Research articles
Language education policy and practice in state education systems
Promoting effective practice in foreign language education for young learners
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.
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
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