Early Mandarin Learning in South America: Present and Future Directions

Abstract

The present chapter proceeds from the analysis of language education policies at the state level to the description of program implementation in elementary schools, with a focus on teaching Mandarin at the early grades in three countries: Argentina, Chile, and Paraguay. Since there is a lack of specific guidelines for Mandarin teaching at the state level in all three countries, the chapter focuses on issues of access policy—following the framework provided by Kaplan and Baldauf (Language-in-education policy and planning. In: Hinkel E (ed) Handbook of research in second language teaching and learning. Lawrence Erlbaum, pp 1013–1034, 2005)—describing the efforts made at schools and institutions to provide programs at the primary school level (students of 6–12 years of age) and the rationale to implement them from an early age (kindergarten and first grade). The conclusion presents the common characteristics of programs in all three countries and reflects on the articulation of such programs with language-in-education policies. A final analysis, following a bottom-up approach to language planning, opens up to suggestions about orientations and guidelines for the teaching and learning of Mandarin in South America.

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