After a long silence, I’m back to reflect more critically on English education in Japan—starting with a practice we all know: Show and Tell.
By Elara Misaki D. Clemente
In recent years, “Show and Tell” has crept into many English classrooms in Japan, from kindergartens to elementary schools. Imported straight from Western education models—particularly American early childhood classrooms—this activity is meant to help children build speaking confidence, vocabulary, and storytelling skills.
But let’s ask the uncomfortable question: Does it belong here?
Not Everything Western Works in Japan
At first glance, “Show and Tell” seems harmless, even fun. A student brings something from home and talks about it in English. Simple, right?
Not quite.
In a culture that prizes humility, group harmony, and indirect communication, asking young learners to stand up and talk about their personal belongings can be a stressful, alienating experience. Many Japanese students aren’t ready to be the center of attention in a second language—especially without the scaffolding necessary to feel safe and prepared.
So, who decided this was a good pedagogical idea?
Misplaced Imitation Without Localization
Whether it was textbook publishers, ALT programs, or foreign consultants aiming to “internationalize” Japan’s English education, one thing is clear: Show and Tell was never truly localized.
In too many classrooms, it devolves into a mechanical routine:
“This is my pencil. I like my pencil. Thank you.”
No interaction. No growth. No communication. Just another performative act that checks off a box in a lesson plan.
Worse, it rewards materialism and performance over language acquisition. Students with flashy toys or higher-level speaking skills often get praised, while those with simpler items or quieter personalities fall through the cracks.
Where’s the Pedagogical Depth?
Effective second language instruction should be rooted in communicative goals, emotional safety, and thoughtful scaffolding. If “Show and Tell” is to have a place in EFL classrooms in Japan, it must be:
• Reimagined to fit cultural and developmental realities.
• Supported with language structures and peer interaction.
• Evaluated for meaningful language use, not just confidence.
Otherwise, it’s just noise—a Western-imported ritual pretending to be English education.
What Should We Do Instead?
Japan needs more intentional, culturally responsive approaches to English learning—ones that:
• Start from oral language development and listening fluency.
• Build confidence through structured interaction, not performance.
• Focus on real communication, not scripted monologues.
It’s time to question imported practices and build approaches rooted in Japan’s context. Not every method born abroad belongs in our classrooms.
Let’s be critical. Let’s be intentional.