Titlebook: Early Language Learning Policy in the 21st Century; An International Per Subhan Zein,Maria R. Coady Book 2021 Springer Nature Switzerland A

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The Context of Schooling for Early Learners of Spanish in the United Stateshat is sociopolitically and historically situated. Although the US is a linguistically diverse country with no official national language, more than 30 states have declared English its official language, while none has declared Spanish official, despite its extensive use and social, economic, and po

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Early Mandarin Learning in South America: Present and Future Directionsntary schools, with a focus on teaching Mandarin at the early grades in three countries: Argentina, Chile, and Paraguay. Since there is a lack of specific guidelines for Mandarin teaching at the state level in all three countries, the chapter focuses on issues of access policy—following the framewor

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Language Policy for Starting Early, Reflections and Considerationsain and promote early language learning initiatives. It begins with a reflection on one of the key problems associated with early language learning initiatives –the generally inconsistent and even poor record of implementation. I address this by introducing some standpoint perspectives in policy, fo

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Book 2021lude learning English as a second language in primary schools in Japan, Mexico, Serbia, Argentina, and Tanzania; Spanish language education in the US and Australia; Arabic as a second language in Israel and Bangladesh; Chinese in South America and Oceania; and finally, early German teaching and learning in France and the UK..

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El Teatro Espa?ol (Federico García Lorca)fically designed teaching materials and other resources. This paper presents a review of the tradition of early English language teaching in Argentina, with a specific focus on programmes of teacher education, the recent expansion in provision and its main characteristics, and the challenges associated with continued expansion.

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https://doi.org/10.1007/978-1-349-10165-8licies for native and nonnative speakers. It includes curriculum development, materials, testing, evaluation, and recruiting teachers. The chapter ends with a conclusion and some recommendations for changing the Arabic language policies as a first language for Arabs in Israel and as a second language for Hebrew speakers.

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