Policy and practice in early language learning
Since the 1990s the inclusion of additional languages in primary and kindergarten curricula has become the norm in many jurisdictions globally. Too frequently however, only limited attention has been paid to the satisfactory preparation of schools, teachers, families and the wider community in accommodating this major reform to school curricula. Substantially more research is now needed to call attention to continuing weaknesses in the system which need to be addressed if young children are to fully benefit from the rich linguistic and cultural learning that additional languages may offer. In this volume of the AILA Review, we include seven papers from diverse global contexts to interrogate questions related to pedagogy, the learner and teacher expertise. Our final paper reflects on the challenges presented by these changes in the ecological systems of early foreign and second language learning environments, inviting readers to seek out new understandings of the opportunities they may offer.
[AILA Review, 32] 2019. iv, 186 pp.
Publishing status: Available
Table of Contents
IntroductionJanet Enever & Patricia Driscoll | pp. 1–9
Looking beyond the local: Equity as a global concern in Early Language LearningJanet Enever | pp. 10–35
The hidden curriculum of work in English language education: Neoliberalism and early English programs in public schoolingPeter Sayer | pp. 36–63
Cultural threads in three primary schools: Introducing a critical cosmopolitan framePatricia Driscoll & Adrian Holliday | pp. 64–90
Using young learners’ language environments for EFL learning: Ways of working with linguistic landscapesJana Roos & Howard Nicholas | pp. 91–111
Young immersion learners’ language use outside the classroom in a minority language contextPádraig Ó Duibhir & Laoise Ní Thuairisg | pp. 112–137
Perspectives on bi- and multilingual children’s participation in kindergartens in IcelandHanna Ragnarsdóttir | pp. 138–159
The impact of teaching quality and learning time on primary EFL learners’ receptive proficiency: Preliminary findings from the TEPS studyEva Wilden & Raphaela Porsch | pp. 160–177
Common challenges in diverse contextsYuko Goto Butler | pp. 178–186