Looking beyond the Local: Equity as a Global Concern in Early Language Learning

Autor/in	Enever, Janet
Titel	Looking beyond the Local: Equity as a Global Concern in Early Language Learning
Quelle	In: AILA Review, 32 (2019) 1, S.10-35 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1461-0213
Schlagwörter	Equal Education; Elementary School Students; Kindergarten; Educational Quality; Second Language Learning; Second Language Instruction; Cross Cultural Studies; Access to Education; English (Second Language); Foreign Countries; Barriers; Political Influences; Educational History; Teacher Attitudes; Language Teachers; Stakeholders; Uruguay; India; China (Shanghai) + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Zweitsprachenerwerb; Fremdsprachenunterricht; Cultural comparison; Kulturvergleich; Education; Access; Bildung; Zugang; Bildungszugang; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Political influence; Politischer Einfluss; History of education; Bildungsgeschichte; Lehrerverhalten; Language teacher; Sprachunterricht; Indien
Abstract	Around the world, the popularity of English has escalated, particularly at the primary school level (Butler, 2015), yet provision of sufficient qualified teacher expertise to meet demand continues to be inadequate. The OECD report on Equity and Quality in Education reports that: "The highest performing education systems are those that combine equity with quality. They give all children opportunities for a good quality education" (OECD, 2012). This paper adopts a sociohistorical perspective to critically examine the OECD criteria of achieving equity and quality through "fairness" and "inclusiveness" with reference to Uruguay, India and China -- all contexts where English has been introduced at primary and kindergarten levels. The analysis draws on data from classroom observations, interviews with teachers and key stakeholders. Findings indicate that while access to the quality provision of English in primary schools and kindergartens has been substantially expanded in recent years in each jurisdiction, the challenges of ensuring universal quality provision have proved complex under conditions where the pre-existing historical and political contexts have limited progress towards equity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01