An interview with Eri Shimomukai, exploring her journey of learning English across Japan, Canada, Switzerland, and the U.S., and her tips for maintaining motivation and continuing English studies while living in Japan.
下向 依梨 Eri Shimomukai
Originally from Osaka Prefecture, Eri Shimomukai works as an educational creator, primarily designing cross-curricular English and math materials and curricula for elementary school students, as well as providing consulting on classroom management.
After graduating from junior high school, she moved alone to Switzerland to attend a fully residential high school. Upon graduation, she returned to Japan and enrolled in Keio University’s Faculty of Policy Management.
She created Changemaking Patterns in both Japanese and English, a work that articulates the tacit knowledge and experiential insights of social entrepreneurs using the Pattern Language method, and published the English edition. In 2014, she moved to the U.S. and earned a master’s degree in Learning Sciences and Developmental Psychology from the Graduate School of Education at the University of Pennsylvania. After returning to Japan, she taught at a full-time alternative elementary school in Tokyo.
She later assumed her current roles as Director of Live Innovation and Manager of the Education Creation Division.
Eri Shimomukai introduces herself as an education creator, focusing on designing teaching materials and training programs for teachers. Her work emphasizes emotional and social skill development, rather than purely intellectual growth, under the concept: “Rather than raising smart people, cultivate emotionally rich individuals to create a prosperous and peaceful society.”
Eri recalls two formative encounters with English:
(1) At age 5: She watched The Sound of Music with her parents at home in Osaka. Fascinated by the songs, she began singing along in English, learning naturally through play and imitation. Her mother, a singer, would often sing along with her and her older sister, creating a musical environment.
(2) Around grade 3: Through her parents’ work, Eri interacted with English-speaking adults from various countries during weekend gatherings. Observing her sister fluently communicate, Eri felt frustration and a desire to speak English herself, realizing that English is a tool for human communication.
Soon after, she joined an English conversation club at school, participating in one-hour sessions with role-playing and new phrases. This marked her first formal, enjoyable stage of English learning. She was motivated by wanting to use English in real interactions, viewing practice as a game where learning and communication were closely linked.
Eri emphasizes that practical use makes English “her own”. Simple phrases like “Can I help you?” or “Where is the bathroom?” became valuable when applied in real interactions. Observing responses and hearing new words helped her pick up vocabulary naturally.
Later, she joined a local English conversation school and began private lessons with native speakers, extracting learning materials beyond the standard curriculum. She describes this period as a formative time for developing curiosity and learning habits, particularly asking beyond the textbook in one-on-one settings.
Entering a prestigious private girls’ school with strong English education, Eri experienced academic rigor:
– Weekly English hours increased over grades.
– The focus on grammar and rapid advancement initially made learning feel distant from daily life.
– She realized that understanding the practical value of grammar and vocabulary was essential for motivation.
Despite challenges, she maintained a strong personal identity in English through speaking, though she felt frustration with formal tests, contrasting with her earlier joy in communication-based learning.
In grade 9, Eri attended a one-month summer school in Canada with students from various countries and grades. Placed in a high-level class, she struggled initially to follow rapid conversations, experiencing her first major communication challenge outside Japan.
Through observation and experimentation, she adapted by embracing what she called the “Brazilian style”—speaking naturally without over-focusing on grammar. This approach led to confidence in expressing herself and participating in discussions, motivating her to continue learning and accumulating vocabulary and grammar as a “deposit” for future use.
Eri chose a Japanese-inclusive boarding school in Switzerland, seeking a multicultural environment rather than a purely English-speaking country.
– Year 1: ESL classes covered 40–50% of lessons, supplemented by Japanese instruction.
– Year 2 onward: She opted for the course leading to overseas university, studying core subjects like math and physics in English.
– Teachers were native speakers of English; instruction was entirely communicative, offering perspectives different from Japanese education.
This setting further enhanced her ability to use English for learning across subjects.
During summer between Years 1 and 2, Eri stayed six weeks with an American family in a rural area, attending a local high school.
– She faced a new level of challenge, interacting with peers whose English differed from ESL experiences.
– Despite struggles, this experience highlighted that her ESL skills were foundational but not yet sufficient for native-level immersion, creating motivation for further improvement.
Back in Japan for university, surrounded by returnee students, Eri intentionally sought opportunities to use English. She also prepared for overseas graduate studies, training in English for academic subjects.
Her trajectory shows a pattern: identify a challenge, observe and adapt, and actively create opportunities for English use, transforming both motivation and ability through deliberate, real-world practice.
