This paper situates the nature and role of English language learning, education and use in Japan, within Japan’s ongoing socio-historical negotiation of identity in response to its forced opening in 1858. From the time of the Meiji period, social, economic, political and educational discourses in Japanese society have served to construct a“ Japan” and notion of“ Japaneseness” that focuses on a juxtaposition of Japan and the West. English language education in Japan, guided by these dominant discourses in Japan and in concert with pervading discourses within globalized English language teaching（ ELT）, has emphasized a focus on the West, linguistically and culturally. There are however, within Japanese society, emergent discourses challenging these dominant constructions of Japan and being Japanese, and by proxy of English language ownership, learning, instruction and use. As globalization continues, so shall the negotiation of identity and the place of English in Japan.
Rudolph NATHANAEL (Sun,) studied this question.