Early Language Learning in Context

David Hayes

Description

Argues for a broader perspective of foreign language learning to include regional and non-dominant indigenous languages rather than focusing solely on English

This book critically analyses early school foreign language teaching policy and practice, foregrounding the influence of the socioeducational and cultural context on how policies are implemented and assessing the factors which either promote or constrain their effectiveness. It focuses on four Asian contexts – Malaysia, South Korea, Sri Lanka and Thailand – while providing a discussion of policy and practice in Canada and Finland as a comparison. Concentrating on the state school sector, it criticises the worldwide trend for a focus on English as the principal or only foreign language taught in primary schools, founded on a rationale that widespread proficiency in English is important for future national success in a globalised economy. It maintains that the economic rationale is not only largely unfounded and irrelevant to the language learning experiences of young children but also that the focus on English exacerbates system inequalities rather than contributing to their reduction. The book argues for a broader perspective on language learning in primary schools, one that values multilingualism and knowledge of regional and indigenous languages alongside a more diverse range of foreign languages. This book will appeal to educational policymakers, researchers and students interested in early foreign language learning in state educational systems worldwide.

Acknowledgements

Chapter 1. Rationales for Early Language Learning in State Sector Education Systems

Chapter 2. Thailand: An Educational Paradox

Chapter 3. South Korea: A Severe Case of ‘English Fever’

Chapter 4. Sri Lanka: Language Education and Peace-Building in Primary Schools

Chapter 5. Equity and Multilingual Diversity in Primary School Language Teaching and Learning in Malaysia

Chapter 6. Early Language Teaching and Learning in Ontario, Canada and Finland: Experiences of Bilingualism and Multilingualism

Chapter 7. Rethinking Early Language Learning in State Sector Education Systems

References

Index

Sujets

• Disciplines
• Language Arts
• Teaching
• POLITICAL SCIENCE
• EDUCATION
• Lettres et linguistique
• Study
• Level
• Professional
• Postgraduate education
• Globalization
• School
• Elementary
• Research
• Postgraduate

