Good question...

As an assistant teacher of English, I have lived in Japan for almost three years now. I am here on the JET (Japan Exchange Teaching) Programme as part of the Japanese Ministry of Education's efforts to promote internationalization in a country that has a long history of isolatin. Japan has also suffered in the area of English language acquisition. Notably, of course, Japanese students tend to do well on exams and have particularly high math scores; in part because rote memorization and repetition have been fundamental aspects of their educational upbringing.

Memorization and repetition, however, have been debilitative to English-learning. Therefore, Japan has been recruiting native speakers of English to teach alongside Japanese teachers in hopes that foreign instructors can bring a more communicative, relaxed learning approach to the classroom. Moreover, we serve as "cultural ambassadors", of sorts, exposing the students to real, live gaijin (a general term for "foreigners") by introducing our cultures through ourselves.

Unfortunately, there is a considerable gap between what the Ministry of Education is seeking, and what actually goes on. While foreign instructors as well as Japanese teachers of English are urged to promote communicative English skills, the Japanese teachers, nonetheless, are operating with the reality of an education system which overemphasizes test scores based on English grammar, reading, and translation skills. How well students can speak the language is generally disregarded.

Japanese students are also unaccustomed to the participatory learning approach. Whereas American students are encouraged to raise their hands, speak out confidently, ask questions and offer their opinions, most Japanese students are used to lectures, and don't argue or question what they're taught. Foreign teachers in Japan can uniformly attest to the frustration of eliciting anystudent response in the classroom.

Such characteristics of the Japanese education system emerge in part from a feudalistic heritage based on obedience to authority. However, Japan was also greatly influenced by European institutions during the Meiji Restoration (1868-1912). With the arrival of Admiral Matthew Perry and his fleet in 1853, Japan was forced to open its ports to trade after a 200-year seclusion from the outside world. The Meiji emperor saw that by closing its doors, Japan had missed out on many technological and social advances, so he encouraged scholars, artists, scientists, and linguists to study and travel in other countries to observe their cultures, governments and lifestyles. Ultimately, these years of "opening up" resulted in the present day systems of government (borrowing from the British parliamentary system), and education (adopting elements of the French and German education systems). In fact, Japan has historically been successful in its attempts to borrow, change, and adapt, from early Chinese influences, to post-war economic and social recovery.

As I am soon completing my three-year tenure in Japan (the JET Programme has a maximum three-year contract), I often reflect on the success and/or failure I've experienced as a teacher here. The JET experience, I believe, benefits me far more than it benefits my students. I'd like to leave Japan hoping that I've made some impact on the lives of my students, and in many ways, I do believe that to be true. And the experience of living in this culture, and being a part of the public school system, and having countless interactions with Japanese people from all walks of life, has certainly broadened my perspective on Japan and Japanese people. For that, the JET Programme deserves tremendous applause and I would recommend it to anyone, especially those interested in Japanese language and culture.

On the other hand, as I wade through this final year with a bit of frustration at my "job", mostly at the fact that all the enthusiasm and I-can-help-change-things attitude that I originally came with and held onto for a few years, has dissipated, and I'm left feeling as though I haven't been able to, nor will ever be able to, truly contribute to helping students (in junior high school) to communicate in English. I may spark their interest, or help them feel momentarily relaxed, or enjoy communicative lessons, but the bottom line is, the Japanese education system, with regard to English, does not demand that students speak the language, and does not allow Japanese teachers the freedom to cultivate communicative skills.

Nonetheless, I will not leave Japan feeling embittered, though if I were to continue working in the public school system, within the confines of the present system, I'm afraid I would. On the contrary, I'm grateful to have three years of profound experiences, cultural and personal insights, and incredible memories.

And I have to smile and feel appreciated upon reading a goodbye/thank-you written by a first year student: "Thank you Miss Kennerly. Happy Kennerly's lesson, very good. I love favorite Miss Kennerly! I miss you."