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.

This exciting book brings all new attention to an often overlooked but critically important issue. Zein and Coady make a compelling argument to move beyond debates over critical periods and benefits of earlylanguage learning, and instead engage in practical language policy research that best informs the conditions under which early language learning programs can be most successful for teachers and young children. The rich international examples from expert scholars across six continents and several world languages perfectly captures the complexities of early language learning policy making and implementation. Wayne Wright, Professor, Purdue University, USA

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

Autorentext

Subhan Zein (Ph.D., Australian National University) teaches at the University of Queensland, Australia. He is the author of Language policy in superdiverse Indonesia (Routledge, 2020) and the lead editor of Early language learning and teacher education: International research and practice (Multilingual Matters, 2019) and English language teacher preparation in Asia: Policy, research and practice (Routledge, 2018); he is also the editor of Teacher education for English as a lingua franca: Perspectives from Indonesia (Routledge, 2018). He is Asia TEFL Director of Research Publications and Principal Investigator of the British Council's English across ASEAN Education Systems Scoping Research (2020-2021). 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.

Inhalt

Chapter 1. Introduction to Early Language Learning Policy in the 21st Century (Subhan Zein)Part 1. Providing Access and Strengthening Community

Chapter 2. Struggling for a Diverse but Fair Policy: Policy Challenges to Implementing English at the Primary School Level in Japan (Yuko Goto Butler)

Chapter 3. Early childhood foreign language learning and teaching in Serbia: A Critical Overview of Language Education Policy and Planning in Varying Historical Contexts (Jelena Filipovic et al)

Chapter 4. Early Mandarin Learning and Language-In-Education Policy and Planning in the Oceania (Grace Yue Qi)

Part 2. Redesigning Curriculum and Enhancing Instruction

Chapter 5. Intercultural Understanding in Early Spanish Language Learning: A Policy Perspective from Queensland, Australia (Adriana Raquel Dìaz)

Chapter 6. Arabic as an Early Language Learning Provision in Bangladesh: Policy Perspectives (M. Obaidul Hamid et al)

Chapter 7. Early English Language Learning in Tanzania in Relation to Language Policy (Eustard R. Tibategeza et al)

Part 3. Preparing High Quality Teachers

Chapter 8. Long Tradition, New Scenarios for Early English Language Learning Policy in Argentina (Cristina Banfi et al)

Chapter 9. Early Arabic Language Learning Policies and Practices in Israel: Historical and Political Factors (Ruwaida Abu Rass)

Chapter 10. Where Have Personnel Policies on Early English Language Learning Taken us in Mexico so far? (Laura García Landa)

Part 4. Connecting Domains Across Language Policy

Chapter 11. The Context of Schooling for Early Learners of Spanish in the United States (Maria F. Coady et al)

Chapter 12. Early Mandarin Learning in South America: Present and Future Directions (Evelia Romano et al)

Chapter 13. German Teaching and Learning in Early Years and Primary Schools in the UK (Hazel Crichton)

Conclusion

Chapter 14. Language Policy for Starting Early, Reflections and Considerations (Joseph Lo Bianco) Index