Informations

• Publié par: Channel View Publications
• Date de parution: 19 août 2022
• Nombre de lectures: 0
• EAN13: 9781800415867
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Early Language Learning in Context
EARLY LANGUAGE LEARNING IN SCHOOL CONTEXTS
Series Editor : Janet Enever , Umeå University, Sweden
The early learning of languages in instructed contexts has become an increasingly common global phenomenon during the past 30 years, yet there remains much work to be done to establish the field as a distinctive area for interdisciplinary investigation. This international research series covers children learning second, foreign and additional languages in educational contexts between the ages of approximately 3 and 12 years. The series will take a global perspective and encourage the sharing of theoretical discussion and empirical evidence on transnational issues. It will provide a platform to address questions raised by teachers, teacher educators and policy makers who are seeking understanding of theoretical issues and empirical evidence with which to underpin policy development, implementation and classroom procedures for this young age group. Themes of particular interest for the series include: teacher models and teacher development, models of early language learning, policy implementation, motivation, approaches to teaching and learning, language progress and outcomes, assessment, intercultural learning, sustainability in provision, comparative and transnational perspectives, cross-phase transfer issues, curriculum integration – additional suggestions for themes are also most welcome.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
EARLY LANGUAGE LEARNING IN SCHOOL CONTEXTS: 7
Early Language Learning in Context
A Critical Socioeducational Perspective
David Hayes
MULTILINGUAL MATTERS
Bristol • Jackson
DOI https://doi.org/10.21832/HAYES5843
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Hayes, David, author.
Title: Early Language Learning in Context: A Critical Socioeducational Perspective/David Hayes.
Description: Jackson [Tennessee]: Multilingual Matters, [2022] | Series: Early Language Learning in School Contexts: 7 | Includes bibliographical references and index. | Summary: “This book critically analyzes early school foreign language teaching policy and practice across six geographical contexts. Criticizing the worldwide trend for a focus on English, it argues for a broader perspective that values multilingualism and knowledge of regional and indigenous languages alongside a more diverse range of foreign languages”—Provided by publisher.
Identifiers: LCCN 2022016331 (print) | LCCN 2022016332 (ebook) | ISBN 9781800415843 (hardback) | ISBN 9781800415836 (paperback) | ISBN 9781800415850 (pdf) | ISBN 9781800415867 (epub)
Subjects: LCSH: Native language and education. | Language and languages—Study and teaching. | English language—Study and teaching—Foreign speakers.
Classification: LCC LC201.5 .H39 2022 (print) | LCC LC201.5 (ebook) | DDC 370.117/5—dc23/eng/20220609
LC record available at https://lccn.loc.gov/2022016331
LC ebook record available at https://lccn.loc.gov/2022016332
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-80041-584-3 (hbk)
ISBN-13: 978-1-80041-583-6 (pbk)
Multilingual Matters
UK: St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2022 David Hayes.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by Nova Techset Private Limited, Bengaluru and Chennai, India.
Printed and bound in the UK by the CPI Books Group Ltd.
For
Toye Chanpen Hayes
with endless gratitude for her love, patience and understanding
Contents
Acknowledgements
1 Rationales for Early Language Learning in State Sector Education Systems
Introduction
The Value of Learning Additional Languages in Primary Schools (and Beyond)
Policy Rationales for Prioritising Learning English in Primary Schools
The Impact of Learning English on Children in School
(English) Language Learning in Primary Schools in State Educational Systems
2 Thailand: An Educational Paradox
Introduction
The Thai Context: Languages, National Economic Development and the Quality of the Education System
Basic Education in Thailand, the Curriculum and the Place of Foreign Languages
In the Classroom
Teachers’ Subject Knowledge: English Language Levels
Teachers, Curriculum and Training
Reflections: Resolving the Educational Paradox in English Language Teaching and Learning in Thai Primary Schools
3 South Korea: A Severe Case of ‘English Fever’
Introduction
Languages, the Economy and Education
Teaching, the Curriculum and English
Initial Teacher Training, Homeroom Teachers and English Specialists in Schools
‘Native Speaker’ Teacher Programmes
Private Tuition and its Impact
Social Stratification in Korea, Education and English
Reflections: Future Directions for English Language Teaching and Learning in South Korean Primary Schools
4 Sri Lanka: Language Education and Peace-Building in Primary Schools
Introduction
The Sociopolitical Framework for Primary School Language Education in Sri Lanka
Language Education and ‘Positive Peace’
The Education System
Second National Language Learning and Interethnic Attitudes in the Primary School
The Status, Teaching and Learning of English, the ‘Link’ Language
Reflections: Languages in Primary Schools and Social Cohesion
5 Equity and Multilingual Diversity in Primary School Language Teaching and Learning in Malaysia
Introduction
The Linguistic Landscape of Malaysia, National Language Policies and Educational Language Policies
The Primary Curriculum and the Teaching of English
Curriculum Change, Teachers and Context
Teacher’s English Language Proficiency, Pedagogical Skills and Continuing Professional Development (CPD)
CPD and the Implementation of KBSR and KSSR
Reflections: Socioeconomic Disparities in English Language Learning, Vernacular Language Endangerment and Multilingualism
6 Early Language Teaching and Learning in Ontario, Canada and Finland: Experiences of Bilingualism and Multilingualism
Introduction
Canada: Languages, Language Policies and Language Practices
Elementary Schooling, Languages and Language Education Policy in Ontario
Multilingualism, Language Diversity and FSL
Finland: Languages, Language Policies and Languages in Education
Finnish Education and International Comparisons
English and Foreign Language Diversity in Basic Education
The Ecology of Schooling in Finland
Reflections: Contrasting Experiences of Bilingualism and Multilingualism
7 Rethinking Early Language Learning in State Sector Education Systems
Early Language Learning, Education and United Nations Goals
Revisiting the Economic Rationale: Languages, National Economies and Education
Revisiting Issues of Curriculum, Policy and Practice
Educational Ecosystems and Early Language Learning
Concluding Thoughts
References
Index
Acknowledgements
It has been a great pleasure to work with the team at Multilingual Matters on this book, all of whom are models of professionalism and support. I feel, however, that I should single out for special thanks Janet Enever, the series editor, who helped to sustain my motivation over the time it took to get the manuscript completed and who offered consistently helpful feedback; also Laura Longworth who was understanding and encouraging in equal measure as the book was being written; and Rosie McEwan who efficiently shepherded the manuscript to its final form. I would also like to thank the external reviewer for insightful comments and suggestions to improve the manuscript. Last, but very far from least, I owe a considerable debt of gratitude to the numerous colleagues in the schools, colleges, universities and Ministries of Education in all the countries in which I have worked over the years and from whom I have learnt – and continue to learn – so much.
The author and publisher are grateful to the following for permission to reproduce copyright material: John Benjamins Publishing Company Amsterdam/Philadelphia for Table 2.3 from page 248 of ‘Language education policy and practice in state education systems: Promoting effective practice in foreign language education for young learners’ by David Hayes, in Language Teaching for Young Learners 2 (2), 2020, https://doi.org/10.1075/lytl/19017.hay ; the Commissioner General, Educational Publications Department, Ministry of Education, Sri Lanka for Figure 4.1 from page 81 of Let’s Learn English, Pupil’s Book, Grade 3 ; the Finnish Education Evaluation Centre for Figure 6.2 from page 22 of Outcomes of Language Learning at the End of Basic Education in 2013 by R. Hildén, M. Härmälä, J. Rautopuro, M. Huhtanen, M. Puukko and C. Silverström. Every reasonable effort has been made to locate, contact and acknowledge copyright owners. Any errors will be rectified in future editions.
1 Rationales for Early Language Learning in State Sector Educ