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Classroom contexts for learning: Global and local perspectives on primary English

Primary classrooms across the world have many similarities and yet key differences with regard to opportunities for successful foreign language learning. While political will is essential for effective national policy implementation, the commitment of schools, teachers and parents at local levels can make all the difference to the quality of provision. In this presentation I will give an overview of global patterns for primary English provision, including a particular focus on the most recent trends in provision across Europe. I will critically examine issues of equity and inclusiveness in provision, questioning whether an early start to foreign language learning is justified in contexts where the quality of provision is limited.

 

The presentation draws on data from many contexts around the world, including a study of three contrasting European countries – Sweden, Poland and Italy – to illustratethe varying positions adopted by national language policy makers in relation to issues of foreign, regional and minority languages in Europe. This focus reveals the dialectical responses of European policy makers to principles drawn from the open method of coordination which operates across the European Union as a tool for convergence (Lange & Alexiadou, 2010). The contrasting histories, geographies and economies of these three countries are also highlighted as factors affecting policy implementation, together with differing systems of governance (Enever, 2018).

 

Against this background the paper concludes with a discussion of recent European research identifying the most significant factors contributing to children’s engagement and achievements in foreign language learning. Evidence indicates that such priorities as teacher language proficiency, teacherly skills and intensity of provision are of greater importance than age as defining features of effective early FL learning. The immediate learning context also plays an important motivational role, with teacher praise and encouragement, and a variety of learning activities, contributing to sustaining motivation and classroom engagement (Graham et al., 2017). 

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