Current policy issues in early foreign language learning.

Autor/in	Enever, Janet
Titel	Current policy issues in early foreign language learning.
Quelle	In: CEPS journal, 2 (2012) 3, S. 9-26Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2232-2647
URN	urn:nbn:de:0111-opus-67854
Schlagwörter	Empirische Untersuchung; Kompetenzmessung; Bildungspolitik; Europäischer Bildungsraum; Grundschule; Lehrer; Lehrerausbildung; Referendar; Bildungsprogramm; Sprachkompetenz; Fremdsprache; Fremdsprachenunterricht; Mehrsprachigkeit; Europäische Dimension; Sprachpolitik; England; Europa; Italien; Kroatien; Niederlande; Polen; Schweden; Spanien
Abstract	The development of policy in relation to language learning at the early primary level of schooling has received only limited attention in the literature on policy studies in general, and within the framework of an emerging education policy space across Europe specifically. This paper offers an introductory discussion of the growth of education policy in Europe, identifying the extent to which the histories of national language policies are being re-shaped by the rise of numerical data and comparison within a newly-formed European education space. A summary review of key measures of particular relevance to early language learning illustrates the scale of "soft" policy mechanisms now available as tools in an on-going process of shaping, adapting and refining policy in response to the continuously shifting language priorities that arise particularly during periods of economic instability. This paper draws on key themes from a transnational, longitudinal study of early language learning in Europe to discuss the extent to which implementation in schools has so far been moulded by a plethora of recommendations, reports and indicators formulated in response to the step change in policy development that has occurred since the publication of the Lisbon Strategy (2000). (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2013/2