Of Language

Fallacy of Composition

Imagine a stadium filled with people in which there is an exciting game being played. Suddenly a few of the viewers stand up to cheer. What is the result? Either the people sitting behind them will tell those standing in front to sit down, or they too will stand up. This latter, of course, sets off a chain reaction, and soon everyone in the stadium is standing. In reality most would probably prefer to remain seated, but they are compelled to stand. In economics such a phenomena is called the fallacy of composition and can be summarized by the following: "What is beneficial for the one is not beneficial for the many?"

The fallacy of composition describes well the current state of language learning in Japan. Because such a high premium has been placed on the English language in Japanese society, a few, very ambitious Japanese abuse the good will of both their fellow countrymen and foreigners wishing to study Japanese by insisting on speaking English with foreigners who would prefer to learn Japanese. Because there are few foreigners in Japan in the first place, and plenty of ambitious Japanese, foreigners wishing to learn Japanese find it difficult to find Japanese who will speak with them in any language, but English.

You might think that there are plenty of Japanese that do not speak English -- or any other foreign language for that matter -- who would be happy to converse with these foreigners in Japanese. Although this is true, the result is not what you might expect. This is because most Japanese have been taught that foreigners are neither able, nor generally willing to learn Japanese. Thus, when a Japanese, who cannot speak English is confronted with a fledgling student of the Japanese language, he immediately seeks another Japanese whose English is better than his own, rather than helping the foreigner to find an answer to his own question in Japanese. This act is then justified by Japanese as a gesture of politeness, because Japanese have been taught since they entered middle school, that Japanese is a difficult language, and that all but a few foreign scholars are able to master it.

That most Japanese spend many years studying English for the express purpose of passing important written qualifying examinations, it should be of little surprise that among these there are also many desirous of oral English practice.

Although there are obviously many foreigners who are perfectly happy to speak English with Japanese, there are also an important number who would very much like to acquire the  Japanese language. Thus, when most Japanese treat every foreign-looking resident, non-resident, and visitor to Japan, as if he were a passing tourist collecting language souvenirs, cultural artifacts, and memorable photographs, a crisis in cross-cultural education and communication is created. Coming from the opposite extreme there are also many Japanese who appear to believe that all foreigners very serious about the Japanese language are either dedicated japanologists or aspire to become one. Although likely a projection of Japan's mentality toward education, language training, and its own mystic beliefs about Japanese language, culture, history, and society nothing could be farther from the truth in the minds of most Japanese-speaking foreigners. Most foreign residents just want to become effective members in Japanese society without having to spend their entire lives with grammar books and dictionaries at their sides.

The first year of foreign language learning is the most crucial, and since many foreigners come to Japan without prior language training, their desire to learn Japanese is quickly squelched due to improper feedback from ambitious Japanese social climbers with little or no intention of ever becoming international. In effect, these few ambitious people make it nearly impossible for other Japanese to enjoy the fruits of having a foreign presence in their society, and make it difficult for foreigners to truly come to know Japan.