Language:
English
繁體中文
Help
Login
Back
Switch To:
Labeled
|
MARC Mode
|
ISBD
Early Language Learning Policy in th...
~
Coady, Maria R.
Early Language Learning Policy in the 21st Century = An International Perspective /
Record Type:
Language materials, printed : Monograph/item
Title/Author:
Early Language Learning Policy in the 21st Century/ edited by Subhan Zein, Maria R. Coady.
Reminder of title:
An International Perspective /
other author:
Zein, Subhan.
Description:
XIV, 317 p. 1 illus.online resource. :
Contained By:
Springer Nature eBook
Subject:
Language and education. -
Online resource:
https://doi.org/10.1007/978-3-030-76251-3
ISBN:
9783030762513
Early Language Learning Policy in the 21st Century = An International Perspective /
Early Language Learning Policy in the 21st Century
An International Perspective /[electronic resource] :edited by Subhan Zein, Maria R. Coady. - 1st ed. 2021. - XIV, 317 p. 1 illus.online resource. - Language Policy,262452-1027 ;. - Language Policy,11.
Chapter 1. Introduction to Early Language Learning Policy in the 21st Century -- Part 1. Providing Access and Strengthening Community -- Chapter 2. Struggling for a Diverse but Fair Policy: Policy Challenges to Implementing English at the Primary School Level in Japan -- Chapter 3. Early childhood foreign language learning and teaching in Serbia: A Critical Overview of Language Education Policy and Planning in Varying Historical Contexts -- Chapter 4. Early Mandarin Learning and Language-In-Education Policy and Planning in the Oceania -- Part 2. Redesigning Curriculum and Enhancing Instruction -- Chapter 5. Intercultural Understanding in Early Spanish Language Learning: A Policy Perspective from Queensland, Australia -- Chapter 6. Arabic as an Early Language Learning Provision in Bangladesh: Policy Perspectives -- Chapter 7. Early English Language Learning in Tanzania in Relation to Language Policy -- Part 3. Preparing High Quality Teachers -- Chapter 8. Long Tradition, New Scenarios for Early English Language Learning Policy in Argentina -- Chapter 9. Early Arabic Language Learning Policies and Practices in Israel: Historical and Political Factors -- Chapter 10. Where Have Personnel Policies on Early English Language Learning Taken us in Mexico so far? -- Part 4. Connecting Domains Across Language Policy -- Chapter 11. The Context of Schooling for Early Learners of Spanish in the United States -- Chapter 12. Early Mandarin Learning in South America: Present and Future Directions -- Chapter 13. German Teaching and Learning in Early Years and Primary Schools in the UK -- Conclusion -- Chapter 14. Language Policy for Starting Early, Reflections and Considerations.
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. This exciting book brings all new attention to an often overlooked but critically important issue. Zein and Coady make a compelling argument to move beyond debates over critical periods and benefits of early language learning, and instead engage in practical language policy research that best informs the conditions under which early language learning programs can be most successful for teachers and young children. The rich international examples from expert scholars across six continents and several world languages perfectly captures the complexities of early language learning policy making and implementation. Wayne Wright, Professor, Purdue University, USA Zein and Coady break new ground with this publication – an edited collection of papers providing insights to the implementation of widely spoken languages in the primary school curriculum. Policies for the introduction of Arabic, German, Kiswahili, Mandarin Chinese and Spanish are discussed alongside English as a foreign language, adopting a historical approach in accounting for how the neoliberal turn presents a continuing challenge to valuing languages other than English. Each chapter is informed by the author’s detailed knowledge of the policy context, including countries as diverse as Argentina, Australia, Bangladesh, Chile, Israel, Japan, Mexico, New Zealand, Paraguay, Serbia, Tanzania, United Kingdom and United States. Together, this collection serves as a rallying call to policy makers for comprehensive investment in additional language programmes for early language learners. I strongly recommend this volume for graduate students, researchers and decision-makers interested in understanding the challenges of early language teaching policy and practice worldwide. Janet Enever, Professor Emerita, Umeå University, Sweden.
ISBN: 9783030762513
Standard No.: 10.1007/978-3-030-76251-3doiSubjects--Topical Terms:
555467
Language and education.
LC Class. No.: LC8-6691
Dewey Class. No.: 407.1
Early Language Learning Policy in the 21st Century = An International Perspective /
LDR
:05679nam a22004095i 4500
001
1049755
003
DE-He213
005
20211124164339.0
007
cr nn 008mamaa
008
220103s2021 sz | s |||| 0|eng d
020
$a
9783030762513
$9
978-3-030-76251-3
024
7
$a
10.1007/978-3-030-76251-3
$2
doi
035
$a
978-3-030-76251-3
050
4
$a
LC8-6691
072
7
$a
CJ
$2
bicssc
072
7
$a
EDU018000
$2
bisacsh
072
7
$a
CJ
$2
thema
082
0 4
$a
407.1
$2
23
245
1 0
$a
Early Language Learning Policy in the 21st Century
$h
[electronic resource] :
$b
An International Perspective /
$c
edited by Subhan Zein, Maria R. Coady.
250
$a
1st ed. 2021.
