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The research explores the relationship between age and English language acquisition in Japanese education, focusing on overcoming the critical period hypothesis.

April 1, 2026Open Access

The Critical Period Hypothesis and English Language Education: EFL at primary and middle schools in Japan

Key Points

The research explores the relationship between age and English language acquisition in Japanese education, focusing on overcoming the critical period hypothesis.
Review of existing literature on the critical period hypothesis and its implications
Analysis of English language education practices in Japanese primary and middle schools
Discussion of strategies for supporting EFL learners in overcoming age-related barriers
EFL education in Japan is influenced by the critical period hypothesis, indicating younger learners may achieve better outcomes.
Recommendations include tailored teaching strategies to enhance English learning for students of all ages.

Abstract

English learning is considered an important priority in Japanese Education. The new Courses of Study encouraging English Activities and Education for elementary schools has just been released in 2017. In regards to successful language learners,age has long been considered a key factor. Many researchers have focused for a long time on age‐related studies in second language acquisition. This paper examines past research on the Critical Period Hypothesis (CPH) and discusses how English education has been conducted in Japanese schools. Finally, considering all the evidence of the EFL environment in Japan and the CPH, ideas that help EFL learners in Japan overcome the CPH and become successful learners will be presented.

The Critical Period Hypothesis and English Language Education: EFL at primary and middle schools in Japan

Key Points

Abstract

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