Kanda Institute of Languages The Sources of Language Education

Since its opening, Kanda Institute of Languages has been a pioneer in language education institutions.

History of the University

We want to raise young people who can speak foreign languages and create a peaceful society.

At the end of the war, the founder, Kimikazu Sano (the first president) and his wife, Kikue (the second president), established Central English School, the predecessor of Kanda Institute of Foreign Languages, out of a desire to foster young people who could speak foreign languages and create a peaceful society without conflict with foreign countries. Then, in 1964, the school changed its name to the current one. From early on, the school adopted the Kanda Institute of Languages task-based teaching method and multimedia education, and has been a pioneer in the field of foreign language education. Our know-how in language education, which we have practiced as a school education, sets us apart from other educational institutions.

KIFL: Kanda Institute of Foreign Languages
EIC: English for International Communication
VISTA: Village of Innovative Study and Training Access
HELP: Hybrid English Learning Program
MOVE: Multilingual Opportunities and Valuable Experiences

History of Education

～The Kanda Institute of Languages' language education philosophy began with a major educational reform in 1995.
Introduction of Task-Based Teaching Method in 1995. Since its opening, Kanda Institute of Languages has been a pioneer in language education institutions, but from 1993 to 1995, the school underwent its first major reform of teaching methods since its opening.

The Kanda Institute of Languages' English teaching method has been developed by three professors, Christopher Kandelin and David Noonan, both leading experts in second language acquisition theory, and the late Professor Emeritus Francis Johnson of the English Language Institute (ELI) at Kanda University of International Studies. The Kanda Institute of Languages' English teaching method has been developed by three professors, including the late Professor Emeritus Francis Johnson of Kanda University of International Studies ELI (English Language Institute).
Prior to the reform, the University's English language education utilized an orthodox form of teaching method that consisted of the three pillars of (*1) Notional Functional Approach, (*2) Oral Practice, and (*3) Grammar Translation.

However, Kanda Institute of Languages, which had been conducting these educational methods for many years, was searching for a more effective and practical teaching method unlike the previous ones. The educational reform was initiated by the faculty's strong desire to "think of a way to teach English to students who are studying at the institute in a way that will help them develop their abilities more," rather than the common method of teaching English by reciting and uttering fixed phrases.
It was against this background that the Task-Based Teaching Method (*4) was introduced, creating the foundation for Kanda Gaikakuin's English education. Since the introduction of the Task-Based Teaching Method, students at Kanda Institute of Languages have not only memorized English expressions, but have also developed the ability to select and use appropriate expressions according to their own situations.

Under this teaching method, there is no one fixed answer to test questions. For example, "How are you? but there are many similar expressions such as "How are you getting along? The quality of the teaching staff and the level of the students have both improved, as an environment has been created in which the teaching staff must respond to each student's answer.
Today, the task-based teaching method is still used at Kanda Institute of Languages, and our goal is not only to develop communicative competence, but also to nurture individuals who can understand and respect the traditions and cultures of their own country and those of other countries.

1 Notional/functional approach: a conversation between two people in pairs, with each person assigned a role in the conversation.
2 Aural practice: Pronouncing a predetermined phrase over and over again.
3 Grammar translation: memorizing grammatical rules and word form changes, and translating all sentences into the native language.
4 Task-based teaching: A teaching method that has long been used in Australia to teach languages to immigrants.

successive deans

• Kimikazu Sano I (1957-1977)
• SANO Kikue II (1978-1987)
• Ryuji Sano III (1988-1993)
• 4th Goodings, An Atsushi (1994-2002)
• 5th Filson, Richard Michael (2002-2003)
• VI Goko Mizuno (2003-2011)
• Yukinori Kasuya, 7th generation (2012-2023)
• Minoru Imai, 8th generation (2023-present)