Hostname: page-component-89b8bd64d-ktprf Total loading time: 0 Render date: 2026-05-13T06:00:21.811Z Has data issue: false hasContentIssue false
  • English
  • Français

Teaching English as a foreign language to primary school students in East Asia

Challenges and future prospects

Published online by Cambridge University Press:  02 October 2018

Zhenhui Rao  and
Ping Yu
Get access Rights & Permissions [Opens in a new window]

Extract

With the spread of economic globalization and the accelerating demand for English, governments in East Asian countries have been updating their English-in-education policies so as to enhance the quality of English education in the region (Hu & McKay, 2012). Of all these policies, the introduction of English as a compulsory subject at younger and younger ages is ‘possibly the world's biggest policy development in education’ (Johnstone, 2009: 33). It is widely believed that those who start learning English at an earlier age can utilize their ‘critical period’ to learn English more efficiently (Nunan, 2003; Y. Hu, 2007). However, the expansion of teaching English to young learners has not been unanimously supported and there is no conclusive evidence for the benefits of early exposure to a new language (Copland, Garton & Burns, 2014). Some researchers point out ‘the advantages of postponing formal teaching in specific contexts’ (Hyltenstam & Abrahamsson, 2001: 163).

Information

Type
Research Article
Information
English Today , Volume 35 , Issue 3 , September 2019 , pp. 16 - 21
Copyright
Copyright © Cambridge University Press 2018 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Butler, Y. G. 2004. ‘What level of English proficiency do elementary school teachers need to attain to teach EFL? Case studies from Korea, Taiwan and Japan.’ TESOL Quarterly, 38(2), 245–78.Google Scholar
Butler, Y. G. 2005. ‘Comparative perspectives towards communicative activities among elementary school teachers in South Korea, Japan, and Taiwan.’ Language Teaching Research, 9(4), 423–46.Google Scholar
Butler, Y. G. 2015. ‘English language education among young learners in East Asia: A review of current research (2004–2014).’ Language Teaching, 48(3), 303–42.Google Scholar
Carless, D. 2004. ‘Issues in teachers’ re-interpretation of a task-based innovation in primary schools.’ TESOL Quarterly, 38(4), 639–62.Google Scholar
Copland, F. & Garton, S. 2014. ‘Key themes and future directions in teaching English to young learners: Introduction to the special issue.’ ELT Journal, 68(3), 223–30.Google Scholar
Copland, F., Garton, S. & Burns, A. 2014. ‘Challenges in teaching English to young learners: Global perspectives and local realities.’ TESOL Quarterly, 48(4), 738–62.Google Scholar
Garton, S. 2014. ‘Unresolved issues and new challenges in teaching English to young learners: The case of South Korea.’ Current Issue in Language Planning, 15(2), 201–19.Google Scholar
Hu, G. 2005. ‘English language education in China: Policies, progress, and problems.’ Language Policy, 4(1), 5–24.Google Scholar
Hu, G. 2009. ‘The craze for English-medium education in China: Driving forces and looming consequences.’ English Today, 25(4), 47–54.Google Scholar
Hu, G. & McKay, S. L. 2012. ‘English language education in East Asia: Some recent developments.’ Journal of Multilingual and Multicultural Development, 33(4), 345–62.Google Scholar
Hu, Y. 2007. ‘China's foreign language policy on primary English education: What's behind it?’ Language Policy, 6(3), 359–76.Google Scholar
Hu, Y. 2008. ‘China's English language policy for primary schools.’ World Englishes, 27(3), 516–34.Google Scholar
Hyltenstam, K. & Abrahamsson, N. 2001. ‘Age and L2 learning: The hazards of matching practical “implications” with theoretical “facts”.’ TESOL Quarterly, 35(1), 151–70.Google Scholar
Jeon, M. & Lee, J. 2006. ‘Hiring native-speaking English teachers in East Asian countries.’ English Today, 22(4), 53–8.Google Scholar
Johnstone, R. 2009. ‘An early start: What are the key conditions for generalized success?’ In Enever, J., Moon, J.. & Raman, U. (eds.), Young Learner English Language Policy and Implementation: International Perspectives. Reading: Garnet Education, pp. 31–41.Google Scholar
Koike, I. & Tanaka, H. 1995. ‘English in foreign language education policy in Japan: Toward the twenty-first century.’ World Englishes, 14(1), 13–25.Google Scholar
Kumaravadivelu, B. 2001. ‘Toward a postmethod pedagogy.’ TESOL Quarterly, 35(4), 537–60.Google Scholar
Lee, W. L. 2009. ‘Primary English language teaching (ELT) in Korea: Bold risks on the national foundation.’ In Enever, J., Moon, J. & Raman, U. (eds.), Young Learner English Language Policy and Implementation: International Perspectives. Reading, MA: Garnet Education, pp. 95–102.Google Scholar
Li, D. F. 1998. ‘‘It's always more difficult than you plan and imagine’: Teachers’ perceived difficulties in introducing the communicative approach in South Korea.’ TESOL Quarterly, 32(4), 677–703.Google Scholar
Naughton, D. 2006. ‘Cooperative strategy training and oral interaction: Enhancing small group communication in the language classroom.’ Modern Language Journal, 90(2), 169–84.Google Scholar
Nunan, D. 2003. ‘The impact of English as a global language on educational policies and practices in the Asia-Pacific region.’ TESOL Quarterly, 37(4), 589–613.Google Scholar
Rao, Z. 1996. ‘Reconciling communicative approaches to the teaching of English with traditional Chinese methods.’ Research in the Teaching of English, 30(4), 458–69.Google Scholar
Rao, Z. & Yuan, H. 2016. ‘Employing native-English-speaking teachers in China: Benefits, problems and solutions.’ English Today, 32(4), 12–18.Google Scholar