― ノート ―Tsuyoshi Koizumi

An approach on Japanʼs government policy to raise a global leader

Tsuyoshi Koizumi＊（平成27年２月４日受理）
SummaryWe examine Japanʼs government policy to raise a global leader in this previous issue. This time we
propose an approach to raise a global leader. We focus to improve English ability. According to a study
on TOEFL Score ranking (ETS, 2010), Japanʼs ranking is 135th out of 163 countries in the world. It is 27thout of 30 countries in Asia. We propose an approach to improve this score: to introduce Englisheducation at nursery schools and explain this by the recent brain studies and propose a practicalteaching way based on our empirical English teaching experiences.
keywords ：Global leader, English education, Brain study

Now we have faced a global economy since
Berlinʼ s Wall breakdown in 1989. We have one

schools based on our teaching experiences. (4) We
explain conclusion and future research.

economy rather than two economies (capitalist
worlds and communist ones) before. The main

(1) The problems of Japanʼ s government

type of international economic dealings haspolicy to raise a global leader

shifted from trade to FDI (Foreign DirectJapanʼ s government decided to have theInvestment). The new phenomenon of this shift isstrategy to raise a global leader at the Promotion

peopleʼ s movement. When people move among

Committee to raise a global leader on June 4, 2012

countries, they need to speak a common(Japan, 2012). This shows factors which a global

language, which is English now. However,leader should have as follows: factor 1 (languageJapanese English ability is so low, based on

ability and communication ability), factor 2TOEFL ranking, “in the world 135th out of 163, in(positive attitude, challenge spirit, cooperation,

Asia 27

thout of 30”, (ETS, 2010). According toflexibility, responsibility and commitment) andSwiss IMD, 2012 International CompetitivenessfactorRanking, Japanʼs weak point is English education

Japanese identity). In order to raise a global(IMD, 2012).

leader who has above factors, this strategy asked3(cross-culturalunderstandingand

In this paper (1) we explain problems ofthe educational societies and the industrial onesJapanʼ s government policy to raise a globalto solve their problems. In the educational

leader, (2) we propose to introduce English

societies, this strategy shows the first group

education at nursery schools (not including(from elementary to senior high school) and thekindergartens because nursery school open 6

second group (colleges and universities). In thedays, Monday to Saturday) and explain thefirst group, this strategy states to strengthenreason by the recent brain studies, (3) we propose

English education. Here is a problem. Thisa practical way to teach English at nurserystrategy does not include nursery schools.
（＊こいずみつよし― 25 ―保育科准教授英語教育）

An approach on Japanʼs government policy to raise a global leader

English education should start from nursery

is related to brain studies and critical period

schools. We explain why, based on recent brain

hypothesis.

studies and our empirical teaching English
experiences.

Criticalperiod

HypothesisofEnglish(Modern Chemistry, 1997) is said to exist during 6
to 9 years old. Thus we propose to teach English(2) Why we should start English education

sounds to students at nursery schools.

from nursery schools?
Any language consists of sounds and letters.

(3) Our empirical English teaching experiences

When a baby is born, the baby starts to get

We proposed to start teaching English fromsounds from mothers rather than letters. Thenursery schools. Here we show this reason based

babyʼs listening ability is very good. The recent

on our empirical English teaching experiences.

brain studies show this. For example, OECD

While I was studying at Ph. D. Program,project group (OECD, 2007) shows brain studies

University of Hawaii at Manoa from late 1970s toare important to learn foreign languages. “Thereearly 1980s, I and my wife had four children. I andis an inverse relationship between age and themy wife were Japanese from Japan, not local

effectivenessofHawaii; so, we spoke Japanese at home. However,language − in general, the younger the age ofour children played outside with friends inexposure, the more successful the learning − andHawaii; they spoke English. When they went toneuroscience has started to identify how thenursery schools and kindergartens, they werebrain processes language differently among

taught in English. They spoke more English than

young children compared with more mature

Japanese.

oflearning

manyaspectstoWe came back to Japan in 1984 for teachingeducation policies especially regarding foreign

at Hyogo college. From now on, we mainly show

language instruction which often does not begin

the eldest child who was a 7 year − old daughter.

adolescence. Adolescents and adults, of course,

She was in the 1st grade in Hawaii. She wascan also learn a language anew, but it presents

admitted to the 1st grade in Japan. She faced a lot

greater difficulties.” (OECD 2007, P.15)

of cross-cultural problems at a Japanese school. Inpeople.

