TABLE OF CONTENTS
Editorial
Janet Enever | pp. 157–161
POLICY OVERVIEW
Global language policies: Moving English up the educational escalator
Janet Enever | pp. 162–191
RESEARCH ARTICLES
A critical analysis of the German public debate about an early start in primary foreign language education
Eva Wilden & Raphaela Porsch | pp. 192–212
Supporting foreign languages in an Anglophone world: Implementation challenges in English primary schools
Alison Porter, Florence Myles, Angela Tellier & Bernardette Holmes | pp. 213–239
Language education policy and practice in state education systems: Promoting effective practice in foreign language education for young learners
David Hayes | pp. 240–261
Improving Chinese students’ English reading through graded readers: Rationale, strategies and effectiveness
Qiang Wang, Zehang Chen & Xianglin Qi | pp. 262–301
BOOK REVIEWS
Rhonda Oliver & Bich Nguyen (Eds.). 2018. Teaching young second language learners: Practice in different classroom contexts
Reviewed by Grace Yue Qi | pp. 302–306
Joanna Rokita-Jaśkow & Melanie Ellis (Eds.). 2019. Early instructed second language acquisition: Pathways to competence
Reviewed by Sharon Harvey | pp. 307–312
Abstract
Global language policies:Moving English up the educational escalator
Janet Enever | Umeå University Sweden | King’s College London
This paper reviews patterns of primary foreign language policy across the world, analysing the development of policy and subsequent implementation processes with reference to the particular local histories and current politics at regional, national and supranational levels of governance. In providing an overview of current provision and recent research the paper draws on the theoretical frame of historical materialism to consider the impact of global forces in three economic regions of the world today in contexts where substantial growth in the provision of primary foreign languages is now evident – described by Graddol, with reference to English specifically, as a process of “moving up the educational escalator”. Themes threaded throughout the paper include power and resistance to soft policy, perspectives of social justice and an emerging global expectation for accountability and transparency with regard to primary foreign languages policy. In reviewing recent developments in the field of educational policy research the final section raises questions around the extent to which teachers may shape language policy in education, acting as critical interpreters of policy in an agentive role, adapting and refining national and local curriculum policy to meet the needs of their learners.
Keywords: language policy, primary, global forces, accountability, social justice
A critical analysis of the German public debate about an early start in primary foreign language education
Eva Wilden | University of Duisburg-Essen
Raphaela Porsch | University of Magdeburg
‘The early start is (not) effective’ is one of the arguments often used in the political debate about early start policies in foreign language (FL) education in Europe and beyond. This paper sets out to explore the central arguments repeatedly used in the political discourse and media coverage on primary FL education in the German context. These arguments, which sometimes are used by both supporters and critics of the early start, will be critically discussed with reference to available empirical findings. As the current political debate in Germany is closely linked to its particular context and the conditions of primary FL education, the paper also provides a short overview of the current situation of primary FL education and primary teacher education in Germany. It will conclude by suggesting potential changes to the current organisation of primary FL education in Germany.
Keywords: foreign languages, English as a foreign language, primary school, age of onset, language policy
Supporting foreign languages in an Anglophone world: Implementation challenges in English primary schools
Alison Porter | University of Southampton
Florence Myles | University of Essex
Angela Tellier | University of Essex
Bernardette Holmes | Born Global & Speak to the Future
Foreign language (FL) learning in English primary schools, statutory provision for most schools since 2014, has been characterised by distinct challenges. The first issue, peculiar to Anglophone settings, concerns how language learning is valued when ubiquitous English learning rationales of economic and social capital are unhelpful. Other challenges, shared globally, relate to provision and practice such as: the importance of progression, motivation, age-appropriate pedagogy and contextual factors. Successful policy implementation in England remains elusive and continues to be characterised by a lack of cohesion, coordination and forward planning. Provision and practice are problematic and linked to deficits in curriculum time, teacher linguistic expertise, planning and progression. This article will explore how both language and broader education policy in England have created conflicting forces for the sustainability of the foreign languages initiative in primary schools. It will examine how networks of researchers, teachers, educationalists and policy makers are supporting implementation through national and local education stakeholder engagement. Through collaboration and co-construction, research-informed practical suggestions are promoted, coupled with the development of solution-focused research agendas.
Keywords: young FL policy, education policy implementation, FL learning
Language education policy and practice in state education systems:Promoting effective practice in foreign language education for young learners
David Hayes | Brock University
This article considers the complexity of factors involved in developing foreign language educational policy, with a particular focus on English at the primary level, which fosters student achievement in state educational systems. It examines both those factors which underpin a successful education system in general (such as equitable provision for all socio-economic groups within the society) as well as factors which affect language teaching policy and practice for primary school learners in particular (such as a curriculum which offers teachers and children opportunities to engage in language use which is meaningful in their contexts). The status and training of highly skilled foreign language teachers for primary aged learners is also accorded due weight. Using case studies of English as a foreign language in the school systems of South Korea and Thailand, the article emphasizes the importance of policies which are appropriate to their educational and socio-cultural context and realistic objectives for young children’s early engagement with learning a foreign language if it is to be a positive experience in primary schools.
Keywords: foreign language education policy, primary schools, state education systems, South Korea, Thailand
Improving Chinese students’ English reading through graded readers:Rationale, strategies and effectiveness
Qiang Wang | Beijing Normal University
Zehang Chen | Beijing Normal University
Xianglin Qi | Foreign Language Teaching and Research Press
Primary English in China has been in practice since 2001. Despite the success of widespread provision, there have been concerns regarding the quality of students’ learning. To enhance English literacy in schools, a national English reading project chaired by university teacher educators using graded readers was introduced to accompany mandated coursebooks in 2014 initially among a few schools then quickly expanded to thousands. The participating schools were guided to use English graded readers in primary classrooms in collaborative projects with university teacher educators. This paper reports a case study based on a project school in a suburb of Beijing with a cohort of 290 Grade 4 students and their 8 English teachers. The study investigated changes the reading project has brought to the students and teachers between 2017 to 2019. Data collected include three reading test results (pre-, mid-, and post-), and a post-project student questionnaire. Data collected concerning the 8 teachers included classroom observations, teachers’ lesson plans and post project narrative reports. Analyses were closely linked to how students’ literacy developed, including their reading ability, interests, habits, and creative thinking. Changes in the teachers’ views and their teaching practices were also examined.
Keywords: reading, literacy, primary English, English graded readers, collaborative projects
