Linguistic Inequality in Japanese Corporations: The Impact of TOEIC Scores on Hiring and Promotion Criteria

Abstract

This chapter investigates the role of Test of English for International Communication (TOEIC) scores within Japanese corporations and scrutinizes the resulting linguistic hierarchies that could foster linguicism and linguistic imperialism. The prominence of English proficiency, as reflected in TOEIC’s widespread use in hiring and promotion criteria, not only privileges certain linguistic groups but also enforces inequalities that affect individuals from diverse linguistic backgrounds. This chapter acquaints readers with the cultural norm of prioritizing TOEIC scores in Japan and its implications for both multilingualism and the professional mobility of non-native English speakers. Through a comprehensive analysis, this chapter elucidates the dichotomy between the need for English proficiency in a globalized business realm and the potential discrimination stemming from over-reliance on standardized English tests. Furthermore, this chapter discusses the pivotal role of TOEIC in Japan’s educational and professional sectors and how it shapes the socio-economic landscape, influencing salaries and career progression. Finally, the chapter advances recommendations for Japanese corporations to shift toward more equitable linguistic practices. The goal is to foster a multicultural work environment that values multilingualism and respects the linguistic diversity of all employees. By reevaluating the emphasis on TOEIC scores, Japanese corporations can take meaningful steps toward combating linguistic inequality, linguicism, and the impact of linguistic imperialism.

1. Introduction: the dominance of English - TOEIC scores, linguistic hierarchies, and corporate realities in Japan

This chapter delves into the utilization of TOEIC (Test of English for International Communication) scores within Japanese corporations, examining their role in fostering linguistic hierarchies that might contribute to the perpetuation of linguicism and linguistic imperialism in Japanese society.

With a staggering 1.75 billion people speaking English, it is spoken by nearly a quarter of the world’s population, making it the most widely spoken language globally [1]. In the midst of rapid globalization, English has emerged as a lingua franca across diverse sectors [2]. English has become the operating system for global conversation, being used as the language of communications in various fields such as science, technology, business, and diplomacy [3]. The dominance of English is evident in its widespread usage in every sector and area of communication. English has further solidified its position as the predominant common language [4]. Proficiency in English is now recognized as a valuable skill in various industries. Particularly in international contexts, Nickerson ([5], p. 367) asserts that the prevalence of English as a lingua franca is ‘now seemingly beyond dispute’.

The Japanese government places significant emphasis on the necessity of English proficiency in the functioning of the twenty-first century [6]. Government and popular discourses present English as an international language and an essential tool [7, 8]. In response to this initiative, several Japanese companies, including Rakuten and Uniqlo, have adopted English as their official language, a trend expected to persist [9, 10, 11, 12]. However, the Japanese have conflicting attitudes toward English. On one hand, there is a strong desire among the Japanese to acquire proficiency in English. On the other hand, there seems to be an ‘English allergy’ stemming from their perceived inadequacy in the language despite formal education lasting for 6–10 years [13, 14]. This dichotomy characterizes the Japanese relationship with English, as described by Kachru ([15], p. 73), as a ‘sweet and sour relationship’.

TOEIC scores are widely used by many Japanese companies to evaluate English proficiency as part of their hiring and promotion criteria [16]. The TOEIC tests, are administered by the Educational Testing Service, are widely recognized as English-language proficiency assessments in Japan. There are five types of TOEIC tests: TOEIC Listening & Reading Tests, TOEIC Speaking & Writing Tests, TOEIC Speaking Tests, TOEIC Bridge Listening & Reading Tests, and TOEIC Bridge Speaking & Writing Tests [18]. The tests measure individuals’ ‘English-communication skills for workplace and everyday life’ [17]. The TOEIC Bridge tests were designed to assess the English-language skills of beginner to intermediate learners [18].

