Behind The Silence: Uncovering The Roots Of Japan’s English Proficiency Crisis

Abstract

This study investigates the persistent low ranking of Japan in global English proficiency indices despite decades of educational reform. Using an integrative literature review, this paper identifies structural, pedagogical, and cultural factors influencing English instruction outcomes across Japanese public schools. The review synthesizes empirical data from classroom practices, policy reports, and international assessments. Key findings reveal that the traditional grammar-translation approach remains dominant, oral communication is deprioritized, and team teaching practices often suffer from unclear roles and limited collaboration. The study highlights how deeply embedded language ideologies and systemic constraints affect both teacher performance and student outcomes. Recommendations include teacher training reforms, increased communicative practice in curricula, and structural support for meaningful ALT–JTE collaboration.