Thoughts on the Establishment of Eiken Levels 6 and 7
The 'Sense of Discomfort' Felt by Instructors in the Field and the Essence of the Matter
The news that the Eiken Association has announced
starting from the third session of the 2026 fiscal year, they will establish Eiken Levels 6 and 7.
At first glance, this might appear to be a positive policy,
aimed at 'providing an entry point for English learning to even younger age groups'
and 'increasing motivation for learning.'
However, speaking from the perspective of an instructor teaching in the field,
to be honest, I feel a strong sense of discomfort.
Lower levels = Younger age
That reality is no longer 'English instruction'
The demographic taking Levels 6 and 7 will almost certainly
consist primarily of preschoolers to lower elementary school students.
What will the teaching environment for this age group be like?
They cannot sit still and write the alphabet
They cannot concentrate for 50 minutes
Mood and emotional swings dictate learning efficiency
Whether they 'like the teacher' is more important than 'English'
This is,
more of a role closer to a childcare worker than an English instructor.
Of course, it is true that children are adorable.
There is also the joy of watching them grow.
However,
whether there is any point in evaluating that through a qualification system called an 'English Proficiency Test'
remains a major question.
The more a test is subdivided, the lower the 'value of passing' becomes
What is the original role of a proficiency test?
▶ Objectively measuring learning achievement
▶ Certifying a certain level of English proficiency
▶ Serving as an indicator for school advancement and evaluation
However, the more granular the grades become,
the weight of "passing" will certainly diminish.
Passing Grade 6, passing Grade 7
Will that be something that can be written on a
resume or school report in the future?
Will it be evaluated in entrance exams?
The answer is likely NO. Even though Grade Pre-2 Plus was just established between Grade 2 and Grade Pre-2,
"Giving a sense of accomplishment" and "building actual ability" are different things
What is needed for the younger age group is not
a certificate of passing
a grade number
a qualification as a title
.
What is needed is
not letting them develop a rejection of English
getting used to the sounds
an experience of feeling that learning is fun
.
Passing a test is
a result, not the goal.
Nevertheless,
the moment "test preparation to make them pass" begins,
English becomes just a chore.
The burden on instructors will certainly increase
There is another reality that cannot be overlooked.
Instruction for younger ages and lower grades is,
It is time-consuming
It is mentally taxing
Individual differences are significant
Results are difficult to quantify
Nevertheless, it is difficult to raise the unit price for instruction.
As a result,
instructor burnout
inconsistencies in teaching quality
an increase in lessons focused solely on passing exams
are the future I foresee.
What is truly needed is not 'grades' but 'guidelines'
I myself do not deny English education for young children in itself.
What is needed is,
learning guidelines appropriate for their age
providing accurate information to parents
clear guidelines on 'when to take the test'
is it not?
English education is not a case of 'the earlier, the better'
English is a cumulative subject. However, at the same time, it is a language that only flourishes when the mind is ready.
However, at the same time, it is a language that only flourishes when the mind is ready.
Increasing the number of grades
is not necessarily a shortcut to improving English proficiency.
Rather,
if we misjudge 'when, what, and how far to go,'
we could end up mass-producing people who hate English.
Precisely because it is a certification system,
calmness and caution are required.