Exploring the Impact of Plurilingualism on English Language Learning in Japan

As highlighted in World Englishes and EFL discussions, the global use of English increasingly involves communication between non-native speakers. This trend is evident in Japan, with 3% of the population (3.6 million residents) being foreign nationals, most of whom are also non-native English speakers. Despite this linguistic landscape, English education in Japanese schools, which begins as a formal subject in the fifth grade, often remains centered on native-speaker norms. Such an approach may not only fail to prepare students for real-world intercultural communication but also reinforce exclusive attitudes toward other languages and cultures. To address this, it is essential to explore ways English education can serve as a gateway to diverse languages and cultures rather than as an isolated linguistic standard.

Plurilingualism, as introduced by the Council of Europe in 2001, offers valuable insights for rethinking English education in Japan. This framework acknowledges that language proficiency is not a uniform skill set but varies across individuals, and it does not set native speakers as the ultimate model. By incorporating this perspective, English learners may develop a more flexible understanding of language learning, moving away from a perfectionist attitude and fostering less anxiety about language learning.

This study examines the impact of introducing plurilingualism-based perspectives to English learners at a Japanese university. In a course in an English major program, students were introduced to the key principles of plurilingualism in the CEFR framework. A qualitative analysis was conducted using questionnaires and interviews to investigate changes in their perceptions of language learning. This presentation will report on the findings and discuss their implications for fostering a more inclusive and motivating approach to English education in Japan.