This volume analyses the policymaking, expectations, implementation, progress, and outcomes of early language learning in various education policy contexts worldwide. The contributors to the volume are international researchers specialising in language policy and early language learning and their contributions aim to advance scholarship on early language learning policies and inform policymaking at the global level.
The languages considered include learning English as a second language in primary schools in Japan, Mexico, Serbia, Argentina, and Tanzania; Spanish language education in the US and Australia; Arabic as a second language in Israel and Bangladesh; Chinese in South America and Oceania; and finally, early German teaching and learning in France and the UK.
Rezensionen / Stimmen
"This volume is a relevant resource that comprehensively confronts the intricate aspects of early language learning policies. . the book pivots on the policies enacted in distinct polities that facilitate, yet sometimes impede, positive language learning and teaching conditions. . this edited volume is a credible work. It is a welcome addition to the scant literature that analyzes policies and provides insights into factors affecting young language learners from around the world." (Eloise Caporal-Ebersold, Language Policy, Vol. 23 (1), 2024)
"Zein and Coady's edited volume brings together an excellent collection of case studies on different dimensions of early language policy. Both well informed scholars and lay readers will appreciate the detailed description of the case studies, as well as the thought-provoking suggestions to improve the conditions of early language teaching. . future policy directions are clearly proposed, and researchers working in this field will find these discussions to be essential reading." (Asier Calzada, Language Teaching for Young Learners, Issue 2, 2022)
