「英語が話せる日本人を増やしたい」その想いから生まれた、エスティームの挑戦ー英文
ESTEEM English – Why I Started This School
このブログは私がスピーチ用に英文で書いたものを要約しています。エスティームを立ち上げた経緯です。オリジナルの英文は一番下をお読みください。
🧩 The Problem with English Education in Japan
日本の英語教育の“なぜうまくいかないのか”を考える
“You will be fluent in English in 14 days.”
書店にはこのような「超速で英語が話せるようになる」系の本があふれています。
Books promising crash courses in English can be found in abundance at bookstores, indicating that many Japanese learners are seeking a magic formula to speak English.
書店に並ぶ多数の「超速英語習得本」は、日本人が“魔法の英語習得法”を求めている証です。
ですが、現実には…
In 1998, Japanese students scored an average of 496 on the TOEFL, ranking Japan 223rd among 25 surveyed nations.
1998年、TOEFLの平均スコアは496点。25か国中、日本は223位という結果でした。
これは衝撃的なデータです。これほど英語に時間もお金もかけている国が、なぜ成果を出せないのでしょうか？
💭 The Native Speaker Myth
「ネイティブ＝良い先生」という思い込みの落とし穴
In my view, this apparent ineptitude in English stems largely from our complacency, particularly in choosing teachers.
この“英語下手”の原因の多くは、特に教師の選び方における甘さだと私は思います。
We tend to naively associate native speakers of English, often characterized by blond hair and blue eyes, with being reliable educators.
「金髪・青い目のネイティブ＝信頼できる英語教師」という思い込みが根強くあります。
Many students express their ingrained preference for native speakers by asking, “Why can’t we have a native speaker?”
多くの生徒が「ネイティブじゃなきゃダメなんですか？」と疑問を持たずに発言します。
However, we must question whether these students are receiving the quality education they deserve from these institutions.
でも、それで本当に“良質な教育”が受けられているでしょうか？
このブログは私がスピーチ用に英文で書いたものを要約しています。エスティームを立ち上げた経緯です。オリジナルの英文は一番下をお読みください。
🧩 The Problem with English Education in Japan
日本の英語教育の“なぜうまくいかないのか”を考える
“You will be fluent in English in 14 days.”
書店にはこのような「超速で英語が話せるようになる」系の本があふれています。
Books promising crash courses in English can be found in abundance at bookstores, indicating that many Japanese learners are seeking a magic formula to speak English.
書店に並ぶ多数の「超速英語習得本」は、日本人が“魔法の英語習得法”を求めている証です。
ですが、現実には…
In 1998, Japanese students scored an average of 496 on the TOEFL, ranking Japan 223rd among 25 surveyed nations.
1998年、TOEFLの平均スコアは496点。25か国中、日本は223位という結果でした。
これは衝撃的なデータです。これほど英語に時間もお金もかけている国が、なぜ成果を出せないのでしょうか？
💭 The Native Speaker Myth
「ネイティブ＝良い先生」という思い込みの落とし穴
In my view, this apparent ineptitude in English stems largely from our complacency, particularly in choosing teachers.
この“英語下手”の原因の多くは、特に教師の選び方における甘さだと私は思います。
We tend to naively associate native speakers of English, often characterized by blond hair and blue eyes, with being reliable educators.
「金髪・青い目のネイティブ＝信頼できる英語教師」という思い込みが根強くあります。
Many students express their ingrained preference for native speakers by asking, “Why can’t we have a native speaker?”
多くの生徒が「ネイティブじゃなきゃダメなんですか？」と疑問を持たずに発言します。
However, we must question whether these students are receiving the quality education they deserve from these institutions.
でも、それで本当に“良質な教育”が受けられているでしょうか？
💸 English as Business, Not Education
💸 English as Business, Not Education
教育ではなく「商品」として売られる英会話
Most eikaiwa schools are profit-driven businesses operated by private owners who seem more focused on their financial gain than on the educational needs of Japanese students.
多くの英会話スクールは、教育よりもビジネス（利益）を優先しているのが現実です。
A Canadian woman I met in Kanazawa shared:
“After the interview, they asked me if I could start working the following week, and I had to begin teaching without any proper training.”
金沢で出会ったカナダ人女性講師はこう語っていました。
「面接後、“来週から働ける？”と聞かれ、何の訓練もないまま授業を担当させられました。」
“All the teachers there have blond hair.”
