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People in many polities gradually have come to believe that their children could be guaranteed better economic opportunities if they had English as part of their linguistic repertoire spurring the addition of English to the school curriculum at an earlier and earlier age. However, early instruction is often implemented without regard to the availability of adequate support structures (e.g. teachers, facilities, funding) and in an environment where English has little real function outside the classroom. This volume presents nine case studies in Asia where these issues are examined.

This book was originally published as a special issue of Current Issues in Language Planning.

In foreign language education, decisions must be taken on what languages to teach, who will teach them, in which schools (i.e. all, only urban, only rural), in which grades, the number of hours a week, and the cost involved. This book explores the answers to these questions across a number of Asian polities. It illustrates why some of the efforts undertaken are successful and why some are not, why – despite significant investments of time and resources – some students do not seem to acquire the languages being taught, and why some teachers responsible for instruction in the designated foreign languages have problems achieving fluency in the designated language or have other language teaching difficulties. It suggests some strategies various polities might attempt to achieve their stated language learning objectives.

This book was originally published as a special issue of Current Issues in Language Planning.

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Language Planning in Primary Schools in Asia

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