Despite the widespread utilization of TOEIC scores within Japanese corporations, the extensive dependence on these scores for evaluating English-language proficiency raises important questions about linguistic hierarchy and potential discrimination. Since the 1980s, Japan has experienced heightened multilingualism and multiculturalism due to the internationalization of businesses and an increase in visitors and immigrants [19, 20]. Beyond English, other languages have gained prominence in international communication. The dependence on TOEIC scores not only privileges specific linguistic and cultural groups but also perpetuates linguistic inequalities in the workplace. Such linguistic bias can significantly impact hiring decisions, career progression, and overall job satisfaction for non-native English speakers. Over-reliance on English fosters linguistic hierarchies, nurturing both linguicism [21, 22] and linguistic imperialism [23, 24, 25].

This chapter initiates with an exploration of the use of TOEIC scores within Japanese corporations, followed by a description of the status of English. It further includes an elucidation of the concepts of linguicism and linguistic imperialism, investigating issues related to the use of TOEIC scores from these perspectives. Subsequently, it offers future possibilities, suggestions, and recommendations for Japanese corporations to effectively engage with globalization. The chapter emphasizes the importance of understanding the repercussions of an over-reliance on TOEIC scores and addressing pertinent concerns within Japanese society. Its objective is to deliberate on strategies aimed at fostering equity and fairness in language rights, advocating for multilingualism, and nurturing a culture of multiculturalism.

2. TOEIC scores in Japan: a cultural norm

English skills have become essential for expanding overseas and engaging in international transactions. The widespread adoption of TOEIC scores in Japan is rapidly expanding, driven by the growing significance of English communication both domestically and internationally within business environments. The main purpose of the TOEIC is to assess the day-to-day English proficiency of individuals whose first language is not English, especially those operating within an international setting [26]. Additionally, the TOEIC serves six secondary objectives: (1) evaluating current English proficiency levels, (2) qualifying for new roles or promotions within a company, (3) improving professional qualifications, (4) monitoring English-language progress, (5) establishing learning objectives, and (6) engaging employers in advancing English-language skills [27]. According to ETS, which operates TOEIC, more than 14,000 organizations across 160 countries utilize TOEIC scores to assess their employees. In Japan, the TOEIC is widely embraced as a means for objectively assessing English proficiency by businesses and educational institutions [28]. Given various options available, a prominent reason for TOEIC being the preferred examination among organizations and test-takers in Japan could lie in its positioning. Unlike TOEFL and IELTS, which primarily emphasize academic and practical English, TOEIC distinguishes itself by targeting the demands of business settings. This positioning aligns it more closely with the requirements of professional environments, possibly explaining its popularity among test-takers in Japan.

Many companies and educational institutions in Japan use TOEIC scores as a benchmark for evaluating job applicants and determining the English proficiency level of students [29, 30]. In addition to its use in the professional and educational sectors, the TOEIC score is also a requirement for obtaining certain visas in Japan [31]. For example, individuals applying for a working visa may be required to submit a TOEIC score as part of their application. This is particularly common for those seeking employment in international or English-speaking environments.

In Japan, the demand for English proficiency spans across various industries, including aviation, trade, systems engineering, study abroad coordination, certified public accountancy, patent clerks, buyers, medical representatives, and English instructors. According to the 2019 Survey on English Utilization Practices [16], significant number of Japanese companies incorporate and utilize TOEIC scores as part of their recruitment and promotion criteria. The survey from 2019 indicates that approximately half of the companies either request or consider TOEIC scores during recruitment [16]. In contrast, about 70% of publicly listed companies reported utilizing TOEIC scores as a reference point [16]. Some companies also employ TOEIC scores as prerequisites for promotions. However, the requisite English proficiency varies depending on the industry and specific companies [16, 32].

Furthermore, some universities and colleges in Japan require a minimum TOEIC score for admission. As of 2022, there were a total of 810 national, public, and private universities and 311 public and private junior colleges in Japan [33, 34]. According to the survey conducted in the academic year of 2022, there were 236 universities requiring TOEIC scores as part of their admission criteria [35]. However, the specific scores requested vary among individual universities and departments.

