Overview
- Offers insights on various languages that are taught as a second language in early childhood education worldwide
- Focuses on language education policies that shape and change early second language learning exploring future directions
- Advances scholarship on early language learning policies and inform policymaking
Part of the book series: Language Policy (LAPO, volume 26)
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Table of contents (15 chapters)
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Providing Access and Strengthening Community
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Redesigning Curriculum and Enhancing Instruction
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Preparing High Quality Teachers
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Connecting Domains Across Language Policy
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Conclusion
Keywords
About this book
This volume analyses the policymaking, expectations, implementation, progress, and outcomes of early language learning in various education policy contexts worldwide. The contributors to the volume are international researchers specialising in language policy and early language learning and their contributions aim to advance scholarship on early language learning policies and inform policymaking at the global level.
The languages considered include learning English as a second language in primary schools in Japan, Mexico, Serbia, Argentina, and Tanzania; Spanish language education in the US and Australia; Arabic as a second language in Israel and Bangladesh; Chinese in South America and Oceania; and finally, early German teaching and learning in France and the UK.
Reviews
“Zein and Coady break new ground with this publication – an edited collection of papers providing insights to the implementation of widely spoken languages in the primary school curriculum. Policies for the introduction of Arabic, German, Kiswahili, Mandarin Chinese and Spanish are discussed alongside English as a foreign language, adopting a historical approach in accounting for how the neoliberal turn presents a continuing challenge to valuing languages other than English. Each chapter is informed by the author’s detailed knowledge of the policy context, including countries as diverse as Argentina, Australia, Bangladesh, Chile, Israel, Japan, Mexico, New Zealand, Paraguay, Serbia, Tanzania, United Kingdom and United States. Together, this collection serves as a rallying call to policy makers for comprehensive investment in additional language programmes for early language learners. I strongly recommend this volume for graduate students, researchers and decision-makers interested in understanding the challenges of early language teaching policy and practice worldwide.” (Janet Enever, Professor Emerita, Umeå University, Sweden)
Editors and Affiliations
About the editors
Maria Coady is a Professor of English to Speakers of Other Languages (ESOL) and Bilingual Education at the University of Florida. Dr. Coady is the past Chair of the Florida Association for Bilingual Education (FABE) and the AERA Bilingual Education Research special interest group. She was awarded the Exemplary Contributions to Practice-Engaged Research Award by AERA in 2020 and the Distinguished Chair of Humanities and Social Sciences by the Fulbright Commission for work in Poland in 2021.
Bibliographic Information
Book Title: Early Language Learning Policy in the 21st Century
Book Subtitle: An International Perspective
Editors: Subhan Zein, Maria R. Coady
Series Title: Language Policy
DOI: https://doi.org/10.1007/978-3-030-76251-3
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2021
Hardcover ISBN: 978-3-030-76250-6Published: 23 September 2021
Softcover ISBN: 978-3-030-76253-7Published: 24 September 2022
eBook ISBN: 978-3-030-76251-3Published: 22 September 2021
Series ISSN: 1571-5361
Series E-ISSN: 2452-1027
Edition Number: 1
Number of Pages: XIV, 317
Number of Illustrations: 1 b/w illustrations
Topics: Language Education, Educational Policy and Politics, Language Policy and Planning, Early Childhood Education, International and Comparative Education