“…Rich (2019) highlights the complexity of TEYL and calls for specialized language teacher education, underpinned by relevant theoretical content, in order to develop highly trained and skilled professionals. The interviewees forcefully argued for the need for specialized TEYL teacher education programs or specialist EYL (optional) modules/courses for teachers interested to work with (V)YLs to develop an in‐depth knowledge of children's psychology and language development which according to Zein and Garton (2019) is more critical to teacher learning than “the codified knowledge about language teaching” (p. 54). Consider another statement by a teacher trainer regarding the vital importance of specialized education for EYL teachers: Given the qualitative differences in approaches needed to teach (V)YLs and adults, more time and content are required to be allocated to YL pedagogy for a deeper and more practice‐based understanding of TEYL to better prepare teachers for working with children which can also encourage research‐led young‐learner‐classroom‐based projects.…”
Section: Outcomes and Discussionmentioning
confidence: 99%
“…In her review of the East Asian countries, for instance, Butler (2015, p. 309 as cited in Zein & Garton, 2019), highlighting the various issues relating to teachers' limited language proficiency and limited pedagogical content knowledge, argues that "part of the challenge is that we don't fully understand what qualifications teachers need to successfully teach FLs to young learners." Zein and Garton (2019), also, highlight the fact that globally, implementation of primary English education policies has created unprecedented challenges for teacher education and preparation of adequately trained (V)YL teachers. Wilden and Porsch (2017) also, in their review of studies on European primary EFL education, concluded that despite the clear definition of what constitutes "good EFL teaching," teachers struggle in the proper implementation of their pedagogical knowledge in their daily practice and "the evidence on primary FL teachers' target proficiency is sketchy at best" (Wilden & Porsch, 2017, p. 13).…”
Section: Literature Reviewmentioning
confidence: 99%
“…Several major issues resulting from uniformed policies in the introduction of English to pre(primary) education are repeatedly stated in the literature (Copland et al., 2014), including: (a) shortage of primary school teachers with an English specialism, which seems to be a widespread situation (Hu, 2007; Rixon, 2013); (b) weakness in teachers' education and training (Emery, 2012; Enever, 2011; Nguyen, 2017; Shamsaee & Shams, 2022; Zein, 2016); (c) teachers’ low proficiency level and lack of confidence (Ahn, 2011; Ghatage, 2009); (d) pedagogy (Butler, 2019); (e) inequality of access (Butler, 2015; Garton et al., 2011); and (f) lack of funding and resources (Hoque, 2009; Pandian, 2002). In her review of the East Asian countries, for instance, Butler (2015, p. 309 as cited in Zein & Garton, 2019), highlighting the various issues relating to teachers’ limited language proficiency and limited pedagogical content knowledge, argues that “part of the challenge is that we don't fully understand what qualifications teachers need to successfully teach FLs to young learners.” Zein and Garton (2019), also, highlight the fact that globally, implementation of primary English education policies has created unprecedented challenges for teacher education and preparation of adequately trained (V)YL teachers. Wilden and Porsch (2017) also, in their review of studies on European primary EFL education, concluded that despite the clear definition of what constitutes “good EFL teaching,” teachers struggle in the proper implementation of their pedagogical knowledge in their daily practice and “the evidence on primary FL teachers’ target proficiency is sketchy at best” (Wilden & Porsch, 2017, p. 13).…”
Section: Literature Reviewmentioning
confidence: 99%
“…It would not be exaggerating to state that it is a region excluded from major young‐learner ELT publications. To give an instance, accounts of Iranian TEYL in terms of policy and outcomes are missing from some of the most recent edited volumes by Zein and Coady (2021) and Zein and Garton (2019) and prior to them the collection of papers edited by Garton and Copland (2018) and also Copland et al. (2014), which provide analyses of the policymaking, expectations, implementation, progress, and outcomes of early language learning in various polities worldwide, including Asian countries.…”
The growing phenomenon of (pre)primary English education worldwide has resulted in the rise in prominence of the discipline of teaching English to young learners (TEYL). Under the global forces and parents' pressure, early EFL learning has also turned into a pervasive trend in the marketized private sector of Iranian ELT as evidenced by the ever-growing number of classes of ever-younger learners. However, it is not clear what stands at its core because it has not received the attention it deserves, and reports on its status quo are almost non-existent. This qualitative study was conducted to shine the spotlight on some local realities and challenges faced by Iranian TEYL to trigger more intensive research and informed discussion into this Cinderella area of scholarship. The findings regarding each aspect are presented and discussed along with implications and directions for future research.
