The new government curriculum guidelines from 2020 will bring significant changes to English education at elementary and secondary schools in Japan.Notable features of the renewal this time are earlier start of English education at elementary schools (from Grade 3), English taught in English at junior high schools, and its synchronism with the reform of college entrance examinations.Critical changes will occur at the entrance and exit of the elementary and secondary education.After Japans Ministry of Education, Culture, Sports, Science and Technology issued an action plan to "Cultivate Japanese with English Abilities" in 2003, English education changed, e.g.English activities from Grade 5, recommendation to teach English in English at senior high schools, or introduction of listening tests in college entrance examinations.However, its achievement level is not regarded satisfactory, and Japanese government represented its concern in "Strategy to Foster Global Human Resources (2012)," warning that Japan might miss an opportunity for revitalization.It is true that foreign language education plays an important role in the prosperity of a country or a nation as globalization of the economy is moving forward.However, school education is not only for getting a victory in the international competitions.For the peaceful and sustainable world, to raise awareness as global citizens and to encourage friendship, cooperation and action from every corner of the world are crucial.As shown in "Transforming Our World: The 2030 Agenda for Sustainable Development," adopted in the United Nations General Assembly, not the competition to create minor winners but coexistence and co-prosperity on a global scale is strongly desired.Foreign language education is essential to develop concern and empathy toward different countries or cultures, awareness that windows of the own house are open to the world, or a sense of ethics that any action of oneself entails global responsibility.Elementary school education is particularly important as young children are, in essence, to learn and develop infinitely.Further consideration on the content, method, and system of foreign language education is desirable for childrens development with friendship across the borders.Along with these points of view, some implications and challenges through the practices at Ritsumeikan Primary School, where the author worked as principal for five years, will be reported.
Kyoko Ukita (Sat,) studied this question.