This practice demonstrates the profound importance of the TOEIC exam in various aspects of life in Japan, from education to employment and visa applications. The use of TOEIC scores is a widely accepted and esteemed practice in Japan, serving as a crucial tool for assessing English-language skills across diverse sectors. These scores hold considerable esteem, wielding a critical role in appraising an individual’s English-language competence, providing a means for showcasing linguistic abilities, and augmenting one’s prospects within an increasingly competitive job market. As a result, many individuals in Japan dedicate substantial time and effort in preparing for and undertaking the TOEIC exam in order to meet these requirements and enhance their opportunities in both academic and professional domains [36].

However, the level of English proficiency among the Japanese is not high. According to the data published by the International Institute for Business Communication (IIBC), the average TOEIC Listening & Reading Test score for Japanese individuals stood at 574 points, ranking 31st among 45 countries/regions’ average scores as of 2021 [16]. In 2020s TOEIC Speaking & Writing Test, Japanese individuals scored an average of 114 points for Speaking and 133 points for Writing, both ranking in 20th place [16]. Consequently, high TOEIC scores carry significant value in Japan, assuming a pivotal role for students, job aspirants, and visa applicants.

Many major domestic and foreign companies employ TOEIC scores as benchmarks during recruitment and promotions. This practice ensures adequate English proficiency for positions that require international duties and communication with foreigners. TOEIC scores hold considerable importance in Japan’s job market. Thereby establishing scenarios where a lack of a certain TOEIC score might hinder career advancement.

Moreover, there is a correlation between TOEIC scores and salaries to a certain degree in Japan. According to Nikkei’s Job Change version’s survey [37], individuals scoring below 499 points had an average annual income of 7.03 million yen, while those scoring in the 900-point range averaged 9.04 million yen, indicating a difference of 2.01 million yen. The income disparities based on scores were observed as follows: a 310,000 yen difference between scores below 499 and those in the 500 range, a 170,000 yen difference between 500 and 600 ranges, a notable 540,000 yen difference between 600 and 700 ranges, a 500,000 yen difference between 700 and 800 ranges, and a 490,000 yen difference between 800 and 900 ranges. While Terasawa [38] contends that an individual’s educational background, rather than their English proficiency, impacts wages, an alternative perspective suggests that English-language skills can influence salaries, considering the use of English proficiency tests such as TOEIC for university admissions.

However, it is important to note that correlation does not imply causation in the relationship between TOEIC scores and salaries. A high TOEIC score does not necessarily guarantee a high income, and conversely, a low TOEIC score does not preclude a high income, as these factors may vary depending on industry or occupation. Considering the prevalence of companies using TOEIC scores, however, possessing a high score might indeed offer advantages in employment or promotions.

3. The status of English in Japan

The prominence of English in Japan can be attributed to a confluence of factors: political ties with the United States, the institutionalization of English as a second or foreign language in educational curricula, and the influence of media coupled with the globalization of businesses. Collectively, these elements have historically elevated English above other foreign languages in Japan.

