Teaching English in Japan at University and High School Levels
Charles McHugh
9/25/04

To begin with, I will have to state that my knowledge is mainly about teaching English at the university, college, and two year college levels. Because of the societal changes, 2-year colleges that were mainly for women are now either becoming four-year universities or they are disappearing. And many of the former 2 and 4-year women's colleges are turning into co-educational colleges. One problem is fewer and fewer university-age students are around due to the lowering birth rates. Another is that 4-year, female university graduates earn a higher starting salary than do those with a 2-year degree. A third problem is that along with fewer eligible university students, the Ministry of Education has 'urged' most faculties (departments) at most universities to cut back on the number of students who are able to enter that faculty. For example, the faculty of the private university that I am a staff member on has been cut from 220 to 200. The Ministry of Education subsidizes private universities so universities must listen and comply with the various 'suggestions.'

The work at universities has greatly changed in Japan. Fewer part-time EFL teachers leave so fewer hired. Also, some universities are actually cutting down on the number of English classes.

To get a full time university job, people under 45 need good Japanese ability, decent publications, proper experience, and lots of luck.

More 3 year terminal contracts used by universities these days. Some allow rolling over the contract, year by year, after the first three years. Others say the person must quit for one year.

Full-time Positions

Some 20 years ago, during the great college and university boom in Japan, nearly any native English speaker with a real or otherwise BA degree had a good chance of gaining a permanent or tenured position. MAs in TESOL could write their own ticket, to some degree. I was in the BA degree category, but later upgraded to the M. Ed. in TESOL through Temple University which had and still has this M. Ed. in English Education program available in several cities in Japan. A lot of people with the BA degree remain decent 'textbook' teachers. Actually, 20 years ago, it seems the Japanese would prefer a native English speaker who was an agreeable person, rather than someone who necessarily had an 'appropriate' degree in English, Linguistics, or TESOL. Americans and British were frequently hired sight unseen from abroad. But not today.

Now, fewer native English speakers are hired and those who do leave a tenured position may not see their position replaced. Or their position might be replaced with a three-year, contracted person. After the three years, the person is let go but may re-apply for another 3-year term after a one year absence. Some schools may guarantee the first three years, then every year after that the person has a one-year contract that is rolled over. A lot more Japanese are returning from abroad with real Ph. Ds or MAs, or they earn real ones from Columbia University or Temple University while working day jobs in Japan. These well-educated people often fill the English teaching jobs that native English speakers were once assigned to. But the Japanese universities still need us Caucasians around for our face value (i.e., students want to be taught by native speakers) and to prepare university entrance examinations with correct English. Having said this, our native linguistic ability is needed less and less since many Japanese have become expert in English usage and can even stump educated native English speakers, at times.

To become a full-time staff member, the native English speaker would be under 45 and undoubtedly would need to hold at least an MA degree in TESOL or Linguistics, five years of relevant teaching expense in Japan (with a splendid track record), notable publications, to speak and read Japanese rather well and to have developed a good network of personal connections among those Japanese who have the influence to hire native English speakers. Building connections means doing favors for a number of Japanese professors, such as, proofreading, corrections, or telling about current usage. Meeting Japanese professors at various conferences in Japan, such as JACET and LLA, during break times between talks or after the sessions finish at night over dinner or drinks can be profitable. The practical but foreigner-run JALT organization and conferences are not so beneficial for forming good personal contacts among Japanese.

Part-time Positions

First, gaining a spot as a part-time, native-speaker English teacher (i.e., British, Irish, American, New Zealander, or Australian) has become more difficult over the last five years. Some standard oral English classes have been dropped with the reorganization of the curriculum, sometimes due to the faculty changing its name and content. For example, the typical Faculty of English Literature may have become Faculty of International Studies. Also, a lot more qualified Japanese nationals are filling the shoes of what native English speakers may have done in the past.

Those part-time, native English-speaking teachers who have jobs, keep them longer now, even when the work conditions are not so favorable (i.e., 40+ students in an oral English class, unmotivated students, and primitive facilities). The mobility between universities is much more difficult. Maybe 10 years ago, part-time native-English speakers with a BA degree could be hired. But now our administrative staff only wants people holding MAs brought on board. Each newly-hired teacher has his or her reported academic records sent to the Ministry of Education. Now, some universities will only hire those MA holders in non-related fields if those people also have earned an English teaching certificate or diploma. Fake BA or MA degrees from diploma mills are not uncommon but Japanese appear unaware of or unconcerned about this problem, it seems.

In the past 10 years, a lot of part-time, native-speaker English teachers have joined a national union. So, those who now have jobs cannot be released easily, so deadwood can be seen here and there. A friends said one such teacher survived even though he refused to use the assigned textbook (actually, to choose one of three textbooks to use with the first-year students) and brought in his own materials.

AET (Assistant English Teachers)

This group of imported English teachers is partially responsible for the great influx of foreigners into Japan over the last decade. Consequently, fewer part-time university jobs become available and wages for private 60 or 90-minute classes have remained the same or dropped. The Japanese government had made it a policy to hire recent native, English-speaking university graduates, under 25, who usually only hold a BA degree. They are brought over with a guaranteed two-year of work contract and with a salary of around 300,000 yen a month. And since the Japanese government calculates tax based on the income level of the previous year, the first year of work is taxed at a low rate. These young people go to various senior high schools and middle schools around Japan but few of them have had training in teaching, let alone in TESOL. Many AET are dedicated and they to contribute as best they can in the classroom but others seem to have taken this job on as a time filler and have acted accordingly.

This type of teaching is mentioned here because it remains a possible way for young, untrained people to go to Japan with a two-year job guaranteed, a good salary, and enough time off for long holidays. Many people who came to Japan in this way or under similar working conditions have remained. Some people have had the acumen of starting small language schools in less populated areas and can earn a decent livelihood, especially when a husband and wife (or couple) team up. For Japanese, they expect to pay 2500 yen or so for a 90-minute English conversation class, so with four or five students in a class, the income can add up.