Preschool English Language Provision in China under the Government Ban

Autor/in	Li, Xuan
Titel	Preschool English Language Provision in China under the Government Ban
Quelle	In: Cogent Education, 9 (2022) 1, Artikel 2152257 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Li, Xuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/2331186X.2022.2152257
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Preschool Education; Kindergarten; Foreign Workers; Teaching Methods; Educational Quality; Government Role; Language Usage; Teacher Attitudes; Principals; Administrator Attitudes; Parent Attitudes; Language Teachers; Educational Policy; Bilingualism; China + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Pre-school education; Vorschulerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; Sprachgebrauch; Lehrerverhalten; Principal; Schulleiter; Elternverhalten; Language teacher; Sprachunterricht; Politics of education; Bildungspolitik; Bilingualismus
Abstract	Delivery of English language programmes to children at younger ages is a remarkable phenomenon around the world. This research adopts a language-in-education framework to examine how kindergartens in China provide English teaching, and to identify what issues have arisen, in the context of the government ban on preschool English. Qualitative data were collected through observations and interviews with school stakeholders in three kindergartens. Two models of preschool English language provision were found. In one model, visiting foreign teachers deliver one or two lessons per week; in the other, the home-room teachers deliver an English lesson every day. In both models, English is an independent strand which is available to all enrolled children and full of play-based activities and games. The data also reveal issues of concern, in the current policy context, regarding the quality of English teaching and potential social inequalities in terms of access to English learning. The study recommends that the government reconsiders the rationale of the ban and its effects on preschool English provision, and that future research takes a more holistic perspective in studying the quality of early English language education and the implementation of language-in-education planning, particularly in the 'low-exposure" context. (As Provided).
Anmerkungen	Cogent OA. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01