Early Language Learning Policy in the 21st Century

An International Perspective
1. Auflage 2021
ISBN: 978-3-030-76253-7
Verlag: Springer

Buch, Englisch, 317 Seiten, Format (B × H): 155 mm x 235 mm, Gewicht: 511 g

Reihe: Language Policy

This volume analyses the policymaking, expectations, implementation, progress, and outcomes of early language learning in various education policy contexts worldwide. The contributors to the volume are international researchers specialising in language policy and early language learning and their contributions aim to advance scholarship on early language learning policies and inform policymaking at the global level. 

The languages considered include learning English as a second language in primary schools in Japan, Mexico, Serbia, Argentina, and Tanzania; Spanish language education in the US and Australia; Arabic as a second language in Israel and Bangladesh; Chinese in South America and Oceania; and finally, early German teaching and learning in France and the UK.

Zielgruppe

Research

Autoren/Hrsg.

Zein, Subhan

Coady, Maria R.

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Vergleichende und Empirische Bildungsforschung
• Geisteswissenschaften Sprachwissenschaft Sprachpolitik
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Vorschul- und Kindergartenpädagogik
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

Chapter 1. Introduction to Early Language Learning Policy in the 21st Century (Subhan Zein)

Part 1. Providing Access and Strengthening Community

Chapter 2. Struggling for a Diverse but Fair Policy: Policy Challenges to Implementing English at the Primary School Level in Japan (Yuko Goto Butler)

Chapter 3. Early childhood foreign language learning and teaching in Serbia: A Critical Overview of Language Education Policy and Planning in Varying Historical Contexts (Jelena Filipovic et al)

Chapter 4. Early Mandarin Learning and Language-In-Education Policy and Planning in the Oceania (Grace Yue Qi)

Part 2. Redesigning Curriculum and Enhancing Instruction

Chapter 5. Intercultural Understanding in Early Spanish Language Learning: A Policy Perspective from Queensland, Australia (Adriana Raquel Dìaz)

Chapter 6. Arabic as an Early Language Learning Provision in Bangladesh: Policy Perspectives (M. Obaidul Hamid et al)

Chapter 7. Early English Language Learning in Tanzania in Relation to Language Policy (Eustard R. Tibategeza et al)

Part 3. Preparing High Quality Teachers

Chapter 8. Long Tradition, New Scenarios for Early English Language Learning Policy in Argentina (Cristina Banfi et al)

Chapter 9. Early Arabic Language Learning Policies and Practices in Israel: Historical and Political Factors (Ruwaida Abu Rass)

Chapter 10. Where Have Personnel Policies on Early English Language Learning Taken us in Mexico so far? (Laura García Landa)

Part 4. Connecting Domains Across Language Policy

Chapter 11. The Context of Schooling for Early Learners of Spanish in the United States (Maria F. Coady et al)

Chapter 12. Early Mandarin Learning in South America: Present and Future Directions (Evelia Romano et al)

Chapter 13. German Teaching and Learning in Early Years and Primary Schools in the UK (Hazel Crichton)

Conclusion

Chapter 14. Language Policy for Starting Early, Reflections and Considerations (Joseph Lo Bianco)

Index

Über Autor(innen)

Subhan Zein (Ph.D., Australian National University) teaches at the University of Queensland, Australia. He is the author of Language policy in superdiverse Indonesia (Routledge, 2020) and the lead editor of Early language learning and teacher education: International research and practice (Multilingual Matters, 2019) and English language teacher preparation in Asia: Policy, research and practice (Routledge, 2018); he is also the editor of Teacher education for English as a lingua franca: Perspectives from Indonesia (Routledge, 2018). He is Asia TEFL Director of Research Publications and Principal Investigator of the British Council’s English across ASEAN Education Systems Scoping Research (2020-2021).
Maria Coady is a Professor of English to Speakers of Other Languages (ESOL) and Bilingual Education at the University of Florida. Dr. Coady is the past Chair of the Florida Association for Bilingual Education (FABE) and the AERA Bilingual Education Research special interest group. She was awarded the Exemplary Contributions to Practice-Engaged Research Award by AERA in 2020 and the Distinguished Chair of Humanities and Social Sciences by the Fulbright Commission for work in Poland in 2021.