8 THE JAPAN TIMES MONDAY, OCTOBER 5, 2009 (3) japan times forum on english education Engineers must have English skills to succeed

With the continuing trend of economic interdependence prevailing on a global scale, Japan is increasingly interwoven with the rest of the world on many fronts. Overseas production of goods for Japanese companies has been steadily growing during the past few decades while the number of non-Japanese nationals working in Japan has reached nearly half a million, or close to 1 percent of the total workforce, as of October 2008. Against this backdrop, it is becoming inevitable for Japanese researchers and engineers to communicate directly with non-Japanese people, not only their counterparts but also businesspeople, customers and even government officials. In reality, however, their communication ability in English, the de facto international language in business, is far from meeting demand. Despite the remarkable achievements in science and technology in recent years, highlighted by the granting of several Nobel Prizes and significant breakthroughs made in laser optics and iPS cells (induced pluripotent stem cells), Japanese researchers and engineers are considered by and large not competent enough in English communication skills. In an attempt to identify real problems Japanese researchers and engineers are faced with in English communication, and hopefully to offer some hints to their solutions, The Japan Times brought together four noted figures engaged in English education for researchers and engineers. They were Michihiro Hirai, a language education consultant and freelance translator as well as a lecturer of technical English at Kanagawa University and Waseda University; Masaharu Hiraga, a former adviser to Sanden Corporation; Laurence Anthony, a professor at the Faculty of Science and Engineering at Waseda University; and Atsuko Yamazaki, a professor at Shibaura Institute of Technology. Masafumi Otsuka, the CEO of MANABI Ltd., served as moderator. Expert panel: Professionals at the forefront of Japan’s education of English to researchers and engineers get together recently for a Japan Times round-table discussion. They are (clockwise from left) Masaharu Hiraga, an ex-adviser to Sanden Corp.; Laurence Anthony, a professor at Waseda University; moderator Masafumi Otsuka, CEO of Their discussions follow: MANABI Ltd.; Michihiro Hirai, a language-education consultant; and Atsuko Yamazaki, a professor at the Shibaura Institute of Technology. YOSHIAKI MIURA

Moderator: Can you tell us how the responsible for transferring a certain engineers directly went abroad to sell nuances of messages they receive. ample jobs for engineers at the levels skills,’’ according to a 2008 study con- recent economic changes have af- technology into a new production site their core technologies to clients. But Laurence Anthony: Another factor from the top to the middle that normally ducted by Ikuo Koike, an honorary pro- fected Japanese researchers and en- and had to do everything by themselves now R&D centers are scattered around is the trend toward outsourcing. In his require relatively high-level language fessor at Meikai University, and his gineers who use English in their from scratch. Considering the complexi- the world in order to fulfill each market’s book ‘‘The World is Flat,’’ Thomas capability and even for the production group as a Grants-in-Aid for Scientific jobs? ty of the work and the time constraint, needs. And now, non-Japanese engi- Friedman explains how countries are line engineers, who now use only a min- Research project. Also, when asked, Michihiro Hirai: I was with Hitachi there wasn’t the option of hiring an inter- neers are at the forefront of dealing di- beginning to outsource their noncore imal vocabulary at best when communi- ‘‘Which English skill drastically needs to from 1965 to 2002. During this time, I preter. The role of Japanese engineers rectly with clients. So Japanese engi- IT/engineering tasks to firms in places cating, such as on line operation stan- be improved in the coming decade?’’ witnessed many changes in the roles of is drastically changing from solely engi- neers must communicate with these like India and China. You can see this in dards. The majority of those engineers over 73 percent of the respondents people being sent overseas. Back in the neering to managing, discussing and non-Japanese engineers. The interest- Japan, too, where, for example, more are at the risk of losing their jobs. When I pointed to ‘‘listening and speaking ’70s and ’80s, Japanese companies negotiating with various professionals. ing part is that the majority of the non- and more firms are now outsourcing was working for companies in a group, skills.’’ Finally, when asked about their mostly exported their products, so it was desires for college English education, mainly the service and support engi- ‘There is a huge gap in what corporations want and what the current education over 70 percent replied that they wanted neers who needed to communicate in universities to teach practical language English. This role drastically changed system provides. Current English education in Japan focuses too much on passive skills that can be used from day one. during the ’90s, when companies start- There is a huge gap in what corpora- ed producing their products overseas. skills: reading and listening. But the demand in the real world tions want and what the current educa- More and more Japanese engineers tion system provides. Current English who worked in manufacturing were sent is active skills: speaking and writing. I’m afraid this gap education in Japan focuses too much overseas to oversee the new production on passive skills: reading and listening. sites while the design and development largely stems from the overdependence on the TOEIC test But the demand in the real world is pro- departments still remained in Japan. ductive skills: speaking and writing. I’m But due to the burst in globalization, as the sole indicator of English skills both in industry and academia.’ afraid this gap largely stems from the product design and development have overdependence on the TOEIC test as begun to move overseas as well. Now, Also, due to regulations in some devel- Japanese engineers are also non-na- their software development overseas. the engineers there asked me to teach the sole indicator of English skills both in engineers have to talk directly to foreign oping countries, some countries require tive English speakers. So it becomes What was once a business collabora- English to them. They were highly moti- industry and academia. While TOEIC is customers, work closely with the sales foreign companies to incorporate locally even harder to convey delicate nuanc- tion involving two countries has expan- vated engineers, but to my regret, I in itself a handy and perhaps good pas- and marketing people, and often times and hire local CEOs. Many group lead- es. Here, I would dare to say that this sit- ded into one involving multiple coun- found their English communication sive skills test, I am very concerned negotiate with people inside and out- ers at engineering sites are also non- uation normally works as an encourag- tries. And as a result, English has be- skills alarmingly low. about the way it is used in Japan today: side the firm. Japanese. So there is a growing need ing factor because the barrier the Japa- come the common language people Yamazaki: If you take a look at the People mindlessly use it beyond the Atsuko Yamazaki: I visited factories for Japanese engineers living in Japan nese engineers feel seems lower than use to communicate. average test results of the broadly scope it is originally designed to test. As operated by Japanese manufacturers in to communicate with non-Japanese when facing native English speakers. Moderator: Will this trend continue? adopted Test of English for International a result, productive skills training, which Southeast Asia and the United States workers abroad. Yet still I believe they should aim at the What will happen 10 years from now? Communication (TOEIC) classified by is crucial to fostering Japan’s competi- and found exactly what Mr. Hirai just Masaharu Hiraga: In the past, the high-level communication with native Yamazaki: I only see this trend accel- profession, you will see that the average tiveness, is greatly neglected. stated. The Japanese managers were major R&D centers were in Japan, so English speakers who expect to receive erating. There is now a ‘‘Little India’’ in scores for people who work in engineer- Anthony: I don’t think TOEIC is a bad Nishi-Kasai (Koto Ward, Tokyo). More ing and production are around 440 and test. The problem is how we use it. Com- and more skilled engineers are coming 360, respectively, the lowest of all pro- panies say that they need people with to Japan. In 2007, I witnessed a Japa- fessions. Low-skilled factory workers do productive English skills, but they are on- nese automobile company transferring not even take the TOEIC test, so these ly using the TOEIC score to measure its CAD (Computer-Aided Design) divi- people are the very people Mr. Hiraga is these skills. The TOEIC is very conve- sion to Vietnam. The Vietnamese who talking about. In contrast, the average nient since it’s easy to take and gives a took over this job had all graduated from test score for Japanese people who numerical score so progression can be Hanoi University, which is equivalent to work in international business depart- tracked easily. As a result, most compa- Tokyo University. Japanese engineers ments is around 670. nies require students to put their TOEIC are pressured to produce outside Japan Hiraga: As Ms. Yamazaki said, most score on their resumes. But TOEIC only but must be able to compete with bright of the new technologies are introduced measures general proficiency. There is a foreign engineers in Japan as well. I in English. If you can’t read or under- huge discrepancy here. The need for wonder whether we can maintain our stand English, you’ll be left out from the productive English skills changes into a current competitiveness. Also, the lat- latest innovations. With more and more need to improve TOEIC English. And to est technical information is written in foreigners coming to Japan, I foresee fulfill these needs, universities are pres- English. And engineers often solve these Japanese engineers losing their sured to teach it during class. It’s just like problems through online communities. jobs. This should be taken seriously and a college entrance examination. If that’s To keep up-to-date on what is happen- considered a national crisis. the goal, people will work hard to achieve ing in the technical world, you need to Yamazaki: I agree. Until recently, on- only that. be able to read and write English. This ly the top engineers needed to commu- Moderator: Is there any way we can trend will only get stronger. nicate in English. Now, because of the resolve this issue? Anthony: There’s also growing pres- many roles engineers must fill, we can- Hirai: We need a sort of common sure for change coming from within Ja- not rely only on the top engineers. In