Policy on language education in Japan: Beyond nationalism and linguicism
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2005
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The spread of English has produced serious problems for affected countries. From the perspective of English linguistic imperialism (Phillipson, 1992), the world is “characterized by inequality” (p. 46) in that power is being maintained by the structure of the Center, the major English speaking countries, and the Periphery, the affected countries, have become subordinate inter-state actors within this power relationship. This power structure (re)produces cultural, scientific, media and educational imperialism and is analogous to racism and sexism. Ricento (2000) finds the “control and dissemination of culture worldwide to be a greater threat to independence than was colonialism itself” (p. 17). In view of these theoretical concepts, I am going to suggest an alternative policy for language education in Japan. My position is that, to resist linguistic imperialism, Japan’s language policy in education should not be based on nationalistic/expansionistic or laissez-faire tendencies, but should promote minority languages and discontinue obligatory English education.
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25 pages
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University of Hawai'I Second Langauge Studies Paper 23(2)
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