Overview

Full Product Details

Author:   David Hayes
Publisher:   Multilingual Matters
Imprint:   Multilingual Matters
Dimensions:   Width: 15.60cm , Height: 1.50cm , Length: 23.40cm
Weight:   0.470kg
ISBN:  

9781800415843

ISBN 10:   1800415842
Pages:   208
Publication Date:   19 August 2022
Audience:   College/higher education ,  Professional and scholarly ,  Postgraduate, Research & Scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Acknowledgements Chapter 1. Rationales for Early Language Learning in State Sector Education Systems Chapter 2. Thailand: An Educational Paradox Chapter 3. South Korea: A Severe Case of ‘English Fever’ Chapter 4. Sri Lanka: Language Education and Peace-Building in Primary Schools Chapter 5. Equity and Multilingual Diversity in Primary School Language Teaching and Learning in Malaysia Chapter 6. Early Language Teaching and Learning in Ontario, Canada and Finland: Experiences of Bilingualism and Multilingualism Chapter 7. Rethinking Early Language Learning in State Sector Education Systems References Index

Reviews

Hayes' detailed and critical analyses of early language learning policies in six different countries - Thailand, South Korea, Sri Lanka, Malaysia, Finland, and Canada - beautifully and powerfully illustrate the complex realities and importance of situating policies in specific societal and linguistic contexts. This book is highly recommended for anyone interested in language education policies. * Yuko Goto Butler, Graduate School of Education, University of Pennsylvania * I thoroughly enjoyed reading this book because it educated me about little-known contexts of early language education, thereby critically analysing - and partly dissecting - the political, economic and educational rationales underlying policies and practice of early language learning. The spirit of equity and justice ingrained in many aspects of the analysis and argumentation in this book is admirable. * Eva Wilden, University of Duisburg-Essen, Germany *

Author Information

David Hayes is Professor of Applied Linguistics at Brock University, Canada. His research interests include foreign language policy and practice in state education systems, the sociopolitics of English language teaching, continuing professional development for foreign language teachers and language, conflict and social cohesion.

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