Thisunderstanding

isrelevantTokyo University Professor, Kuniyoshi Sakai

3 months she started to speak Japanese. We(Sakai, 2002) shows brain science is important towanted to keep her English; so, we started tolearn English. If we can learn both Japanese andlisten to English songs and stories at breakfast

English by the age of 6, we can learn botheach day. This was just like background music.

languages.

Then we encouraged them to take English

President Nakajima of International Liberal

Proficiency Test (Eiken).

Arts University in Akita (Nakajima, 2011) shows

When they went to the junior high school,“Plural Language Policy in Europe” and “Chinese

they started to learn English. They got goodTranslator in Edo Period”. According to “Pluralscores for mid-term and final exams; they had

Language Policy in Europe”, If we learn pluralconfidence in English, especially listening test.

languages, they stimulate each other and improve

We asked them to listen to the tape of themother tongue. According to a material oftextbook. They naturally memorized all lessons of“Chinese Translator in Edo Period”, Chinese

the textbook. Then they were admitted to thetranslators should be raised by the age of 9. This

English Course at Akashi-Nishi high school. While― 26 ―

Tsuyoshi Koizumi

the eldest child was at the high school, she went(4) Conclusion

to study in Hawaii for 1 year. This experience

We proposed to raise ranking of Japanese

improved her English ability and cross-cultural

English ability from starting teaching English

understanding. After she graduated from thefrom nursery schools. The recent brain studies

high school, she was admitted to the University ofshow my daughter verified this validity. MyHawaii at Manoa. Her TOEFL score was enoughempirical English teaching experience shows

to enter; however, most Japanese studentsʼ

importance of brain studies. We proposed an

TOEFL scores are not enough and they should

approach of “how we teach English to students attake ESL classes. She majored in journalism andnursery schools.” Next step is to make afinished the university within 4 years. After that,curriculum including moral, songs and story.

she was admitted to Kobe University Graduate

Thus we want to contribute to raise a global

School (MA) to teach English. While she was atleader.

Kobe University, she worked for NHKʼs morning
drama as program staff of Hawaiian English“References”

tutor. She also passed Eiken 1st. She got perfect

１．ETS-Test and Score Data Summary forscore at the interview test; so, she was awarded

TOEFL Internet-based and Paper-based Tests

by President of Japanese Chamber Commerce.

January 2010-December 2010 Test Data, (ETS,After she had several working experiences at2010)private companies, she was admitted to Kyoto

２．SwissIMD,2012International

University Graduate School (Ph. D.) to teachCompetitiveness Ranking, 2012 (IMD 2012)English. She is presenting her papers at several

３．Japanʼs Government Policy to raise a global

academic conferences now. When we compare

leader, Japanʼs Government Committee to raise

my learning with her learning, she has morea global leader, June 4, 2012, (Japan, 2012)sense of English. From her learning experience,

４．OECD, Understanding Brain, 2007 (OECD,

she is a native speaker of English. This shows we
can make native speakers of English if we start toteachEnglishfromnurseryschools2007)
５．Kuniyoshi

Sakai,Brain

Scien-ceonandLanguages, July, 2002, Chuou Koron newThus we propose a curriculum to teach

６．Mineo Nakajima, “What is real English?”,English at nursery schools. We chose nursery

The extra volume of Treasure Island, No.1759,

schools because they open from Monday toMaykindergartens.

publishing (Sakai, 2002)

Saturday. At nursery Schools we teach the rule

2011,Treasure

IslandPublishing,(Nakajima, 2011)or moral as a human in the global society both in

７．“Why cannot we master a foreign language?”

English and Japanese with CD for 10 Minutes

Modern Chemistry, November 1997 (Modern

every day. The same thing is for English songs.

Chemistry, 1997)

We can introduce stories too. Here is a key point.
If students know outline of the story, it is easier toteach because they know story in Japanesealready. They can enjoy the difference between
English and Japanese.

― 27 ―