A discussion of the use of Japanese in the English language classroom in Japan proposes that whatever justification is given for the English-only classroom is based on two flawed arguments: (1) outright rejection of the traditional grammar-translation method; and (2) the false assumption that an English-only requirement is an essential element of current "communicative" methodologies. The translation element of the grammar-translation method has been blamed for the failure of Japanese-speakers to learn English; however, it is claimed here that the emphasis on grammar, which focuses on the referential meaning of a phrase rather than its social meaning, is instead at fault. An alternative "functional-translation" method is preferred because such an approach places emphasis first on helping the student understand and convey the meaning of ideas that are the most useful to him; only then is the appropriate grammar sought out as the framework in which to express those ideas. Materials and classroom procedures for the grammar-translation and functional translation methods are compared and contrasted, and some sample bilingual (Japanese-English) classroom activities are described. (Contains 39 references.) (MSE)