Early language learning in context : a critical socioeducational perspective
Author(s)
Bibliographic Information
Early language learning in context : a critical socioeducational perspective
（Early language learning in school contexts, 7）
Multilingual Matters, [2022]
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Content Type: text (rdacontent), Media Type: unmediated (rdamedia), Carrier Type: volume (rdacarrier)
Includes bibliographical references and index
Summary: "This book critically analyzes early school foreign language teaching policy and practice across six geographical contexts. Criticizing the worldwide trend for a focus on English, it argues for a broader perspective that values multilingualism and knowledge of regional and indigenous languages alongside a more diverse range of foreign languages"-- Provided by publisher
Contents of Works
- Rationales for early language learning in state sector education systems
- Thailand: An educational paradox
- South Korea: A severe case of 'English fever'
- Sri Lanka: language education and peace-building in primary schools
- Equity and multilingual diversity in primary language teaching and learning in Malaysia
- Early language teaching and learning in Ontario, Canada, and Finland: Experiences of bilingualism and multilingualism
- Re-thinking early language learning in state sector education systems
Description and Table of Contents
Description
This book critically analyses early school foreign language teaching policy and practice, foregrounding the influence of the socioeducational and cultural context on how policies are implemented and assessing the factors which either promote or constrain their effectiveness. It focuses on four Asian contexts - Malaysia, South Korea, Sri Lanka and Thailand - while providing a discussion of policy and practice in Canada and Finland as a comparison. Concentrating on the state school sector, it criticises the worldwide trend for a focus on English as the principal or only foreign language taught in primary schools, founded on a rationale that widespread proficiency in English is important for future national success in a globalised economy. It maintains that the economic rationale is not only largely unfounded and irrelevant to the language learning experiences of young children but also that the focus on English exacerbates system inequalities rather than contributing to their reduction. The book argues for a broader perspective on language learning in primary schools, one that values multilingualism and knowledge of regional and indigenous languages alongside a more diverse range of foreign languages. This book will appeal to educational policymakers, researchers and students interested in early foreign language learning in state educational systems worldwide.
Table of Contents
Acknowledgements
Chapter 1. Rationales for Early Language Learning in State Sector Education Systems
Chapter 2. Thailand: An Educational Paradox
Chapter 3. South Korea: A Severe Case of 'English Fever'
Chapter 4. Sri Lanka: Language Education and Peace-Building in Primary Schools
Chapter 5. Equity and Multilingual Diversity in Primary School Language Teaching and Learning in Malaysia
Chapter 6. Early Language Teaching and Learning in Ontario, Canada and Finland: Experiences of Bilingualism and Multilingualism
Chapter 7. Rethinking Early Language Learning in State Sector Education Systems
References
Index
by "Nielsen BookData"
