I first came to Japan for a brief two-week stay back in 2007. At just 17, I found myself captivated by a culture so distinct and foreign that it would forever shape my career choices. From teaching eager children at English conversation schools to leading academic writing workshops for university students, Japan has been at the heart of my professional journey. Even now, I maintain that same sense of teenage curiosity, constantly learning and growing from the unique challenges and rewards of teaching in this fascinating country.
Teaching experiences, whether positive or negative, profoundly shape your teaching style and methodology. The phrase “you never stop learning” is far from a cliché in the teaching profession—it’s a reality. Having had the privilege of teaching in both Japan and the United Kingdom, I’ve come to realize how deeply cultural nuances inform my approach to education.
For instance, when teaching in inner-city elementary schools in Manchester, classroom management strategies often took precedence in my lesson planning. In contrast, teaching in Japan shifts the focus entirely. Here, concerns such as how best to scaffold an activity or whether the language model I’ve provided aligns with my learners’ needs take center stage. This cultural shift has enabled me to concentrate more on academic theories that enhance learners’ language development, such as Vygotsky’s Zone of Proximal Development (Vygotsky, 1978), rather than prioritizing activities centered on positive behavior strategies—strategies that, in some cases, might inadvertently detract from students’ learning. It’s a continual process of adaptation and growth, informed by the unique dynamics of each teaching environment.
Of course, not all Japanese students are consistently on task, nor do all students in England require constant engagement from the teacher. It would be reductive—and potentially harmful—to label either learning environment in such absolute terms. However, I do believe that some conclusions can be drawn about the defining cultural characteristics of each classroom environment, provided we avoid overgeneralizing to the point of excess. There is also the danger of falling to an Orientalist school of thought (Nozaki, 2009) – purporting an idealized or overly simplistic image of Japan that neither reflects its realities nor acknowledges the challenges the country faces today.
On average, I find I will have at least a couple of reticent learners in my class. This observation has now been factored into my lesson plans in some hope of mitigating any misunderstandings or unnecessarily uncomfortable moments for my students. Japanese junior high school classes typically have 30-40 students (Nakamura, 2004). While giving every student undivided attention would be ideal, it is often impractical. It is always important to consider factors beyond your control. For example, the Japanese educational system’s emphasis on exams may lead some students to selectively focus on areas of English learning they believe are essential for good grades—often at the expense of their communication class. This highlights the importance of focusing on factors within our control as educators and how reflections on teaching practice can provide pivotal moments on our journey to greater professional development.
Early in my teaching career, I took a well-intentioned but ultimately ill-informed approach to building my learners’ confidence. I assumed that exposing my students to communicative tasks—activities that placed them at the center of attention, even briefly—would naturally help them develop self-confidence. Surely, I thought, such tasks would encourage students to step out of their comfort zones and summon the confidence needed for effective communication.
However, this approach was flawed at best. Reticent students struggled with these tasks, performing poorly and evidently were not enjoying this part of their learning journey. It became clear that their fear of public speaking coupled with a cultural preference for group harmony over individualism were significant barriers. Far from building their confidence, these tasks often heightened their anxiety, leaving them less willing to participate.
This challenge forced me to rethink my teaching strategies and confront the cultural assumptions I had unintentionally imposed. While it is true that all language carries underlying cultural connotations—and that an English language classroom must reflect some of the cultural realities embedded in its linguistic identity (Kramsch, 1993) —it is equally important to acknowledge that Japanese students may find these foreign and unfamiliar. Respecting their cultural values requires creating activities that build confidence in a way that feels approachable and comfortable to them.
I realized that fostering communicative competence needed to be a gradual process. This required incorporating steppingstones into my lesson planning with carefully designed activities that gently guided students toward more communicative tasks while respecting their comfort zones. Kagan cooperative learning structures (Kagan, 1994) proved particularly effective in this context, as they fostered a strong sense of group cohesion while reducing the pressure on individual students. This approach encouraged steady and meaningful progress, allowing learners to build confidence without feeling overwhelmed.
It is essential to create a positive learning environment that celebrates learners’ progress as they gradually build confidence in their abilities. Positive learning strategies that emphasize learners’ strengths, rather than focusing on their areas of developmental weakness, are crucial for fostering growth. These approaches help students recognize that tasks are not insurmountable and that becoming a proficient English speaker does not require extroversion. By focusing on their achievements, learners develop a sense of capability and resilience, which encourages continued effort and progress – students who demonstrate positive behaviors tend to perform well in their learning (Pintrich and DeGroot, 1990).
Japan’s underlying ganbaru culture—a mindset of perseverance and doing one’s best—can be a valuable resource to harness in the classroom, particularly when the burden of success is shared by a group rather than an individual. One practical application of this is reframing defeatist comments from students, such as “I can’t do it,” into more constructive and growth-oriented statements like, “I can’t do it yet.” While this may initially appear rather trite, I have personally witnessed the transformative impact of such reframing, especially with younger learners. This approach was something I first observed being used effectively by my mentor during my teacher training in the United Kingdom, and it has since become a part of my teaching practice.
As I mentioned earlier, I wish to avoid over-generalizing, and so will express that it is important to recognize that all learners are individuals. This understanding underscores the need for a variety of strategies to bridge cultural differences in the classroom. Embracing this perspective has not only fostered a greater sense of cultural awareness but also required a sincere commitment to developing patience and adaptability.
Through this process, I also discovered that a teacher should be wary of student feedback to improve their teaching practice. Some learners, particularly in cultures where confrontation is avoided, may refrain from expressing doubts or confusion to maintain harmony (Bohn, 2004). In such cases, seeking an external perspective from a fellow educator through observation can provide invaluable insights into how to foster professional growth.
This is a brief snapshot of some key reflections I have gathered from working in culturally diverse classrooms. As is often the case in education, further reflection later in my career may challenge or refine these conclusions, but that is an essential part of the learning process. Reticent learners are present in every classroom, yet developing cultural awareness provides valuable strategies for breaking down barriers and fostering a positive learning environment.
What lessons have you learned from teaching in different cultural contexts?
References
Bohn, M. T. (2004). Japanese Classroom Behavior A Micro-Analysis of Self-Reports Versus Classroom Observations. Applied, 14(1), 1-35.
Kagan, S. (1994). Cooperative learning. San Clemente: Resources for Teachers.
Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.
Nakamura, T. A (2004). Comparative Study of Instruction between International School and Japanese School Teachers. JALT Hokkaido Journal, 8, 33-52.
Nozaki, Y. (2009). Critical Teaching about Asia: Orientalism, Postcolonial Perspectives and Cross-cultural Education. Journal of Intercultural Studies, 30(2), 141–155.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
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