Success or failure of primary second/foreign language programmes in Asia: what do the data tell us?

Baldauf Jr., Richard B., Kaplan, Robert B., Kamwangamalu, Nkonko and Bryant, Pauline (2012). Success or failure of primary second/foreign language programmes in Asia: what do the data tell us?. In Richard B. Baldauf Jr., Robert B. Kaplan, Nkonko M. Kamwangamalu and Pauline Bryant (Ed.), Language planning in primary schools in Asia (pp. 205-219) Abingdon, Oxon, United Kingdom: Routledge.

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Name Description MIMEType Size Downloads
Author Baldauf Jr., Richard B.
Kaplan, Robert B.
Kamwangamalu, Nkonko
Bryant, Pauline
Title of chapter Success or failure of primary second/foreign language programmes in Asia: what do the data tell us?
Title of book Language planning in primary schools in Asia
Place of Publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Publication Year 2012
Sub-type Research book chapter (original research)
Open Access Status
ISBN 9780415520843
0415520843
Editor Richard B. Baldauf Jr.
Robert B. Kaplan
Nkonko M. Kamwangamalu
Pauline Bryant
Chapter number 11
Start page 205
End page 219
Total pages 15
Total chapters 11
Collection year 2013
Language eng
Abstract/Summary Primary school second/foreign language (SLIFL) programmes in Asia, as well as in other parts of the world, are becoming more conunon, 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.
Q-Index Code BX
Q-Index Status Confirmed Code
Institutional Status UQ

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Created: Fri, 05 Oct 2012, 15:42:49 EST by Claire Backhouse on behalf of School of Education