Questioning linguistic instrumentalism: English, neoliberalism, and language tests in Japan

• Published in: Linguistics and education Vol. 22; no. 3; pp. 248 - 260
• Main Author: Kubota, Ryuko
• Format: Journal Article
• Language: English
• Published: Elsevier Inc 01.09.2011; Elsevier
• Subjects: Administrator Attitudes; Educational Policy; English; English (Second Language); English as a Second Language Learning; English in the work place; Foreign Countries; Human Capital; Japan; Job Skills; Language Role; Language Skills; Language testing; Language Tests; Linguistic instrumentalism; Linguistics; Manufacturing; Neoliberalism; Occupational Aspiration; Qualitative Research; Second Language Instruction; Second Language Learning; Work Environment; Work Experience; Workplace Communication; Japan; Human capital; English in the work place; Linguistic instrumentalism; Neoliberalism; Language testing
• ISSN: 0898-5898; 1873-1864
• DOI: 10.1016/j.linged.2011.02.002

► I examine why Japanese workers learn English through a qualitative study. ► Participants do not always engage in learning to seek economic returns. ► Nor did their experiences confirm the idea that English is essential for work. ► Language tests create demands for language learning and sort neoliberal subjects. ► Neoliberalism disadvantages women and marginalized workers. Linguistic instrumentalism, which underscores the importance of English skills for work and for achieving individual economic success, has influenced language education policies and proliferated the language teaching and testing industry in Japan. Linguistic instrumentalism is linked to the notion of human capital (i.e., skills deemed necessary for the knowledge economy) and the unstable employment conditions of neoliberal society. Focusing on the role of learning and using English for work in Japan, this qualitative study investigates the aspirations and experiences of adult workers learning English and the views of managers of manufacturing companies about the role of English and English tests. In-depth interviews revealed that the learners’ aspirations and work experiences, and the managers’ views do not always confirm linguistic instrumentalism. Rather, career successes are influenced by gender, geography, and other factors. The findings indicate that language tests actually create the demand for learning English through measuring efforts to learn in the knowledge economy.