“…Rich (2019) highlights the complexity of TEYL and calls for specialized language teacher education, underpinned by relevant theoretical content, in order to develop highly trained and skilled professionals. The interviewees forcefully argued for the need for specialized TEYL teacher education programs or specialist EYL (optional) modules/courses for teachers interested to work with (V)YLs to develop an in‐depth knowledge of children's psychology and language development which according to Zein and Garton (2019) is more critical to teacher learning than “the codified knowledge about language teaching” (p. 54). Consider another statement by a teacher trainer regarding the vital importance of specialized education for EYL teachers: Given the qualitative differences in approaches needed to teach (V)YLs and adults, more time and content are required to be allocated to YL pedagogy for a deeper and more practice‐based understanding of TEYL to better prepare teachers for working with children which can also encourage research‐led young‐learner‐classroom‐based projects.…”
Section: Outcomes and Discussionmentioning
confidence: 99%
“…In her review of the East Asian countries, for instance, Butler (2015, p. 309 as cited in Zein & Garton, 2019), highlighting the various issues relating to teachers' limited language proficiency and limited pedagogical content knowledge, argues that "part of the challenge is that we don't fully understand what qualifications teachers need to successfully teach FLs to young learners." Zein and Garton (2019), also, highlight the fact that globally, implementation of primary English education policies has created unprecedented challenges for teacher education and preparation of adequately trained (V)YL teachers. Wilden and Porsch (2017) also, in their review of studies on European primary EFL education, concluded that despite the clear definition of what constitutes "good EFL teaching," teachers struggle in the proper implementation of their pedagogical knowledge in their daily practice and "the evidence on primary FL teachers' target proficiency is sketchy at best" (Wilden & Porsch, 2017, p. 13).…”
Section: Literature Reviewmentioning
confidence: 99%
“…Several major issues resulting from uniformed policies in the introduction of English to pre(primary) education are repeatedly stated in the literature (Copland et al., 2014), including: (a) shortage of primary school teachers with an English specialism, which seems to be a widespread situation (Hu, 2007; Rixon, 2013); (b) weakness in teachers' education and training (Emery, 2012; Enever, 2011; Nguyen, 2017; Shamsaee & Shams, 2022; Zein, 2016); (c) teachers’ low proficiency level and lack of confidence (Ahn, 2011; Ghatage, 2009); (d) pedagogy (Butler, 2019); (e) inequality of access (Butler, 2015; Garton et al., 2011); and (f) lack of funding and resources (Hoque, 2009; Pandian, 2002). In her review of the East Asian countries, for instance, Butler (2015, p. 309 as cited in Zein & Garton, 2019), highlighting the various issues relating to teachers’ limited language proficiency and limited pedagogical content knowledge, argues that “part of the challenge is that we don't fully understand what qualifications teachers need to successfully teach FLs to young learners.” Zein and Garton (2019), also, highlight the fact that globally, implementation of primary English education policies has created unprecedented challenges for teacher education and preparation of adequately trained (V)YL teachers. Wilden and Porsch (2017) also, in their review of studies on European primary EFL education, concluded that despite the clear definition of what constitutes “good EFL teaching,” teachers struggle in the proper implementation of their pedagogical knowledge in their daily practice and “the evidence on primary FL teachers’ target proficiency is sketchy at best” (Wilden & Porsch, 2017, p. 13).…”
Section: Literature Reviewmentioning
confidence: 99%
“…It would not be exaggerating to state that it is a region excluded from major young‐learner ELT publications. To give an instance, accounts of Iranian TEYL in terms of policy and outcomes are missing from some of the most recent edited volumes by Zein and Coady (2021) and Zein and Garton (2019) and prior to them the collection of papers edited by Garton and Copland (2018) and also Copland et al. (2014), which provide analyses of the policymaking, expectations, implementation, progress, and outcomes of early language learning in various polities worldwide, including Asian countries.…”
The growing phenomenon of (pre)primary English education worldwide has resulted in the rise in prominence of the discipline of teaching English to young learners (TEYL). Under the global forces and parents' pressure, early EFL learning has also turned into a pervasive trend in the marketized private sector of Iranian ELT as evidenced by the ever-growing number of classes of ever-younger learners. However, it is not clear what stands at its core because it has not received the attention it deserves, and reports on its status quo are almost non-existent. This qualitative study was conducted to shine the spotlight on some local realities and challenges faced by Iranian TEYL to trigger more intensive research and informed discussion into this Cinderella area of scholarship. The findings regarding each aspect are presented and discussed along with implications and directions for future research.
“…While efforts to provide sufficient qualified primary English teachers and appropriate teacher training have been constantly researched and developed in Europe (Copland, Garton, Burns;Enever, 2014;Rich, 2019) and Asia (Butler 2015;Zein 2019a;Zhang, 2019), teacher qualification is constantly a challenge (Butler, 2015;Wang, 2009). Apparently, primary English teachers are not only required to have a mastery in English but also pedagogical skills in teaching English to young learners (Enever, 2014;Rich, 2019).…”
This article compares and discusses the current state of teaching English to young learners (EYL) in ASEAN country members. It pictures the policy and practice of EYL in which English is adopted as either a first, second, or foreign language. The discussion on each country begins with a brief historical and political review that helped shape the country’s policy on foreign language education. It then moves to the status of English in the polity then to EYL policy and practice of each country and follows next the challenges each country experiences regarding EYL. The final part of the article discusses the implication related to what needs to be done to address these challenges. Keywords: EYL policy and practice, English in ASEAN
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