How to Make a Classroom Culturally Diverse in Japan

Japan is internationally known for being a country that is very homogenous. Going into a classroom and seeing a sea of dark hair, it is easy to presume that all of your students are one hundred percent “Japanese”. In certain schools, especially in some parts of the country, this is likely true. However, if you pay more attention and talk to students, you may find out this isn’t always the case.

How diverse are schools in Japan?

I have worked as an ALT in Japan in two schools. As the school year progresses, kids and/or teachers will approach me and tell me that they are Chinese, half-Filipino, a quarter Korean, and so on. It is important to note that many students have “Japanese names” that differ from their birth names, making it less apparent. 

Japan lacks a lot of visible diversity and only has a few mixed-race role models, such as Naomi Osaka. Many students who are not “full Japanese” may see the ALT, another foreigner, as someone they want to reach out to. I used Naomi Osaka as an example, a few years ago. A third-grade girl asked if I thought Naomi Osaka was “really Japanese” because she said a lot of people don’t think so. I responded yes. In turn, the girl had the biggest smile and told me that she’s half-Chinese.

Why is it important for ALTs to be inclusive?

Although ALTs are ambassadors to Japanese kids for foreigners, you also may find yourself being a role model to other “foreign” kids. This includes ones that are perfectly fluent in English and have nothing linguistically to learn from you. Listen to students explain to you the place they were born or the place a parent or grandparent came from. Ask students who speak another language to teach you some of it.

This year, a Chinese-born and Costa Rican-born girl were near each other on they way to school. They both decided to teach me and each other how to count to ten in both Chinese and Spanish. They told their friends all about it before English class that day.

How do you create a diverse and inclusive classroom in Japan?

Try to incorporate those kids’ cultures, languages, etc into classes if you can. If you have an English board that focuses on culture, try to take from countries of students who go to the school.

I had a multilingual board that had Spain’s flag for Spanish, but when I changed it to Costa Rica’s, the girl came running and told me she was glad I did that. I incorporated Burmese one year because I had a boy whose dad was from Myanmar, and the boy came to me happy it was represented. In one case, I didn’t know that the school had Vietnamese children until a little first grade girl grabbed my hand. She took me to the board and pointed out the Vietnamese flag.

If foreign students are comfortable, you can ask them to share their experiences in lessons. I have half-Australian students that are fluent in English. Sometimes I allow them to proudly explain the differences they have noticed. For example, American and Australian English differences or how Australian holidays differ from American and Japanese ones.

However, it is important not to “otherize” students with different backgrounds. Do not treat them differently if they do not feel comfortable. Some students only want to fit in and do not want any other country or heritage tied to them. In those cases, you definitely should not mention it. Singling them out will embarrass them. 

Also, as an ALT, you also must not come across as favoring foreign students.

In a country like Japan, helping all kids feel proud of their background is something that can touch said child for years to come.

A . C – Fujimino ALT

Want to make a difference and teach English in Japan? Apply to be an ALT with RCS today.