「講師全員、金髪でした。」
日本では「ネイティブなら誰でも教えられる」という幻想がいまだに根強く、
それが質の低下と英語力の伸び悩みを生んでいます。
教育ではなく「商品」として売られる英会話
Most eikaiwa schools are profit-driven businesses operated by private owners who seem more focused on their financial gain than on the educational needs of Japanese students.
多くの英会話スクールは、教育よりもビジネス（利益）を優先しているのが現実です。
A Canadian woman I met in Kanazawa shared:
“After the interview, they asked me if I could start working the following week, and I had to begin teaching without any proper training.”
金沢で出会ったカナダ人女性講師はこう語っていました。
「面接後、“来週から働ける？”と聞かれ、何の訓練もないまま授業を担当させられました。」
“All the teachers there have blond hair.”
「講師全員、金髪でした。」
日本では「ネイティブなら誰でも教えられる」という幻想がいまだに根強く、
それが質の低下と英語力の伸び悩みを生んでいます。
🌱 Founding ESTEEM English in Kanazawa 金沢から始める、本物の英語教育
Two years ago, I established my own language school in Kanazawa to benefit students who genuinely wish to learn English.
本気で英語を学びたい人のために、私は2年前、金沢で英会話エスティームを設立しました。
I hope to make a meaningful contribution, albeit a small one, at the grassroots level of Japanese society.
私の活動は小さな一歩かもしれませんが、日本の社会の根っこから変えていく一助になれたらと願っています。
本気で英語を学びたい人のために、私は2年前、金沢で英会話エスティームを設立しました。
I hope to make a meaningful contribution, albeit a small one, at the grassroots level of Japanese society.
私の活動は小さな一歩かもしれませんが、日本の社会の根っこから変えていく一助になれたらと願っています。
🔍 ESTEEMが大切にしている4つのこと
✅ 教育に情熱を持ったプロ講師（ネイティブ／日本人）
✅ 単なる会話練習ではなく、「使える英語力」の構築
✅ 発音・語彙・文法を体系的に学ぶ指導設計
✅ 生徒の目標と個性に合わせた完全オーダーメイドレッスン
We must dispel the myth that all native speakers are outstanding teachers.
すべてのネイティブが優れた教師とは限らないという神話を、私たちは打ち破らねばなりません。
✅ 単なる会話練習ではなく、「使える英語力」の構築
✅ 発音・語彙・文法を体系的に学ぶ指導設計
✅ 生徒の目標と個性に合わせた完全オーダーメイドレッスン
We must dispel the myth that all native speakers are outstanding teachers.
すべてのネイティブが優れた教師とは限らないという神話を、私たちは打ち破らねばなりません。
📈 Our Vision for the Next 10 Years
10年後、私たちが目指すもの
“In ten years, will I still be in this business? If so, it will mean that my efforts have been fruitful.”
10年後もこのスクールが続いていたら、それは私の努力が実った証です。
英語教育に対する誤解を少しずつ解きながら、
「英語が話せる日本人を、当たり前にする」—— それが私たちのビジョンです。
“In ten years, will I still be in this business? If so, it will mean that my efforts have been fruitful.”
10年後もこのスクールが続いていたら、それは私の努力が実った証です。
英語教育に対する誤解を少しずつ解きながら、
「英語が話せる日本人を、当たり前にする」—— それが私たちのビジョンです。
📞 Get in Touch 英語が変われば、人生が変わる。
英語原文はこちら
“You will be fluent in English in 14 days.”
Books promising crash courses in English can be found in abundance at bookstores, indicating that many Japanese learners are seeking a magic formula to speak English. Surveys show that between 1996 and 1997, approximately 130,000 Japanese students took the TOEFL, accounting for 14% of the total number of examinees from 180 countries. It is clear that our desire to learn the language is exceptionally high.
In Japan, there has been an ongoing discussion regarding the pros and cons of English education and the effectiveness of teaching methods. The presence of eikaiwa (English conversation) schools, native English speakers, and Assistant Language Teachers (ALTs) throughout the country is noteworthy. However, one must ask: Are they truly benefiting Japanese English learners? The results so far suggest a rather disappointing outcome.
According to the Chunichi Shimbun on June 1, 1998, the average Japanese student scored 496 points on the TOEFL, placing Japan 223rd among 25 surveyed nations. Is this not a paradox? Why does a country investing a substantial amount of money in English education struggle to achieve reasonable results?
In my view, this apparent ineptitude in English stems largely from our complacency, particularly in choosing teachers. We tend to naively associate native speakers of English, often characterized by blond hair and blue eyes, with being reliable educators.
