Editorial

Enever, Janet

doi:10.1075/ltyl.00016.edi

Editorial published In:

National foreign language policies for primary schools: Global perspectives
Edited by Janet Enever
[Language Teaching for Young Learners 2:2] 2020
► pp. 157–161

Editorial

Janet Enever | Umeå University , Sweden | King’s College London

Article outline

Politics
Outcomes
Teacher supply and expertise
References

This article is available free of charge.

Published online: 8 July 2020

https://doi.org/10.1075/ltyl.00016.edi

References

Johnstone, R.

(2018) Language policy and English for young learners in early education. In S. Garton & F. Copland (Eds.), The Routledge handbook of teaching English to young learners (pp.12–29). London: Routledge.

Kirkpatrick, A., & Liddicoat, A.

(Eds.) (2019) The Routledge international handbook of language education policy in Asia. London: Routledge.

Oliver, R., & Nguyen, B.

(Eds.) (2018) Teaching young second language learners: Practice in different classroom contexts. New York, NY: Routledge.

Rego, E.

(2012) Policy dialogues conference, English for the future, Cartagena de Indias, Colombia 2 October 2012.

Rixon, S.

(2013) British Council survey of policy and practice in primary English language teaching worldwide. London: British Council.

Rokita-Jaśkow, J., & Ellis, M.

(Eds.) (2019) Early instructed second language acquisition: Pathways to competence. Bristol: Multilingual Matters.

UNESCO

(2011) International Standard Classification of Education. Retrieved from [URL]> (24 March 2020).

Wang, Q.

(2009) Primary English in China: Policy, curriculum and implementation. In M. Nikolov (Ed.), The age factor and early language learning (pp. 277–310). Berlin: Mouton de Gruyter.

Wikun, G., & Bugge, L. S.

(2014) Student performance in teacher education in Norway: The impact of student, institutional and structural factors. European Journal of Teacher Education, 37(4), 442–452.