Early Childhood English Education in China

  • Zhenyou Yu
  • Jiening Ruan
Part of the Multilingual Education book series (MULT, volume 3)


This chapter begins with an overview of four stages of development in early childhood English education in China, dating back from the Opium Wars and continuing to the present time. The authors explore various factors that have contributed to the current strong demand for English instruction in early childhood programs in China. Major English curriculum content covered in these programs includes English conversation, as well as nursery rhymes, folk songs, stories, and other activities. Four of the most frequently utilized instructional approaches for teaching English to young children—the Translation Method, Audiolingual Method, Total Physical Response Approach, and Immersion Method—are also presented with examples provided to illustrate how each approach could be implemented. The chapter ends with a discussion of issues and challenges facing early childhood English programs in China, including a lack of standards and qualified kindergarten English teachers, and provides recommendations for the future.


Early Childhood English Proficiency Instructional Approach Kindergarten Teacher English Learning 
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Copyright information

© Springer Science+Business Media Dordrecht 2012

Authors and Affiliations

  1. 1.Department of Pre-School EducationChina Women’s UniversityBeijingChina
  2. 2.Jeannine Rainbolt College of EducationUniversity of OklahomaNormanUSA

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