During the Edo period, Japan was largely isolated from the international community. This isolation ended in the nineteenth century with the Meiji Restoration, a period during which Japan opened its doors to the world and began to witness the burgeoning power of the United States as a global force. This exposure led to a diminished national self-image and an increasing admiration for American culture [39]. The Meiji period also marked a significant shift in cultural orientation toward Western ideologies and models of modernization. This shift was partly articulated through the concept of ‘Datsu-A Ron’ (‘脱亜論’), a term that encapsulates the idea of departing from Asian traditions in favor of Westernization. This notion was prominently discussed in an editorial published in the Jiji Shimpo newspaper on March 16, 1885, believed to have been penned by Yukichi Fukuzawa. Fukuzawa, a pivotal figure in Japan’s intellectual history, advocated for the adoption of Western lifestyles and ideologies as vehicles for Japan’s modernization. His contributions are commemorated on the 10,000 yen banknote [40]. ‘Datsu-A Ron’ emerged in a context where Western powers were extending their colonial ambitions into Asia, and Japan sought to modernize in concert with China and Korea to counter Western encroachment. Fukuzawa’s editorial criticized China and Korea as ‘uncivilized’ nations and argued for strategic distancing from these countries, advocating instead for alignment with European standards of civilization and global engagement [41]. This stance reflected Fukuzawa’s disillusionment with the Korean aristocracy and his support for the Gapsin Coup, a political upheaval in Korea in 1884 [40]. Initially, ‘Datsu-A Ron’ did not garner significant attention. However, in the 1950s, a few academics revisited the theory, though it did not gain widespread recognition until the 1970s when scholars critically reassessed the Meiji period and its legacies [40]. In the twenty first century, the concept has seen a resurgence, particularly among extreme right-wing groups in Japan, who use it to bolster anti-Korean and anti-Chinese sentiment [42]. The historical connection between Japan and the United States, dating back to the end of the Edo period and through the aftermath of World War II, has influenced the perception of English in Japan. The admiration for American culture and the shift in Japan’s global stance have played a crucial role in elevating the status of English within the country.

Furthermore, the relationship between foreign language education and proficiency, specifically in English, significantly influences the Japanese public’s perceptions of the language. The majority of Japanese students engage with English, predominantly American English, within the confines of their school curriculum as a second or foreign language. However, the approach to English education in Japan often poses challenges for learners. Despite dedicating at least six years to studying English within the formal education system, many Japanese individuals struggle to achieve fluency. This struggle perpetuates the notion that proficiency in English is an elusive goal, reserved for those with exceptional aptitude. Such perceptions contribute to ideological imperialism, imposing the ideologies, values, and beliefs of English-speaking countries onto Japanese society and elevating the status of the English language.

In addition to educational factors, the role of media in shaping language status cannot be overlooked. Due to inherent constraints such as limited airtime and print space, media outlets often resort to simplifying complex issues, which can lead to the reinforcement of stereotypes. Shibuya et al. [43] argue that this dynamic fosters specific narratives about foreign countries and their citizens. Furthermore, the Japanese mass media’s infrequent coverage of languages other than English contributes to a skewed perception of linguistic diversity. This limited exposure may reinforce biased views toward languages worldwide, fostering misconceptions about English and its global significance. Although Japan has not experienced colonization by English-speaking powers in the manner that other nations around the globe have, the concept of mental colonization may have significantly influenced the Japanese populace.

4. Issues concerning the use of TOEIC scores

There could be three reasons why TOEIC scores are commonly used as hiring criteria in Japan: The globalization of business, the hiring practices of Japanese corporations, and the country’s education system might contribute to the prevalent reliance on this exam. These three domains are interconnected, as higher education in Japan has transformed into a preparatory phase for employment, with a growing number of workplaces demanding proficiency in English. In Japan, simultaneous hiring occurs at fixed periods. In recent years, job changes have increased; however, it remains common for university students to engage in job-hunting activities while still in school, and hiring fresh graduates is prevalent. This practice is deeply rooted in the social structure and norms of Japan [44]. Therefore, in order to be selected among a large pool of candidates, university students need to highlight their qualifications. Given that fresh graduates from universities lack full-time work experience and have fewer opportunities to demonstrate their skills, proficiency tests in foreign languages, such as the TOEIC, become instrumental in validating their capabilities.

