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Abstract
This ethnographic study examines the role of Japanese students’ culture and its effects on the rate of acquisition of academic English. It is based on observation of classes in Japanese schools, both in Japan and Germany, as well as in an international school, together with interviews, questionnaires, student responses and case studies over a period of 6 years. Data collection concentrated on the school, the family and friendships, as well as the different understandings of teaching and learning in Japanese schools and international schools.
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