooth transition from nursery schools and kindergartens,
elementary schools, junior high schools, senior high schools to colleges and universities for Japanʼ sEnglish education.
keywords： Global leader, English education, Brain study

Introduction(1) Background in the recent global economy

The objective of this paper is to explain

Now we faced a global economy sinceprospective problems when we introduce English

Berlinʼs Wall breakdown in 1989. We have one

education at nursery schools and kindergartens

economy rather than two economies (capitalistand show one of practical solutions.

and communist) before.

The main type ofinternational economic dealings has shifted fromIn this paper (1) we explain background in

trade to FDI (Foreign Direct Investment). The

the global economy, (2) show problems in thenew phenomenon of this shift is peopleʼ s

global economy which most Japanese people face,movement. If people move, they need a common(3) introduce Japanʼs government policy to solve

language. This is “English”! However, Japanese

above problems, (4) introduce a better policy

English ability is so “low”!

which is to propose English education fromnursery schools and kindergartens, and thereasonofthisintroduction,(5)

Data: 1. TOEFL ranking in the world (135th/163

explaincountries)

prospective problems of this introduction, (6)2. TOEFL ranking in Asia (27th /30

show our practical teaching plans, based on abovecountries), Data of 1and 2 from (ETS,problems and our teaching experiences atnursery schools, and (7) explain conclusions and2010)
3. Japanʼs weak point (English education),
Data from Swiss IMD,” 2012

future research.

International Competitiveness Ranking（＊こいずみつよし― 17 ―保育科准教授英語教育）

A Study on Japanʼs Better English Education Policy to Raise a Global Leader(IMD, 2012)

understand the structure of each language betterand apply them in a more conscious way (OECD(2) Problems in the recent global economy

2007, p.119).

In global business field, companies fromC. Initiatives aimed at ensuring that all

South Korea and China have become dominant inchildren have sufficient opportunities to develop

some

pre-literacy skills in early childhood are essentialindustries

suchaselectronics

andshipbuilding. UNIQLO and Rakuten use English
as a companyʼ s official language.

(OECD 2007, p.87).

TakedaPharmaceutical asked applicants to get 770 at(5) Prospective

problems

ofstarting

TOEIC as requirements for job application. Most

English education at nursery schools

Japanese cannot catch up with this trend.

and kindergartens(3) Japanʼs government policy to solve theproblems

We can learn them from discussion when weintroduced English education at elementaryschools in Japan.

Japanese government made a policy to raise
global leaders. In this policy, Japanʼs government

A. Munoz (2008, p. 591) suggested that an

introduced English education for 5th and 6th

early start leads to success but only provided that

grade students at elementary schools in 2011.

it is associated with enough significant exposure.

However, the project on “Learning Sciences andThis points out importance of amount of inputs.

Brain Research” launched by OECDʼ s CERI inB. Some of people still believe that one has

1999 proposed “The earlier foreign language
andfirst to speak well oneʼs native language before

effective it is likely to be (OECD 2007, p. 86)”.

learning a second language (OECD 2007, p.119).

Thus we propose Japanʼs government shouldThis is counteracted by (4) B. above.

instruction

begins,themoreefficient

start English education from nursery schools andC. Most teachers have poor command ofkindergartens, not from elementary schools.

English because English is not required when(4) Why do we propose English education
fromnurseryschools

they were hired as a teacher.

andD. The smooth transition from nurserykindergartens?

schools and kindergartens, elementary schools,
Answers are based on the following OECD

junior high schools, senior high schools to colleges
and universities should be considered. Englishstudies;
A. There are developmental sensitivities tolearn languages; in general, the younger the age

education at each stage should do each role andhave smooth relationship for next step.

of exposure, the more successful the language
learning (OECD 2007, pp.85-86).
B. Children who master two languages― 18 ―

Tsuyoshi Koizumi(6) Empirical teaching plans at nursery

improve English.

schools and kindergartens
For future research, we have to do more
A. We propose to sing basic songs withcooperativeworkswithOECDandotheraction for 15 to 20 minutes everyday because

countries.

We have to do more empirical

students learn Japanese songs with hand action

teachings and their researches at nursery schools(Teasobiuta) . For example, a nursery school inand kindergartens.

Kakogawa do the above. They sing very well. A
teacher used CD and sing everyday.

“References”
１．(ETS, 2010), ETS-Test and Score DataB. We propose to teach storytelling with CD

Summary for TOEFL Internet-based andfor 15 to 20 minutes everyday. Stories which

Paper-based Tests January 2010-December

students learned already in Japanese versions
should be picked up. They know the outline

2010 Test Data.
２．(IMD, 2012), Swiss IMD, 2012 Internationalalready; so, they can enjoy the difference between
Japanese and English. For example, a nursery

Competitiveness ranking, 2012.
３．(OECD, 2007) OECD, Understanding Brain,school in Kakogawa do the above. They havepresentation at the end of the academic year.

2007.
４．(Japan, 2012) Japanʼs Government Policy toraise a global leader, Japanʼ s Government

The crucial role of experience in building

Committee to raise a global leader, June 4, 2012.

neural circuitry capable of supporting literacy

５．(Munoz, 2008), Carmen Munoz, “Symmetries

suggests that attention needs to be given toand Asymmetries of Age Effects in Naturalistic

differences in the degree to which early homeandenvironments provide a foundation of pre-Linguistics, January 2008, pp. 578-596.

literacy skills (OECD 2008, pp.86-87). This phrase
points out that it is important for early homeenvironments to provide a foundation of preliteracy skills. They can teach English almost
every day; it is good for students at nurseryschoolsandkindergartens

toprovideafoundation of pre-literacy skills.
(7) Conclusion and future research
We propose to start English education fromnursery schools and kindergartens. This is basedon brain research by OECD. This considers thesmooth transition from nursery schools andkindergartens, elementary schools, junior highschools, senior high schools to colleges anduniversities. This is the base for literacy to― 19 ―InstructedL2Learning”,

Applied