Teaching English as a Foreign Language in Primary School Series Editor, Jill Burton
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| Case Study Focus | Introducing English language instruction in countries where English is not usually spoken in the home leads to considerable controversy (Hyltenstam & Abrahamsson, 2001; Nunan, 2003). Even so policy changes mandating the earlier introduction of English in foreign language settings are increasingly being implemented worldwide. Factors influencing each country's decision regarding the age for introducing English vary, and may include the language or languages used in students’ homes, the education systems, the cultural influences on language practices, the approaches to educational administration, and each nation’s history of language teaching and learning. The 13 case studies provide insight into these factors in contexts around the world. Among the countries covered by the text, seven have chosen to begin English in 1st grade, four in 3rd grade and in 4th or 5th grade. Recently, educators have been encouraged (or sometimes mandated) to extend rapidly English language education to include learners as young as 6 or 7 years of age. Often the speed of implementation exceeds the pace at which programs are able to prepare materials and teachers, creating questions about the goals and quality of primary English language education. |
| Trends in EFL in Primary Schools | As the editors reviewed the case studies, a few notable trends appeared. These are listed below with the country/ies where a trend was noted following in parenthesis. 1. Government is making decisions about English language instruction with little consultation with the Ministry of Education (MOE) or knowledgeable ELT professionals. (Italy, Sri Lanka, Egypt) 2. Implementation timelines are short, so teacher training is not sufficient or thorough in either pedagogy or basic communication. (Taiwan, Turkey, France, Egypt, Italy) 3. Language curriculum and instruction in secondary schools must be revised when students begin studying English in primary school. (Mexico, India, Italy) 4. Communities have concerns regarding the influence of English instruction on L1 reading. (Vietnam, India) 5. Efforts are being made to improve English language instruction by improving the quality of spoken English of the instructors. (France, Italy, Korea, Sri Lanka)
6. Approaches to instruction are shifting from teacher-centered to student-centered through the adoption of new curricular initiatives, literature-based approach (Hong Kong) or a content-based approach (Mexico, Taiwan, Italy).
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The Book | EFL in Primary Schools: Case Studies in TESOL Practice contains 13 case studies from around the world. The case studies are grouped into three sections:
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