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Article published In:
National foreign language policies for primary schools: Global perspectives
Edited by Janet Enever
[Language Teaching for Young Learners 2:2] 2020
► pp. 240–261
Research articles

Language education policy and practice in state education systems

Promoting effective practice in foreign language education for young learners

| Brock University

This article considers the complexity of factors involved in developing foreign language educational policy, with a particular focus on English at the primary level, which fosters student achievement in state educational systems. It examines both those factors which underpin a successful education system in general (such as equitable provision for all socio-economic groups within the society) as well as factors which affect language teaching policy and practice for primary school learners in particular (such as a curriculum which offers teachers and children opportunities to engage in language use which is meaningful in their contexts). The status and training of highly skilled foreign language teachers for primary aged learners is also accorded due weight. Using case studies of English as a foreign language in the school systems of South Korea and Thailand, the article emphasizes the importance of policies which are appropriate to their educational and socio-cultural context and realistic objectives for young children’s early engagement with learning a foreign language if it is to be a positive experience in primary schools.

Keywords: foreign language education policy, primary schools, state education systems, South Korea, Thailand
Article outline
  • Rationales for learning English: Age and L2 learning
  • English and economic opportunity
  • English and competitive advantage
  • Learning English in primary schools: Case studies of achievement and under-achievement
  • Thailand, general educational quality and English
  • South Korea and ‘English fever’
  • Implications for policy and practice in early English as a foreign language learning in state educational systems
  • Conclusion
  • Notes
  • References
Published online: 8 July 2020
DOI logo
https://doi.org/10.1075/ltyl.19017.hay
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