Success or Failure of Primary Second/Foreign Language Programmes in Asia: What Do the Data Tell Us?

Autor/inn/en	Baldauf, Richard B., Jr.; Kaplan, Robert B.; Kamwangamalu, Nkonko; Bryant, Pauline
Titel	Success or Failure of Primary Second/Foreign Language Programmes in Asia: What Do the Data Tell Us?
Quelle	In: Current Issues in Language Planning, 12 (2011) 2, S.309-323 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1466-4208
DOI	10.1080/14664208.2011.609715
Schlagwörter	Language Planning; Second Language Learning; Foreign Countries; English (Second Language); Second Language Instruction; Educational Policy; Educational Trends; Trend Analysis; Language of Instruction; Case Studies; Program Development; Asia + Suchen Sie Ihr Suchwort? Sprachwechsel; Zweitsprachenerwerb; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Politics of education; Bildungspolitik; Bildungsentwicklung; Trendanalyse; Teaching language; Unterrichtssprache; Case study; Fallstudie; Case Study; Programmplanung; Asien
Abstract	Primary school second/foreign language (SL/FL) programmes in Asia, as well as in other parts of the world, are becoming more common, with many targeting English as the SL or FL. The pressures for such English language programmes come from top-down notions that in a globalised world English is required for societies to be competitive, especially with Asian neighbours, and bottom-up pressures from parents who see English as the key to educational success for their children. In many polities, these forces have resulted in support for policies that introduce early primary school English teaching curricula for all students and have led to parents spending large sums of money on private tutoring or out-of-school tuition. This study reviews the results of nine language planning studies from the Asian region that set out to examine questions such as "Is this trend towards early primary SL or FL education (mainly English) realistic or is it unattainable and a waste of resources? Do children really benefit from these programmes? What needs to be done to foster learners' success?" These issues are viewed from a language planning and policy perspective through an examination of the language-in-education policy types required for the development of successful programmes. The policies of a number of Asian countries are used as case studies to illustrate this issue. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10