Early Language Learning in Context: A Critical Socioeducational Perspective

by David Hayes

Overview

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.

Product Details

ISBN-13:	9781800415843
Publisher:	Channel View Publications
Publication date:	08/19/2022
Series:	Early Language Learning in School Contexts , #7
Pages:	208
Product dimensions:	6.15(w) x 9.20(h) x 0.60(d)

About the Author

David Hayes is Professor of Applied Linguistics at Brock University, Canada. His research interests include foreign language policy and practice in state education systems, the sociopolitics of English language teaching, continuing professional development for foreign language teachers and language, conflict and social cohesion.

Table of Contents

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

Editorial Reviews

Hayes’ detailed and critical analyses of early language learning policies in six different countries – Thailand, South Korea, Sri Lanka, Malaysia, Finland, and Canada – beautifully and powerfully illustrate the complex realities and importance of situating policies in specific societal and linguistic contexts. This book is highly recommended for anyone interested in language education policies.

Yuko Goto Butler

I thoroughly enjoyed reading this book because it educated me about little-known contexts of early language education, thereby critically analysing – and partly dissecting – the political, economic and educational rationales underlying policies and practice of early language learning. The spirit of equity and justice ingrained in many aspects of the analysis and argumentation in this book is admirable.

Eva Wilden

This book brings alive the vital role of the socio-educational context on the success, or otherwise, of foreign language learning in primary school. The book bristles with research insights from a range of contexts and provides a solid basis for re-imagining language education in state-sector primary education globally. It is a wonderful resource for language policy makers, researchers, teachers, and teacher educators.

Kuchah Kuchah

Hayes' detailed and critical analyses of early language learning policies in six different countries - Thailand, South Korea, Sri Lanka, Malaysia, Finland, and Canada - beautifully and powerfully illustrate the complex realities and importance of situating policies in specific societal and linguistic contexts. This book is highly recommended for anyone interested in language education policies.-- "Yuko Goto Butler, Graduate School of Education, University of Pennsylvania, USA"

I thoroughly enjoyed reading this book because it educated me about little-known contexts of early language education, thereby critically analysing - and partly dissecting - the political, economic and educational rationales underlying policies and practice of early language learning. The spirit of equity and justice ingrained in many aspects of the analysis and argumentation in this book is admirable.-- "Eva Wilden, University of Duisburg-Essen, Germany"

This book brings alive the vital role of the socio-educational context on the success, or otherwise, of foreign language learning in primary school. The book bristles with research insights from a range of contexts and provides a solid basis for re-imagining language education in state-sector primary education globally. It is a wonderful resource for language policy makers, researchers, teachers, and teacher educators.-- "Kuchah Kuchah, University of Leeds, UK"

From the Publisher