In Japan’s education system, there exists a concerning education gap among university students, where many lack the necessary basic knowledge and skills to thrive at the university level [45]. Owing to the high number of universities per capita, roughly 70% of Japanese individuals pursue higher education [46]. As universities accept students even without the foundational academic abilities learned in junior and senior high school, the issue of low academic proficiency among some students has arisen, particularly in less stringent academic environments [47]. Educational experts have identified university students who lack proficiency in spelling using the Roman alphabet as a significant concern [48]. This education gap is a result of various factors, such as the focus on rote memorization in primary and secondary education, limited critical thinking and problem-solving skills development, and excessive emphasis on entrance exams rather than holistic education level [45]. Consequently, simply graduating from a university does not serve as proof of one’s abilities. As a result, a certain level of TOEIC score is sometimes used as a substitute for a college degree.

However, concerns regarding the validity and reliability of TOEIC scores have arisen. Some critics (e.g., Bresnihan [49]) argue that TOEIC scores do not accurately measure a person’s English-language proficiency. These critics believe that TOEIC scores often prioritize test-taking strategies and memorization of vocabulary and grammar, rather than focusing on practical communication skills. Nevertheless, the emphasis on vocabulary, grammar, and the multiple-choice format of the TOEIC test aligns with the traditional testing methods employed in Japanese universities’ entrance examinations.

Furthermore, it is argued that TOEIC scores may not adequately reflect a person’s ability to understand and engage in real-world English conversations or tasks. On the other hand, some proponents of TOEIC scores [26, 50] argue that they provide a standardized and objective measure of English proficiency, making them useful for comparison purposes and facilitating international communication. They believe that TOEIC scores can serve as a reliable benchmark for employers and educational institutions to assess an individual’s English-language abilities.

Moreover, the use of TOEIC scores as hiring and promotion criteria in Japan has been a topic of debate and controversy [51]. Critics argue that relying solely on TOEIC scores for assessing English-language proficiency may not accurately reflect an individual’s ability to effectively communicate in real-life situations [52]. This is because the TOEIC test primarily measures reading and listening skills, with limited emphasis on speaking and writing [31, 53, 54]. Furthermore, the argument is made that using TOEIC scores as a sole criterion for hiring and promotion can lead to a narrow focus on linguistic ability and neglect other important qualities and skills necessary for success in the workplace [55]. In Japan’s recruitment tradition, an applicant with excellent expertise may be disregarded if they lack proficiency in English, while another applicant with a high TOEIC score, but less skill in the specific job area, could be preferred. The use of TOEIC scores as a measure of English-language proficiency may not fully capture an individual’s communicative abilities or potential for success in a multicultural and multilingual workplace. It may overlook alternative forms of language competence and diversity, creating a narrow and biased assessment of an individual’s skills.

The emphasis on TOEIC scores disadvantages non-native English speakers, as they may face additional challenges in achieving high scores due to cultural and linguistic differences. In addition, there are concerns about the inherent bias in the TOEIC test itself. For example, the test content and questions are often based on a Western perspective, which may not accurately gauge the language skills or cultural sensitivities required in a Japanese work environment. Overall, the use of TOEIC scores in Japan is a complex and multifaceted issue. It involves considerations of the test’s validity, alignment with real-world language use, potential limitations and biases of the test, and its implications for individuals’ opportunities and achievements. Regarding the controversy over the use of TOEIC scores in Japan, one key critique is that these scores do not necessarily reflect a person’s true English proficiency.

5. Linguistic inequality within the context of TOEIC score usage

In today’s globalized world, proficiency in the English language is often seen as a valuable asset, particularly in the realm of employment. Japanese corporations, like many others around the world, have adopted the use of TOEIC scores to assess the English-language proficiency of their employees or job applicants. However, Japan remains primarily focused on domestic demand, and not all citizens are mandated to utilize English within their professional engagements. According to Terasawa [56], the JGSS survey on overall English usage in work environments in 2006 and 2010 indicated the rates were 21.0 and 16.3%, respectively. The International Institute for Business Communication’s 2019 survey also showed that the usage of English in Japanese business entities accounts for approximately 30% of the overall communication [16]. Terasawa’s [56] study revealed the rate was slightly increased to approximately 28.6%, and the percentage of people who used English five times a year or less was 20%. Although these findings indicate that English usage has experienced a gradual surge in the past two decades, Terasawa [57] argues that English does not play a market role due to Japan’s linguistic homogeneity.

