Abstract
In any discussion concerning English language teaching/learning in Japan, it would be almost unthinkable to find arguments that make an outright denial of the value and significance of developing learners’ reading proficiency in this specific target language. What has very often been ignored or slighted here, on the other hand, is possible difficulties in defining the term “English reading proficiency,” whose meanings could depend totally on different contexts in which the language is taught/learned. For those who are teaching/learning the English language in Japan in this day and age, it would be relevant to ask, for instance, whose English reading proficiency is at stake, towards what aims this proficiency should be oriented, and how this proficiency could best be cultivated. The eleventh annual conference of JAILA included a symposium addressing this challenging topic, regarding which four panelists presented their views grounded on their educational experience in different contexts. This paper is the report of this meaningful event, with the presentations by three of the four panelists briefly summarised.
https://ror.org/02pc6pc55 