or- framework for English education and pan. Carlos Ghosn has been leading der to remain competitive technologi- evaluation so that people can discuss Nissan for 10 years. Howard Springer is cally, Japan needs to teach English relevant issues on the same ground. now the CEO of Sony. Even in sports, communication skills to a much wider The most important piece of such a you can see that Marty Brown is now the range of engineers. framework is a set of ‘‘Can Do’’ state- manager of the Hiroshima Carp. Global- Moderator: What kinds of skills are ments (statements that describe what ization is no longer happening only out- needed for Japanese researchers language users can typically do with a side of Japan. and engineers? language at different levels and in differ- Hiraga: Many people think that as Hirai: When asked, ‘‘What degree of ent contexts) as advocated in Europe long as they are in Japan, they are ex- English skills is needed to succeed in and the U.S. I must add that we need Overseas shift: Local employees work at a factory of a Japanese company in the suburbs of Glasgow, Scotland. As Japanese empt from using English. This is a big the international business world?’’ 85 ‘‘Can Do’’ statements not only for gen- corporations are stepping up a shift in production to foreign countries, Japanese managers are facing the challenge of mistake that has never been considered percent of corporate managers an- eral English but also for English for Spe- communicating in English with their local hires. KYODO so. Going forward, there should still be swered, ‘‘presentation and negotiation CONTINUED ON PAGE 9

The Japan Times PUBDATE: 10/5/2009 PAGE: 8 C M Y K OUTPUT TIME: 14:48:16 (3) THE JAPAN TIMES MONDAY, OCTOBER 5, 2009 9 japan times forum on english education

CONTINUED FROM PAGE 8 cific Purposes (ESP). Actually, efforts are under way to create ‘‘Can Do’’ statements for English for engineers in Japan. Furthermore, I understand that some universities (in Japan), including Waseda and Sophia, have created their own ‘‘Can Do’’ statements and have built the whole curriculum around those goals. That’s the way it’s supposed to be, but unfortunately, they belong to the minority, I’m afraid. Yamazaki: Also, we have to keep in mind that the needs change as time goes by. For example, business presentation wasn’t needed for engineers in the past, but now it is. ‘‘Can Do’’ statements must be aligned with the latest industry needs. We also need some kind of system to measure the progress of ‘‘Can Do’’ statements. Moderator: What are the obstacles for creating common ‘‘Can Do’’ statements? Masaharu Hiraga Michihiro Hirai Atsuko Yamazaki Laurence Anthony Masafumi Otsuka Hirai: I think the question is who should authorize ‘ ‘Can Do’’ ‘‘These are the skills that we need for mind-set of large corporations hasn’t science and technology; and third, can the program and made adjustments when hiring faculty members. Also, the statements. My answer would be the our employees,’’ and come up with changed. teach in the language of their field, where necessary. And finally, because top universities need to create a government. No matter how much some kind of measurement that can be Moderator: Can you tell us about which in this case is English. the program started producing results, scalable curriculum that covers the disagreement among the stakeholders put on students’ resumes, universities current English education for Considering that almost all science and we were able to recruit more people, entire English education of students. I exists for reaching a common ground, will follow this lead and build a engineers in universities? engineering professors have these add more space and improve the believe that if the top universities can they will eventually listen to a higher curriculum around them. Once the Anthony: Many university three skills, you can see that there’s a infrastructure. The Faculty of Science become role models in hiring faculty authority. An alternative would be a curriculum is set, the needs for engineering professors live in the really quality issue with the English professors and Engineering at Waseda started this and creating effective curricula, other nongovernmental, neutral organization instructors to teach the curriculum will small world of their academic here in Japan. Also, I would like to program in 2004 and it has since schools will follow. Finally, I would like supported by industry, similar to The be determined and the positive spiral profession. So in their research comment on the textbooks most increased to cover courses for all companies to look more closely at what Japan Accreditation Board for begins to function. seminars, they say to students, ‘‘Here’s instructors are using. There is a firm 10,000 students in both the students have accomplished and the Engineering Education (JABEE). Moderator: But why isn’t this a research paper that you must read. belief that textbooks must all be undergraduate and graduate schools. skills they have attained during their Yamazaki: I agree with the idea, but happening? What expectations do You translate this part into Japanese translated into Japanese to be used in Yamazaki: As for finding good four years of college. If they do this, the university professors need to be in the corporations have for university and you this part.’’ The engineering the classroom. But this is not true. I instructors, I believe that we need to universities will change. I’m pretty loop since they are the ones who will education? professors want students to focus on really think we need to change this view. educate liberal arts majors more optimistic about our future. I feel that the create curricula based on the authorized Anthony: I’ve talked with a lot of reading. And as a result, they naturally Yamazaki: You’re right. There are efficiently. At Shibaura Institute of institutions in academia and industry ‘‘Can Do’’ statements. Also, since ‘‘Can students about their job interview want English professors to also some really good engineering Technology, there are 30 part-time are slowly moving in this direction. Do’’ statements come directly from the process. Surprisingly, many said that emphasize reading in their classes. textbooks that cover what’s going on in English lecturers, but only two have Hiraga: I think that both sides, needs of corporations, every party must corporations didn’t seem to be Hirai: I’ve only taught in universities the real world. But these are all written in degrees in science and technology. We English education and the corporate work closely together. One problem I’m interested in their English abilities. for about six years so I cannot speak English and these publishers are not need to train these people effectively world, can work together. The key will seeing, especially with university English Hirai: When corporations recruit with that much experience as to what is marketing the books effectively toward since they are our main source of be for corporations to first figure out professors, is that they have only a students fresh out of college, they are happening there, but what I have found universities. I think as professors, we information. Training and the quality of what skills are needed for engineers to vague idea about what’s actually looking for people who will become their there is bad recruiting. For instance, must start taking the risk of using teaching materials are the two key prosper in this fierce global competition. happening in the engineering and future top managers, and the best many universities think that working as textbooks without Japanese success factors. We need a success model to let the manufacturing fields. I’ve seen only a predictor for this is the university’s an engineer in a large global company translations. Hiraga: There should still be good people listen. The breakthrough will be few research reports written by name and reputation. Also, since the for many years, and hopefully with a few Hiraga: Another problem I see is that potential instructors in the corporate figuring out the needs. Once this is university English professors about the notion of lifetime employment still years’ experience abroad, qualifies you everything is ad hoc. In 2002, MEXT world. If somehow we can figure out a done, we can provide feedback to situations in these fields. But I’ve rarely exists, corporations closely look at the as a good instructor of technical (Ministry of Education, Culture, Sports, way to ask corporations to sponsor the academia and start filling the chain of seen research reports written about the people, not the skills they attain. English. Of course, the supply of people Science and Technology) started a talent search, it should benefit both the needs. real world. Academic society needs to Hiraga: I find two strong beliefs in who can teach English for engineers is program called Good Practice (GP) to academic and corporate worlds. Yamazaki: I think it’s all about a reach out to the corporate world more. corporate recruitment policies: One is extremely scarce, but recruiting should increase the number of Japanese who Yamazaki: That would be ideal. The sense of mission. There are many Anthony: I think it would be hard for that they don’t count on university never be taken lightly. The next problem can use English at a higher level. A problems for universities always come people in various arenas, from JABEE itself to make this decision since education and two is they don’t want is delegating the creation of the large part of the funding was allocated down to funding. Universities cannot academic to corporate, business to JABEE basically leaves most of the smart-aleck people. Corporations curriculum to that person. When this to the science and technology allocate a large amount of money for engineering, who have a strong desire decision making to academic believe they can educate their happens, no one knows what others are departments of colleges. I took part in recruiting. It would be great if corporate to make these changes. The problem is institutions. And since, as Ms. employees from scratch, so they don’t teaching. I’ve seen cases of students this by creating a GP program at Gunma society could sponsor this search for that there aren’t any platforms for these Yamazaki said, English academic want anyone with a predetermined set using the same textbook two years in a University. This was one of the major talent. When I taught at the Institution people to come together. As for the next institutions are normally closed of beliefs or skills. row since the new professor didn’t know programs, but it seemed to end without for Technologists, I used to invite top step, I would like to see these people societies, creating common ‘‘Can Do’’ Yamazaki: I feel this, too, talking to what the previous professor had taught any serious evaluation or results engineers from prestigious companies come together. statements could be quite a challenge. recruiting managers in corporations. only one year before. sharing. I still see English professors like Sony to talk about how important Hirai: First, we need to build a Perhaps the engineering societies Sometimes, I speak candidly about