By relying on TOEIC scores, Japanese corporations may inadvertently contribute to linguistic inequality. In this context, linguistic inequality refers to the unequal distribution of resources and opportunities based on one’s proficiency in a particular language, in this case, English. This can result in a hierarchy where individuals with higher TOEIC scores are favored and privileged, while those with lower scores may face barriers and disadvantages in advancement or access to certain opportunities within the company. Bonnin ([58], p. 502) claims that ‘linguistic inequality is a producer and reproducer of wider social, economic, and cultural inequalities’. The effects of linguistic inequality are not confined to the professional realm. They can also seep into other aspects of an individual’s life, affecting their social mobility, access to educational resources, and even their self-esteem. For instance, those with higher TOEIC scores may have greater access to international job opportunities, higher salaries, and enhanced professional development, while those with lower scores may find themselves limited to lower-paying positions with fewer prospects for advancement. As certain individuals are consistently favored due to their English-language proficiency, those who do not meet the linguistic criteria may feel marginalized and excluded, leading to a sense of disempowerment and limited prospects for personal and professional growth.

Furthermore, the TOEIC exam, as a standardized test developed in a Western context, may reflect cultural biases. These biases can manifest in various ways, including the prioritization of certain linguistic norms and cultural perspectives. For example, certain reading passages and listening exercises in the TOEIC exam may draw heavily from Western business culture, which can disadvantage test-takers from non-Western backgrounds who may not be familiar with these references. Additionally, linguistic hierarchies can also play a role in the cultural biases present in the TOEIC exam. For instance, the exam may implicitly prioritize certain accents or dialects of English over others, reinforcing the notion that there is a ‘standard’ or ‘preferred’ form of English. This can lead to the marginalization of individuals who speak English as a second language or who come from non-native English-speaking countries, perpetuating a linguistic hierarchy. This linguistic hierarchy can intersect with racism and cultural imperialism, further exacerbating the biases present in the TOEIC exam. For example, individuals from racially marginalized groups or countries that have historically been colonized by Western powers may already face barriers and prejudices in society due to racism and cultural imperialism. These biases can be reinforced by the TOEIC exam, which may privilege certain linguistic and cultural backgrounds over others.

The use of TOEIC scores at Japanese corporations can be seen as a form of linguistic imperialism. Linguistic imperialism, coined by Robert Phillipson [21, 23, 24, 25], refers to the phenomenon where particular languages or language groups establish dominant political, economic, and cultural positions, repressing and constraining the use of other languages. Phillipson notably discusses English as a symbol of linguistic imperialism, representing international superiority. This is because English, as the dominant global language, is often imposed or prioritized over local languages and cultures. This not only disregards the linguistic rights and diversity of employees but also reinforces the colonial legacy where English continues to hold disproportionate power and influence.

Additionally, the reliance on TOEIC scores has the potential to perpetuate linguicism, which entails the belief in the superiority of one language or dialect over others. Linguicism involves discrimination based on language or an individual’s native tongue(s) [59]. By relying on the TOEIC exam as a measure of English-language proficiency, institutions and employers may inadvertently contribute to linguistic inequality and favor individuals who align with the dominant linguistic norms and cultural perspectives reflected in the exam. This belief can lead to discriminatory practices and exclusionary dynamics within the workplace, where individuals who do not meet the predetermined standard of English proficiency may face marginalization or stigmatization. As Hudson ([60], p. 203) argues, ‘there are no purely linguistic grounds for ranking any of the grammars higher than others’.

As a result, the use of TOEIC scores at Japanese corporations is not only intertwined with linguistic inequality but also perpetuates linguistic imperialism and reinforces linguicism. Furthermore, the discrimination and marginalization of individuals hailing from non-Western backgrounds and non-native English-speaking countries have the potential to foster racism and cultural imperialism within society.

