Figure 2 - uploaded by Takunori Terasawa
Content may be subject to copyright.
Source publication
The paper aims to systematically organize the debate surrounding English education in elementary schools (EEES) that has taken place since the late 1990s and to provide implications for future discussions. Through a qualitative content analysis of the literature, the following findings were obtained. (1) Pro-EEES arguments can be classified into si...
Contexts in source publication
Context 1
... illustrate this structure by using the first type of proEEES arguments, that is, "EEES should be introduced in order to develop English language skills" (hereafter referred to as PR1). PR1 can be bro ken down into several descriptive statements, as shown in Figure 2. ...
Context 2
... first pattern of proEEES arguments, PR1, is illustrated as follows (see Figure 2 above). In creasing internationalization and globalization have boosted the importance of English language skills; thus, Japanese people should obtain a much higher level of English proficiency than ever. ...
Context 3
... NE type of criticisms can be classified as (a) it is not effective because its "diagnosis" (i.e., the perception of the current social situation) is wrong and (b) it is not effective because its "efficacy" (i.e., expected outcomes) is wrong. The proEEES arguments, as Figures 2 to 7 show, have four types of "diagnosis" and five types of "efficacy." This means that in theory, opponents can offer a total of nine types of counterarguments. ...
