Vision 2035 – Time to Raise the Bar

Introduction

We have set a clear national target with the launch of Vision 2035: for all high school graduates to reach English proficiency Eiken Grade 2 (or the equivalent), a target requiring more than curriculum or policy tweaks. Instead, it calls for a broad mindset shift among educators, parents, and policymakers about the role of English in education.

English remains a peripheral subject in much of Japan. While it’s indeed part of the school system, widely offered in after-school programs, and heavily featured in entrance exams, it’s rarely treated with the same gravity as other subjects (e.g., math or Japanese). For many, English is still considered a helpful bonus rather than a vital life skill.

The Cost of Low Expectations

Students in Japan typically study English for six years spanning junior and senior high school, and yet, some finish school unable to carry out even a basic conversation in the language—a widely accepted fact. Not due to a lack of effort or intelligence, this is simply the result of a system that does not truly expect students to communicate in English.

In other subjects, such an outcome would trigger immediate outcry; if students spent six years studying mathematics and still couldn’t perform basic arithmetic, for example, nationwide concern, policy reviews, and demands for reform would ensue. It’s worth noting that Japan consistently ranks among the top five countries in the world for mathematics, demonstrating that excellence is indeed possible in the presence of clear expectations and commitment at the national level. When it comes to English, however, a lack of progress is simply tolerated and reflects a deeper issue: we have not clearly defined what success in the language should look like just as we haven’t expected students to achieve the same.

Japan’s Regional Standing

International data reflects the consequences of this approach. According to the EF English Proficiency Index (2024), Japan ranks 92nd in the world in this metric, placing it behind nearly all major economies in Asia, including Vietnam (63rd), South Korea (50th), and Malaysia (26th). Singapore ranks third globally and is the highest in the Asia market.

In the other countries listed here, English is introduced earlier and practiced more consistently than in Japan, and taught per the expectation that students will eventually use the language in real-world contexts. Expectations are higher, as are the subsequent results. As one of the world’s largest economies, though, Japan does in fact have the resources, infrastructure, and talent to lead in this area. There is no reason it cannot reach number-one status in Asia for English proficiency, surpassing even Singapore; so, what’s stopping us? 

Effort and Frequency Matter

Many parents in Japan enroll their children in English classes once a week. While this is a well-intentioned step in the right direction, it is quite frankly not enough. As with any complex skill, such as piano, coding, or athletics, for example, language requires consistent, focused practice. Fluency, likewise, doesn’t come from occasional exposure but instead engagement over time.

The misconception that a little English once a week is better than nothing at all exists in all corners of Japan, and while this notion is technically true, such limited exposure rarely leads to progress. In the absence of frequency, feedback, and a sense of purpose, students plateau quickly and often lose motivation in the process.

Shifting the Approach in Schools and Homes

To see real progress in English education, we must go beyond a heightened focus in the classroom and reconsider what we expect from students, how we prepare teachers, and how families support language learning at home. A stronger and more effective framework for English education should specifically include:

• Setting clear communication goals with respect to not only reading and grammar test performance, but also overall communication ability
• Encouraging regular exposure and practice, both in and out of the classroom
• Supporting teacher training in methods promoting interaction and fluency
• Helping parents understand the elements necessary to build real language skills

Note that having native speakers in every classroom is not a prerequisite for success; as instructor qualifications are more important overall, we must equip teachers with the tools and training necessary to build student confidence, comprehension, and communication skills.

Models Worth Learning From

Vietnam’s National Foreign Language 2020 Project introduced clear benchmarks for English learning, emphasizing speaking and listening (not just reading and grammar). South Korea, meanwhile, has long invested in teacher development and immersive environments simulating real language use.

Japan has also taken similar steps, introducing English earlier on in elementary schools and expanding its foothold in the curriculum. Without a parallel shift in expectations and practices, however, such policy changes are unlikely to deliver the impact they promise.

Vision 2035: It All Begins with Belief

Students in Japan will likely never prioritize English unless the adults surrounding them do so first, a shift that must begin now.

Pushing expectations higher means trusting students to succeed more so than we currently do and considering English proficiency a must-have for societal engagement at a global level, not only a “bonus” skill but one all students must arm themselves with.

In lockstep with this goal, Vision 2035 provides a platform to rethink our assumptions about what students in Japan are capable of: challenging us to see English not as a specialized subject for the few but instead common footing, giving everyone their best chance to navigate the wider world outside the classroom.