the Anthony: In the field of ESP, I would confused about how and what to teach English is as a communication tool in framework that the government, might have a stronger role to play. skills a particular student lacks, but they like to stress that there are almost no their students. This is a huge problem in the engineering world. Nothing beats corporations and educators can use to Hiraga: I think the major industries don’t seem to mind as long as he or she professors who, first, have their the system. this message since it comes from come together to discuss English for need to take a leadership role. is an honest, hard worker. So, sadly, research papers published in major Anthony: I agree. I see many, many people students admire. We need to scientists and engineers, including the Currently, I don’t see a positive spiral of although we talked about the intense international research journals; second, nonscalable pilot projects. For example, bring more of these people into the creation of the ‘‘Can Do’’ statements for needs. If corporations explicitly say, competition due to globalization, the have a good foundation knowledge of one university temporarily hires a really academic world. them. Then and only then can all brilliant person to teach a class, which Moderator: Finally, what advice stakeholders start thinking in the same produces great results. No one knows would you give for reforming English direction. Currently, the corporate world whether this person will teach again the education for engineers? is thinking differently and academia is next year and no one can teach the Anthony: We talked about creating doing the same. Once we create ‘‘Can class the way he does. The problem is proficiency tests for engineers, but Do’’ statements, then we can start that most projects rely heavily on since engineering is so broad, I think thinking of people to hire and creating individuals, rather than creating a that’s unrealistic. What we need are curricula. sustainable system. What we did at gatekeepers, for example, the ------Waseda was first design a strong academic societies that authorize These pages have been produced with the support of the Ogasawara Foundation for the curriculum. Second, we implemented courses and the standards in Promotion of Science and Engineering, which the curriculum across the departments engineering English in order to put an was founded by Toshiaki Ogasawara, and faculties. Third, we trained the end to the current ad hoc curriculum publisher of The Japan Times and honorary instructors on how to effectively teach design process. Top universities need chairman of Nifco Inc. the curriculum. Fourth, we evaluated to create strict criteria that they follow ------Profiles of panelists, moderator

B Michihiro Hirai: Hirai is currently a of Gunma University for seven years professor at the Shibaura Institute of language-education consultant and (2001-07), during which time he taught Technology, where she teaches English freelance translator as well as a lecturer using what he termed the ‘‘speaking-first communication in engineering. She of technical English at Kanagawa method,’’ a method to motivate students holds a Master of Science in Computer University and Waseda University. After to use English language for specific Science and a Master of Arts in TESOL, working 33 years as a computer purposes in the engineering field. and conducts research in engineer for Hitachi Ltd., he switched B Laurence Anthony: Anthony is a communication as well as information his career to language consultancy in professor at the Faculty of Science and engineering. She has held leadership 1998. In addition to a professional Engineering of Waseda University, positions in IEEE PCS and JACET. Her engineer certification, he has a B.E. where he teaches technical reading, work has been published by Ecological from the University of Tokyo and an writing and presentation skills. He Modelling, IEEE, KES and Japan MSE from the University of serves as director of the Center for Society for Artificial Intelligence among Pennsylvania. English Language Education in Science others. B Masaharu Hiraga: Born in 1939, and Engineering (CELESE). He B Masafumi Otsuka: Otsuka is the CEO Hiraga graduated from the engineering received a master’s degree in of MANABI Ltd., a firm that offers private department of Tohoku University in TESL/TEFL, and a Ph.D. in applied English lessons for professionals. Prior 1963. He was formerly an adviser to linguistics from the University of to starting MANABI, Otsuka used to Sanden Corporation. Through Birmingham, England, and a B.S. in work for Tokai Bank (now The Bank of experiences in electrical and mechanical mathematical physics from the Tokyo-Mitsubishi UFJ) as a corporate engineering at universities and product University of Manchester’s Institute of sales representative and then worked manufacturers, he spent considerable Science and Technology (UMIST). His as an adviser to an educational startup time teaching engineers technical-paper primary research interests are in corpus company for two years. Otsuka is also a writing and presentation skills after linguistics, educational technology, board member of the NPO Supporting having lived in the United States for three natural language processing (NLP) and Union for Practical Use of Educational years. He was invited to teach English at genre analysis. Resources. B.A., Keio University; MBA, the mechanical engineering department B Atsuko Yamazaki: Yamazaki is a University of Virginia.

The Japan Times PUBDATE: 10/5/2009 PAGE: 9 C M Y K OUTPUT TIME: 14:48:59