6. Promoting linguistic equality: alternatives and recommendations

As the number of non-native English speakers exceeds that of native speakers [61, 62], and approximately only one in four users of the English language worldwide are native speakers [2], the majority of English interactions occur among individuals who are not native speakers. While this does not exclude the involvement of native English speakers, English serves as a ‘contact language’ between individuals who do not share a common native language or culture in many instances [63]. However, English functions as a lingua franca facilitating communication [63]. Hurn [64] suggests that businesses ought to acquire linguistic and cultural fluency in foreign languages. As businesses rapidly globalize, individuals are increasingly likely to collaborate with corporations across different countries. Therefore, it becomes essential to consider scenarios in which the Japanese communicate with individuals from diverse linguistic backgrounds. The uncritical adoption of TOEIC scores in Japanese corporations reflects a linguistic hierarchy that favors English speakers, often to the detriment of employees who are proficient in other languages. The hierarchy of languages could lead to linguistic discrimination [65]. This not only limits diversity within the workplace but also undermines the value of multilingualism and intercultural communication. As a result, corporations may miss out on the wealth of knowledge and perspectives that diverse linguistic backgrounds can offer. Therefore, it is essential for the Japanese to reconsider language hierarchies to prevent the Japanese people from succumbing to ideological imperialism.

To address linguistic inequality and discrimination associated with TOEIC scores, it is imperative for Japanese corporations and other organizations to adopt a more inclusive and equitable approach to evaluating English-language proficiency. This includes recognizing the limitations and biases of standardized tests such as TOEIC and incorporating alternative measures that assess practical communication skills and cultural awareness. Alternative measures that accommodate a broad spectrum of linguistic abilities can offer a more comprehensive assessment of an individual’s skill set within a multicultural and multilingual workplace. For instance, the adoption of alternative assessments could incorporate a more diverse array of global content. One such approach involves designing assessments that encompass ‘the Englishes of different countries, regions, cultures, religions, and even times’, as proposed by Brown [66]. This strategy seeks to broaden the scope of evaluation by recognizing the linguistic and cultural variations inherent in English usage worldwide. By implementing assessments that reflect the dynamic nature of English as a global language, we can enhance the inclusivity and cultural sensitivity of language proficiency evaluations. Furthermore, given the importance of cultural awareness in effective communication, assessments designed to evaluate cultural competence could complement language proficiency evaluations. Moreover, in today’s digital age, assessing digital literacy and the ability to communicate effectively through digital platforms is crucial. Evaluations could include the ability to write professional emails, participate in video conferences, and use social media and other digital tools for business communication in English.

Additionally, providing opportunities for employees to improve their language skills through targeted training programs and language support can help bridge the gap caused by linguistic inequality. This may involve implementing language training programs, considering multilingual assessments, and reevaluating the weighting of language proficiency in hiring and promotion decisions. To function effectively in the rapidly globalized world, it is essential to incorporate components that assess not only grammar and vocabulary but also communicative competence, intercultural communication skills, and critical language awareness.

Moreover, it is crucial to shift the focus from a single language as the measure of competence and success within organizations. Instead, promoting multilingualism and valuing diverse language abilities can foster a more inclusive and empowering environment. In order to promote a more inclusive work environment, corporations need a multifaceted approach that challenges the dominant ideology of linguistic superiority and recognizes the value of diverse linguistic repertoires. Three specific approaches can be considered:

Firstly, corporations should promote the integration of assessments that evaluate cultural competence alongside language proficiency. Recognizing that effective communication extends beyond linguistic ability to encompass comprehension of cultural nuances, non-verbal communication, and the adept navigation of diverse cultural contexts would be advantageous.