264
1
$a
Cham :
$b
Springer International Publishing :
$b
Imprint: Springer,
$c
2021.
300
$a
XIV, 317 p. 1 illus.
$b
online resource.
336
$a
text
$b
txt
$2
rdacontent
337
$a
computer
$b
c
$2
rdamedia
338
$a
online resource
$b
cr
$2
rdacarrier
347
$a
text file
$b
PDF
$2
rda
490
1
$a
Language Policy,
$x
2452-1027 ;
$v
26
505
0
$a
Chapter 1. Introduction to Early Language Learning Policy in the 21st Century -- Part 1. Providing Access and Strengthening Community -- Chapter 2. Struggling for a Diverse but Fair Policy: Policy Challenges to Implementing English at the Primary School Level in Japan -- Chapter 3. Early childhood foreign language learning and teaching in Serbia: A Critical Overview of Language Education Policy and Planning in Varying Historical Contexts -- Chapter 4. Early Mandarin Learning and Language-In-Education Policy and Planning in the Oceania -- Part 2. Redesigning Curriculum and Enhancing Instruction -- Chapter 5. Intercultural Understanding in Early Spanish Language Learning: A Policy Perspective from Queensland, Australia -- Chapter 6. Arabic as an Early Language Learning Provision in Bangladesh: Policy Perspectives -- Chapter 7. Early English Language Learning in Tanzania in Relation to Language Policy -- Part 3. Preparing High Quality Teachers -- Chapter 8. Long Tradition, New Scenarios for Early English Language Learning Policy in Argentina -- Chapter 9. Early Arabic Language Learning Policies and Practices in Israel: Historical and Political Factors -- Chapter 10. Where Have Personnel Policies on Early English Language Learning Taken us in Mexico so far? -- Part 4. Connecting Domains Across Language Policy -- Chapter 11. The Context of Schooling for Early Learners of Spanish in the United States -- Chapter 12. Early Mandarin Learning in South America: Present and Future Directions -- Chapter 13. German Teaching and Learning in Early Years and Primary Schools in the UK -- Conclusion -- Chapter 14. Language Policy for Starting Early, Reflections and Considerations.
520
$a
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. This exciting book brings all new attention to an often overlooked but critically important issue. Zein and Coady make a compelling argument to move beyond debates over critical periods and benefits of early language learning, and instead engage in practical language policy research that best informs the conditions under which early language learning programs can be most successful for teachers and young children. The rich international examples from expert scholars across six continents and several world languages perfectly captures the complexities of early language learning policy making and implementation. Wayne Wright, Professor, Purdue University, USA Zein and Coady break new ground with this publication – an edited collection of papers providing insights to the implementation of widely spoken languages in the primary school curriculum. Policies for the introduction of Arabic, German, Kiswahili, Mandarin Chinese and Spanish are discussed alongside English as a foreign language, adopting a historical approach in accounting for how the neoliberal turn presents a continuing challenge to valuing languages other than English. Each chapter is informed by the author’s detailed knowledge of the policy context, including countries as diverse as Argentina, Australia, Bangladesh, Chile, Israel, Japan, Mexico, New Zealand, Paraguay, Serbia, Tanzania, United Kingdom and United States. Together, this collection serves as a rallying call to policy makers for comprehensive investment in additional language programmes for early language learners. I strongly recommend this volume for graduate students, researchers and decision-makers interested in understanding the challenges of early language teaching policy and practice worldwide. Janet Enever, Professor Emerita, Umeå University, Sweden.
650
0
$a
Language and education.
$3
555467
650
0
$a
Educational policy.
$3
1200004
650
0
$a
Education and state.
$3
563302
650
0
$a
Language policy.
$3
555404
650
0
$a
Child development.
$3
554713
650
0
$a
International education .
$3
1253475
650
0
$a
Comparative education.
$3
563176
650
1 4
$a
Language Education.
$3
668404
650
2 4
$a
Educational Policy and Politics.
$3
683657
650
2 4
$a
Language Policy and Planning.
$3
1106779
650
2 4
$a
Early Childhood Education.
$3
1112548
650
2 4
$a
International and Comparative Education.
$3
768864
700
1
$a
Zein, Subhan.
$e
editor.
$4
edt
$4
http://id.loc.gov/vocabulary/relators/edt
$3
1353963
700
1
$a
Coady, Maria R.
$e
editor.
$4
edt
$4
http://id.loc.gov/vocabulary/relators/edt
$3
1353964
710
2
$a
SpringerLink (Online service)
$3
593884
773
0
$t
Springer Nature eBook
776
0 8
$i
Printed edition:
$z
9783030762506
776
0 8
$i
Printed edition:
$z
9783030762520
776
0 8
$i
Printed edition:
$z
9783030762537
830
0
$a
Language Policy,
$x
1571-5361 ;
$v
11
$3
1268843
856
4 0
$u
https://doi.org/10.1007/978-3-030-76251-3
912
$a
ZDB-2-EDA
912
$a
ZDB-2-SXED
950
$a
Education (SpringerNature-41171)
950
$a
Education (R0) (SpringerNature-43721)
based on 0 review(s)
Multimedia
Reviews
Add a review
and share your thoughts with other readers
Export
pickup library
Processing
...
Change password
Login