Ever heard of “Galápagos Syndrome“? Unless you’re deeply familiar with Japanese culture, you might not know this term. It’s used in Japanese business to describe how products or services evolve uniquely within the country’s isolated environment, akin to the wildlife on the isolated Galápagos Islands.
For instance, Japan developed the first internet-enabled mobile phones. However, manufacturers focused so much on advancing these “Galápagos phones” that they were late entering the global smartphone market. Consequently, Japanese smartphones are rarely seen worldwide today.
Though often seen negatively, Galápagos Syndrome also explains the unique evolution of Japanese culture like anime and video games. During the Edo period, when Japan was isolated, unique cultural forms such as ukiyo-e and kabuki flourished. Such isolation can drive both positive and negative developments.
My last blog post examined why “Minna no Nihongo” remains widely used. I believe the teaching styles in Japanese language schools exhibit this Galápagos Syndrome.
I’ve previously mentioned that “Minna no Nihongo” is outdated, incorporating the audio-lingual method, but now, let’s delve into these teaching styles more deeply.
Galápagos Teaching Styles in Japanese Language Schools
Complete Direct Method
The largest groups of students in Japanese language schools currently are Chinese, Vietnamese, and Korean, and they speak various native languages. English was once seen as an exclusive language of Americans and Britons, making its use in classrooms seem unfair. Also, Japanese language teachers vary in their English proficiency, so classes are conducted entirely in Japanese to ensure consistent teaching quality.
I once had an interview at a Japanese language school. During a mock lesson, a teacher acting as a student asked me the meaning of “その後” (“sono ato,” meaning “after that”). When I answered “after that です (it means ‘after that’)”, I was reprimanded for using English even though その後 was not the subject of the mock lesson.
All of the students graduated high school. English, now an international language, should be understandable to anyone who has graduated high school. I view this as another manifestation of Galápagos Syndrome. After the interview, I resolved never to work in a Japanese language school—a topic I’ll discuss more in a future post.
Teachers Performing Skits
Typical foreign language classes begin by explaining grammar and sentence structures before practice. However, this is impossible with the complete direct method. Using “Minna no Nihongo,” teachers act out skits using the sentence patterns to be learned. Students initially don’t understand these skits but gradually grasp the meanings through repetition. I’ve learned many languages, but this was my first encounter with such a method in Japanese language education, feeling akin to teaching kindergarteners—highly inefficient.
Absurd Culture of Teachers Creating Their Own PowerPoint Slides
Teachers traditionally create their own supplementary materials, such as PowerPoint slides, in Japanese language schools because “Minna no Nihongo” lacks grammar explanations. It would be more logical for schools or publishers to produce these materials, or better yet, to use a textbook that doesn’t require them. But teachers cling to their self-made resources, fearing their painstakingly created “Minna no Nihongo” slides would become obsolete.
It’s said that creating their own PowerPoint slides helps teachers deepen their understanding of the material, but this practice is outdated. It’s like insisting doctors must practice taking pulses manually without a pulse meter to learn the skill, even though today’s technology can handle such tasks more efficiently.
Excessive Vocabulary Control
Vocabulary control is the practice of teachers using only words the learners have studied. This is generally beneficial, and I adhere to it as much as possible. Yet, when “Minna no Nihongo” was released, vocabulary control was overly strict. In the past, if teachers used unlearned vocabulary, it could confuse students and disrupt the class, especially when few teachers could explain in English. Now, learners can instantly look up any unfamiliar terms on their smartphones, a tool I used myself in university Thai language classes. Vocabulary control remains a key focus in Japanese Language Teacher Training Course, and many instructors feel it’s imperative—an outdated idea.
The Problem Is Translating In-Class Teaching to Online Lessons
For example, I believe strict vocabulary control is inappropriate for online lessons. If a learner encounters an unfamiliar word, the teacher can simply explain it, especially since it’s a one-on-one session. Many learners are adults who want to engage in more complex conversations, even at beginner levels.
One of my students often confuses “台所” (daidokoro, meaning “kitchen”) with “大統領” (daitōryō, meaning “president”), likely due to an interest in politics. When correcting his pronunciation, we discussed the upcoming U.S. presidential election. While terms like “民主党(minshutō)” (Democratic Party) and “共和党(kyōwatō)” (Republican Party) are challenging, they are essential for discussing contemporary American history and social issues in Japanese. Even if the vocabulary is advanced for the learner’s level, I believe it’s beneficial to learn it earlier if the learners have interests. Being able to discuss complex topics in Japanese would give confidence to them.
Teaching styles in Japanese language schools and online are vastly different. Many norms considered standard in traditional settings are actually barriers to efficient online teaching. When selecting a tutor on Preply, considering their teaching approach could be insightful. I hope this article aids in your tutor selection.
