English Language Education in Primary Schooling in Argentina

Autor/in	Porto, Melina
Titel	English Language Education in Primary Schooling in Argentina
Quelle	In: Education Policy Analysis Archives, 24 (2016) 80, (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Foreign Countries; Public Schools; Elementary Education; English (Second Language); Second Language Instruction; National Curriculum; Educational Policy; Interviews; Educational History; Guidelines; Argentina + Suchen Sie Ihr Suchwort? Ausland; Public school; Öffentliche Schule; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Politics of education; Bildungspolitik; Interviewing; Interviewtechnik; History of education; Bildungsgeschichte; Richtlinien; Argentinien
Abstract	This article describes public primary English language education in Argentina. I begin with background information about the country and a brief historical overview of education in general, accompanied by a portrait of primary schooling in particular. This overview involves local, political and economic considerations but also international influences that have played a key role in shaping the direction of language policies in primary education at the provincial and national levels in the country. I describe the national curriculum guidelines ("Núcleos de aprendizaje prioritario," NAP) for foreign language education, contextualising them within the national education policies for primary school in force since 2003 and the new National Education Act ("Ley Nacional de Educación 26.206"). These guidelines and policies adopt an intercultural and plurilingual approach in the teaching of foreign languages, including English, at all levels of education and embrace a social justice conceptualisation of education in all cases. This approach has been materialised in ELT curriculum developments and programs in several of the 24 jurisdictions of the country with different degrees of development. I illustrate with the cases of the provinces of Buenos Aires, La Pampa, Entre Ríos and Chubut using interview data collected in 2015. Program leaders in these provinces describe their local initiatives. The article closes with a brief account of the affordances observed and the challenges ahead. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01