The Fall of Language in the Age of English
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![]() Cover of Japanese edition | |
| Author | Minae Mizumura |
|---|---|
| Original title | 日本語が亡びるとき (When the Japanese Language Falls) |
| Translator | |
| Language | Japanese |
| Genre | Essay |
| Publisher | Chikuma Shobō (Japan), Columbia University Press (US) |
Publication date | 2008 |
| Publication place | Japan |
Published in English | 2015 |
| Media type | |
| Pages | 336 |
| Awards | Hideo Kobayashi Prize |
| ISBN | 9784480814968 |
The Fall of Language in the Age of English (日本語が亡びるとき 英語の世紀の中で, Nihongo ga Horobiru Toki: Eigo no Seiki no Naka de) is a Japanese non-fiction book by novelist Minae Mizumura. First published in 2008, the book argues that the Japanese language and Japanese literature are in decline, in part due to the influence of English as a global language, and in part due to failures in Japanese education. Mizumura's criticisms of contemporary Japanese literature and recommendation to eliminate compulsory English language education generated significant public controversy in Japan.
The Fall of Language in the Age of English became a bestseller in Japan and received the Hideo Kobayashi Prize. An expanded English version, translated and revised by Mari Yoshihara and Juliet Winters Carpenter, was published in 2015, and extended parts of the original work's argument to make the work more relevant to readers outside Japan. The English version received mixed reviews in the English-language press, with several reviewers criticizing its assumptions about Japanese uniqueness.
After relating some of her experiences with other writers working in non-English languages during her time in residence at the International Writing Program, Mizumura describes a theory that puts the various languages of the world into three categories.[1] Following Benedict Anderson and his idea of imagined community, Mizumura links the idea of a written "national" language to the idea of nation-building by suggesting that a national literature solidifies spoken "local" language into a common written language, thereby allowing people who read that "national" language to imagine themselves as part of a nation.[2] "Universal" languages, the third category, are languages such as Latin or English that have been used widely for intellectual activities such as law, trade, and scholarship across national boundaries.[1] In practical terms, Mizumura defines a "universal" language as the most common second language of people around the world.[3]
Building on Anderson's theory, Mizumura relates a history of the Japanese language and its transition into a "national" language, including the development of multiple writing systems, the forced opening of previously un-colonized Japan to the world, and the construction of an intellectual culture around translating foreign works into Japanese.[4] Taking Natsume Sōseki's works as illustrative examples, Mizumura argues that this unique transition has disconnected modern readers of Japanese from their literary history at two points: first, as the written language's connections to classical Chinese were lost, isolating later readers from earlier writing; and second, as postwar efforts at written language reform devalued and diminished the written language to the point where current readers cannot even understand, much less write, novels comparable to works of literature written during Sōseki's time.[5][6]
The book concludes with a proposal for changing how Japan's schools treat Japanese and English. For Mizumura, the asymmetry of influence between the "universal" language of English and national languages is made stronger than ever by the dominance of English on the internet.[7] At the same time, she points out that Japanese education policy has not provided a counterweight to the dominant power of English, requiring years of compulsory English courses for students while requiring almost no engagement with classic Japanese texts.[8] Instead of trying to give everyone an education in English that they may not want, Mizumura proposes, Japan should expand the teaching of Japanese literature in public schools, and focus English education resources only on those few students who show the aptitude and desire to become capable in both languages.[9]