Secondly, there is a need to underscore the recognition and celebration of linguistic diversity within the organizational framework. Proposing initiatives that highlight the significance of employees with diverse linguistic repertoires can contribute to fostering an inclusive environment that genuinely appreciates the richness of multilingualism, thereby facilitating a deeper understanding. Corporations could also foster a language-inclusive culture.

Lastly, corporations can take concrete steps toward global inclusivity. Actively seeking and hiring non-Japanese nationals can significantly contribute to diversifying the linguistic landscape of the workplace. By employing individuals with varied language backgrounds, corporations not only embrace diversity but also enrich the workplace environment by fostering cross-cultural collaboration. This entails fostering an environment in which language is perceived as a collaborative tool rather than a hierarchical measure. Such an approach aims to cultivate a workplace ethos that actively embraces and promotes linguistic diversity as an asset.

By implementing these three approaches, corporations can not only challenge the prevailing linguistic hierarchy but also contribute to the creation of an inclusive and culturally rich work environment that acknowledges and values the diverse linguistic backgrounds of its workforce.

By taking proactive steps to mitigate linguistic inequality and promoting inclusivity, Japanese corporations and other global organizations can work toward fostering a more equitable and supportive environment for all employees, regardless of their linguistic background. Therefore, it is crucial for Japanese corporations and other organizations to reconsider their reliance solely on TOEIC scores as a measure of English-language proficiency.

7. Conclusion

This study examines the utilization of TOEIC scores within Japanese companies and sectors, exploring the potential existence of linguistic hierarchies. The proliferation of TOEIC scores in Japan is particularly noteworthy due to the increasing need for enhanced English-language skills and adaptation to the international business landscape. It serves as a key indicator showcasing communication abilities in the global business environment. However, in circumstances where TOEIC scores have a significant role in employment and promotional decisions, it may engender a potential disparity for individuals whose primary language is not English. This implies that native Japanese speakers could be disadvantaged when juxtaposed with individuals who are either native English speakers or possess advanced English-language proficiency.

The widespread use of TOEIC scores within Japanese corporations perpetuates linguistic inequality, signifying a form of linguicism that sustains unequal power dynamics within both the workplace and society. This has a profound impact on individuals’ professional and personal lives. It not only fosters a belief in linguistic superiority but also leads to discriminatory practices and exclusionary dynamics within the workplace. The use of TOEIC scores at Japanese corporations can also be seen as a form of linguistic imperialism, disregarding the linguistic rights and diversity of employees and reinforcing colonial legacies. By recognizing and challenging this linguistic bias, corporations can strive toward creating a more equitable and inclusive environment for employees of diverse linguistic backgrounds.

The examination of TOEIC scores in the context of hiring and promotions within Japanese corporations highlighted the need for a paradigm shift. While English proficiency is undoubtedly crucial in the globalized business landscape, an overemphasis on TOEIC scores has contributed to a narrow and biased assessment of individuals’ skills. The limitations of TOEIC, including its focus on reading and listening skills and potential cultural biases, call for a more holistic and inclusive approach to evaluating language proficiency.

To address these issues and truly embrace the wave of globalization, and effectively participate in international communication, Japanese corporations and global organizations must adopt a more inclusive and equitable approach to assessing English-language proficiency. This includes recognizing the limitations of standardized tests such as TOEIC and incorporating alternative measures that assess practical communication skills and cultural awareness. Moreover, providing targeted training programs and language support can help bridge the gap caused by linguistic inequality. Ultimately, promoting multilingualism and valuing diverse language abilities can foster a more inclusive and empowering environment that respects the linguistic diversity of all employees. By taking such proactive steps, organizations can work toward creating a workplace culture that does not allow language requirements to serve as barriers to equal participation, growth, and opportunities. In this context, it is important for Japanese corporations to critically examine their reliance on TOEIC scores and strive toward creating a more linguistically equitable and inclusive workplace environment. In this way, they can challenge linguistic inequality, combat linguicism, and resist the influence of linguistic imperialism. It is essential to decolonize our way of thinking and embrace multilingualism in our society.