English for Young Learners (EYL) Policy and Practice in ASEAN Countries

Diyanti, B. Yuniar; Madya, Suwarsih

doi:10.26858/ijole.v5i3.16382

Cited by 5 publications

(3 citation statements)

References 41 publications

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“…However, multilingualism is sometimes considered from the perspective of other subjects [43]. Some studies focus on additional language didactics, sometimes in specific countries [32][33][34][35][36][37][38][39][40]. Only the article by Vogel [17] focuses on first-language didactics, albeit in the case of Slovenian varieties and not for international students.…”

Section: Discussionmentioning

confidence: 99%

“…Consequently, the number fell to 14. Eight of them focus on English as an additional language from different perspectives, including learning through curriculum content [32][33][34][35][36][37][38][39]. Three articles deal with the teaching of additional languages: One on the language policy applied by the Belgian government regarding the task-based methodology for teaching Flemish [40]; in another article, Fhonna and Yusuf [41] analyze the methodologies applied in Australia for the didactics of Indonesian as an additional language; and a study in Seychelles evaluates the quality of learners' written productions according to the language in which they write about their knowledge [42].…”

Section: State Of the Artmentioning

confidence: 99%

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Perception of Future Spanish Primary Education Teachers on Their Multicultural and Multilingual Competencies and the Sustainability of the Educational System

del-Olmo-Ibáñez,

Medina-Beltrán,

Rovira-Collado

2023

Sustainability

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The objectives of this article are, first, to assess the self-awareness that future primary school teachers have on their role in integrating international students into school and society; second, to determine the importance they give to multiculturalism and multilingualism to develop the communicative competence of their international students. This work is an extension of previous research, started in 2019, with the overall objective of analyzing the sustainability of education systems regarding their current cultural and linguistic diversity. The research question is whether future primary teachers know both assessed aspects. The main problem lies in the initial training in the national language. Its initial design contemplated a context where all students were native speakers. However, the percentage of students with different cultural and linguistic backgrounds has continued to increase. Therefore, communicative competence is crucial for their academic and social inclusion. Through quantitative methodology, the future primary education teachers participated in a survey that addressed these issues. The results demonstrated that training in this aspect makes them aware of their role as mediators and social agents for inclusion. According to the findings, revising initial teacher training in didactics of the language is crucial.

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Section: Discussionmentioning

confidence: 99%

Section: State Of the Artmentioning

confidence: 99%

Perception of Future Spanish Primary Education Teachers on Their Multicultural and Multilingual Competencies and the Sustainability of the Educational System

del-Olmo-Ibáñez,

Medina-Beltrán,

Rovira-Collado

2023

Sustainability

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“…The global spread of English has become a major factor influencing foreign language‐in‐education planning (LEP) worldwide (Butler, 2015; Chen et al, 2020). In the Asian context, the official starting age for learning English has generally been lowered to the primary level (Butler, 2015), and even to the preschool level in a few countries such as Myanmar (Diyanti & Madya, 2021).…”

Section: Introductionmentioning

confidence: 99%

Preschool English language planning in China: Tensions between policy and practice

Li,

2024

Int J App Linguistics

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The earlier starting age for learning English is apparent in the non‐Anglophone world. However, in China, kindergartens are banned from delivering subjects that are designated for primary school level, including English language lessons, as part of reforms to eliminate “schoolification” of preschool education. This qualitative study takes a multi‐level approach to language‐in‐education planning to explore how local education authorities and different types of kindergartens in the city of Hefei, China, interpret and respond to this macro‐level policy. The findings reveal a disparity between officials and school participants in their attitudes toward preschool English language education, as well as divergence between public and private kindergartens in their current English provision. The study probes these disparities and their links to the interplay between the meso‐level local education authority and the different types of kindergartens, as well as the relationship between the government and the market.

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English for young learners in Asia: challenges and directions for teacher education

2023

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English for Young Learners (EYL) Policy and Practice in ASEAN Countries

Cited by 5 publications

References 41 publications

Perception of Future Spanish Primary Education Teachers on Their Multicultural and Multilingual Competencies and the Sustainability of the Educational System

Perception of Future Spanish Primary Education Teachers on Their Multicultural and Multilingual Competencies and the Sustainability of the Educational System

Preschool English language planning in China: Tensions between policy and practice

English for young learners in Asia: challenges and directions for teacher education

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