Special Feature
The Power of Perceptions: A Look at Professionalism in
Private Language Schools in Japan
Alan Bossaer
Sapporo Gakuin University
January 2004
This article was originally published in 2003 in the
JALT Hokkaido Journal,
Vol. 7 pp. 13-23. The JHJ welcomes new articles.
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Abstract
The level of professionalism within the field of English language teaching in eikaiwas
(private language schools) in Japan has often been questioned, both by teachers themselves
and the Japanese managers who hire them. In fact, there appears to be much confusion on
the part of both groups about the term "professionalism" and what it means to be an ELT
professional. This lack of agreement between teachers and managers concerning
professionalism in ELT has caused problems within the ELT industry in Japan. This study
sought to determine the causes of disparity between the two groups. The viewpoints of two
Japanese managers and three teachers on the subject of professionalism and motivational
concerns in ELT in Japan formed the basis of this study. The interviews indicate that both
groups (teachers and managers) are at odds concerning the concept of professionalism and
about teaching English in general.
Background Information
In the book, Teach English in Japan, (Wordell and Gorsuch, 1992), Des Aulier lists ten
grievances he feels underscore problems teachers face within the private ELT industry
in Japan (p.8). The following is an abbreviated list illustrating some of these
grievances:
- Don't ask what the company can do for you, but what you can do for the company.
- Don't exercise any creative teaching initiative without authorization from the business
management.
- Don't worry too much about teaching (no one is concerned that you were a physical education
major); just be popular with the students.
- Remember: Your Japanese bosses know best about English teaching-and almost everything else.
Though Des Aulier's list is rather sardonic and exudes an us/them mentality, many of
the grievances directed at management can be attributed to legitimate concerns.
Similarly, if given the chance, Japanese managers, could in all probability, produce
their own list of legitimate grievances directed towards teachers. This disparity in
viewpoints between ELT teachers and their managers demands further investigation to
seek out the root of discontent that exists between the two sides. It has been suggested
that many of the problems found in language schools can be attributed to culture
conflicts within the organizations. By cultures, I am referring to Handy's description of
an organization's set of beliefs and values; of how it exercises authority, controls its
employees, carries out its aims, organizes its work, etc. (1993, p. 182). It also refers to
sub-groups (i.e. teachers) and their characteristics (i.e. beliefs and values) within an
organization. Problems ensue when an organization possessing two or more distinct
cultures (i.e. task culture - preferred by teachers with pedagogical agendas, and power
or role cultures - preferred by administration/managerial players (Charles, 1993, p.
11)) fails to blend aspects of one culture with the other, (through mutual understanding
of each other's viewpoints) (White, et al, 1991, p. 19).
Professionalism In ELT
The question of professionalism in ELT has been the subject of discussion worldwide
(Gurr, p.6), and recommendations for improving the status of ELT have been called for
(Clayton, 1989; Pennington, 1992; Widdowson, 1992). In his article on professionalism
in ELT, Gurr argues for widespread professionalisation through "greater attention to
the management functions of communication and staff development" (1995, p.6). He
goes on to say that managers should re-evaluate and/or re-define their organizational
structures to ensure a positive contribution is being made towards enhancing
professionalism:
ELT managers can support the process of
professionalization among teachers by providing the
opportunities for teachers to assume wider
decision-making power and responsibility. The key to
wider professionalization lies in providing teachers
with the authority to guide their own professional
development. The role of ELT managers in this process
is to provide for wider communication across
organizations and to prioritize staff development as a
management function (p. 9).
In his book Understanding Organizations Handy states that an organizational culture is a
reflection of the people who work within the organization, that "the length and height of
their career aspirations, their status in society, degree of mobility, and level of education"
influence the structure of the company (p.182). If we are to go along with this assumption,
we begin to realize the problems that can accrue as a result of perceptual differences
concerning professionalism as a whole. Consider the following widespread generalizations,
regarding the eikaiwa business in Japan: a) most of the private language schools readily
employ unqualified foreigners to teach English b) many foreign English language teachers
consider ELT a pseudo-profession at best (or have just come for the money) making it
difficult to tackle such issues as teacher-development and professionalism. c) few schools
provide adequate training to inexperienced teachers in ELT methodology and basic language
teaching skills d) many English language schools want teachers to place a priority on care of
students, with teaching a distant second e) many eikaiwa teachers are committed for the
short term and may not want autonomy or decision-making powers.
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