This belief leads to a significant problem. Many students express their ingrained preference for native speakers by asking, “Why can’t we have a native speaker?” regardless of their own proficiency in English. There is a tendency among Japanese students to think that merely conversing with native speakers will automatically improve their English skills. Consequently, they flock to schools staffed solely by native speakers, often at a high cost. However, we must question whether these students are receiving the quality education they deserve from these institutions.
Most eikaiwa schools are profit-driven businesses operated by private owners who seem more focused on their financial gain than on the educational needs of Japanese students, exploiting the stereotype that all native speakers are exceptional teachers.
I met a Canadian woman working for a thriving English conversation school in Kanazawa. She shared, “After the interview, they asked me if I could start working the following week, and I had to begin teaching without any proper training.” She also noted, “I find that all the teachers there have blond hair.”
In Japan, teaching English is often viewed as a job that any native speaker can do without any formal training or prior experience. It is abundantly clear that the lack of quality and professionalism among teachers in many institutions has contributed to the stagnation of English education in Japan.
There exists a clear symbiosis between Japanese students and schools that heavily rely on the esteemed image of native speakers. Unless we dispel the myth that all native speakers are outstanding teachers, Japan will continue to rank among the least proficient English-speaking nations in Asia.
What can be done to change this situation? Unfortunately, there are no simple answers. Two years ago, I established my own language school in Kanazawa to benefit students who genuinely wish to learn English, aiming to improve our poor track record in language acquisition and promote better learning practices.
I hope to make a meaningful contribution, albeit a small one, at the grassroots level of Japanese society through my venture and to inspire many Japanese students to appreciate the joy of learning a foreign language, which can be a treasure throughout their lives.
In ten years, will I still be in this business? If so, it will mean that my efforts have been fruitful.
Books promising crash courses in English can be found in abundance at bookstores, indicating that many Japanese learners are seeking a magic formula to speak English. Surveys show that between 1996 and 1997, approximately 130,000 Japanese students took the TOEFL, accounting for 14% of the total number of examinees from 180 countries. It is clear that our desire to learn the language is exceptionally high.
In Japan, there has been an ongoing discussion regarding the pros and cons of English education and the effectiveness of teaching methods. The presence of eikaiwa (English conversation) schools, native English speakers, and Assistant Language Teachers (ALTs) throughout the country is noteworthy. However, one must ask: Are they truly benefiting Japanese English learners? The results so far suggest a rather disappointing outcome.
According to the Chunichi Shimbun on June 1, 1998, the average Japanese student scored 496 points on the TOEFL, placing Japan 223rd among 25 surveyed nations. Is this not a paradox? Why does a country investing a substantial amount of money in English education struggle to achieve reasonable results?
In my view, this apparent ineptitude in English stems largely from our complacency, particularly in choosing teachers. We tend to naively associate native speakers of English, often characterized by blond hair and blue eyes, with being reliable educators.
This belief leads to a significant problem. Many students express their ingrained preference for native speakers by asking, “Why can’t we have a native speaker?” regardless of their own proficiency in English. There is a tendency among Japanese students to think that merely conversing with native speakers will automatically improve their English skills. Consequently, they flock to schools staffed solely by native speakers, often at a high cost. However, we must question whether these students are receiving the quality education they deserve from these institutions.
Most eikaiwa schools are profit-driven businesses operated by private owners who seem more focused on their financial gain than on the educational needs of Japanese students, exploiting the stereotype that all native speakers are exceptional teachers.
I met a Canadian woman working for a thriving English conversation school in Kanazawa. She shared, “After the interview, they asked me if I could start working the following week, and I had to begin teaching without any proper training.” She also noted, “I find that all the teachers there have blond hair.”
In Japan, teaching English is often viewed as a job that any native speaker can do without any formal training or prior experience. It is abundantly clear that the lack of quality and professionalism among teachers in many institutions has contributed to the stagnation of English education in Japan.
There exists a clear symbiosis between Japanese students and schools that heavily rely on the esteemed image of native speakers. Unless we dispel the myth that all native speakers are outstanding teachers, Japan will continue to rank among the least proficient English-speaking nations in Asia.
What can be done to change this situation? Unfortunately, there are no simple answers. Two years ago, I established my own language school in Kanazawa to benefit students who genuinely wish to learn English, aiming to improve our poor track record in language acquisition and promote better learning practices.
I hope to make a meaningful contribution, albeit a small one, at the grassroots level of Japanese society through my venture and to inspire many Japanese students to appreciate the joy of learning a foreign language, which can be a treasure throughout their lives.
In ten years, will I still be in this business? If so, it will mean that my efforts have been fruitful.