Nama : Raudyatuzzahra CHAPTER SUMMARY 1

NIM : I2J022017

Languages Policy and English to Young Learners in Early Education

English for young learners in early education

Learning English as a second language in early education can be very helpful. It means children
from different countries and backgrounds learn the same language in school, so they can
communicate better with each other. Learning it at an early age also helps them understand their
own culture more deeply while learning about others cultures. It is also a great way to help
children understand the importance of language in everyday life. English is an essential tool for
communication and future success, so learning it early age can be very beneficial.

Language Policy

Languages policy is a way for countries to decide how different languages should be used. It is
important that the rules are fair for everyone, not just an elite group of people can understand
them. English may make some people feel uncomfortable because they think it takes away from
their own language or culture so governments need to look carefully at what happens when
young children learn English in school especially if they have spent money on this type of
learning.

Languages policy makers

Policymakers are the people in charge of making decisions about languages. They might be civil
servants, national inspectors, politicians or representatives from civic society like parents.
Sometimes they only stay a while and then move on so someone different can make new
decisions but that could mean not understanding all the history behind language policy which
could cause tension. Money is also important when it comes to what policies get made because
governments have to decide how much money each area gets for their projects including
language learning. Other organizations outside of government help too such as The European
Commission (EC), Council of Europe (COE) British Council etc. These bodies give advice and
research findings which helps policymakers choose the best ideas for helping with early year's
language learning.

Key Agencies

Among the key agencies complementing national governments and playing a role in influencing
languages-policy development are major transnational entities such as the European
Commission. Equally important are international professional associations that among other
things support EYL in early education, such as Asia TEFL, IATEFL, and AILA.

Thinking about policies fo EYL

Policymakers need to think about what goals and values they want their policy on Early Years
Learning (EYL) to have. They also need to consider the societal factors in their nation, like
people's attitudes towards EYL or how it can help address inequalities between different groups
of people. Provisions are needed for things such as teacher training and resources, while
processes must be put into place that will keep the policy running well over time.

Historical perspectives: 1950 to present day

- Phase 1: 1950s to late 1960s

At a conference, people said that after World War II it was important for children to learn
more than one language and culture. They talked about when is the best age to start learning
another language; how an extra language can help childrens with other subjects; what kind of
teachers are needed; and if their first or home languages should be used in school. These
same thoughts still matter today.
- Phase 2: mid-1980s to roughly turn of the century
In the mid-1980s to early 2000s, organizations like the European Commission and Council of
Europe supported teaching languages to young learners. They helped by providing websites,
research surveys, conferences for teachers and more. The research showed that when
childrens learn a language before school starts they have better attitudes towards it and can
usually speak with good pronunciation but often in chunks rather than full sentences.
- Phase 3: turn of century to present day
 By the end of the twentieth century LYL, including EYL, was truly entering its global phase,
thereby astronomically increasing the number of children involved, particularly but by no
means exclusively in Asia and South America.

Some societal and cultural issues

In China, English is taught in primary schools starting from Grade 3. The Chinese government
has worked hard to promote this and make it compulsory for nine years of education. In the past,
students were only expected to learn basic knowledge and language skills but now they are
encouraged to develop their whole self with motivation and interest as well. This shift towards a
learner-centered approach was made possible by lots of ambition, planning, courage and risk
taking on part of the government.

Native speaker

Many countries need English teachers, but there aren't enough native speakers to do it. We can
help other people become good teachers of English and make sure they feel confident in their
ability.

Top-down and/or bottom up

East Asia and many other countries face a challenge to provide both diversity and equality.
Sometimes top-down approaches give everyone equal access, but can cause issues locally.
Bottom-up methods allow for more local control, but may lead to unequal results. How can we
make sure everyone is treated equally?

Teachers as agents of ‘policy distortion’ and /or ‘policy enhancement’

Teachers can change the way a curriculum is taught in their classroom. Some people think this
makes it worse, but others see how teachers use their special skills to make it even better! To
have successful lessons, both top-down and bottom-up approaches must work together which
means that teachers need to be creative with their teaching methods.

Teachers' situated craft skills

Teachers have special skills which help them teach students. In South Korea, the government
wanted teachers to use more English when teaching young childrens in school but found out that
sometimes it was better for a teacher who knew both Korean and English well to mix these two
languages together while teaching so that all of the children could understand what they were
learning.

Critical issues (early start, time allocation, EYL and other laguage)

Critical issue 1: early start

Children learn languages more slowly in school than adolescents. There are different ways of
learning a language, like in an immersion class where there is lots of exposure to it. In schools
though, usually the conditions aren't as good so children can take longer to pick up on new
languages they're trying to learn. It's important that childrens get enough time and help with their
language classes if they want them to be successful.

Critical issue 2: time allocation

There are different ways that childrens can learn English in school. In some places, they only get
1-1.25 hours of instruction time per week and may not be exposed to fluent speakers or other
students who know it already. Other times there is more dedicated 'significant' or even
'substantial' time given to learning the language; this could include things like Content Based
Instruction (which means teaching subjects such as math, science etc through English). When a
lot of time is allocated for learning EYL then teachers need to have higher levels of proficiency
in the language so that children don't just memorize words but also use them correctly and
understand their meanings better. It's important too when allocating large amounts of
instructional time for immersion activities - which involve communicating entirely in another
language -that schools consult with parents about what would work best for each child since
everyone learns differently.

Critical issue 3: EYL and other languages

English is the most commonly studied language in European schools, and more primary school
students are learning it now than 10 years ago. In Africa, experts agree that local languages
should be used alongside international languages like English for basic education up to lower
secondary level. This will help children understand their culture better and boost self-esteem. For
Asian countries with multiple native tongues spoken by its people, teaching English as a lingua
franca (common language) can begin at an older age so the children focus on developing literacy
skills first in familiar dialects they are comfortable with while still being able to use them later
when needed outside of the classroom environment.

Some implications of these critical issues for languages policy-planning

Language policy-makers need to think carefully about when it is best for children to start
learning English. They also should consider how they will give their lessons and what kind of
skills they want the students to develop while studying English, such as social or cognitive
development along with language proficiency. In countries where there are many languages
spoken, policymakers should strive for cooperation between them rather than competition; this
could include allowing local varieties of English (or 'Englishes') into classrooms so that all
childrens have a chance to express themselves in different ways regardless of which mother
tongue(s) they speak at home. Finally educators may find great value by encouraging pupils not
just learn grammar but also practice expressing their thoughts and opinions - something everyone
has a right to do according our UN Convention on the Rights of the Child.

Current contribution and languages policy-related research

In this section, the author is discussing different themes related to early years language policy
research. One theme that was discussed was provision planning beyond the short term. This
means making sure plans are in place for a long period of time so policies can be successful and
not need any major changes over a short space of time. Another important part of EYL policy-
related research is continuity planning which looks at how smooth transitions from primary
school to secondary education will work out with regards to knowledge and skills developed
earlier on being continued into later stages in life as well as communication skills development
continuing throughout grades 4-9 specifically when it comes to learning English or another
foreign language through an EFLES program like Japan has implemented successfully according
to Uematsu (2012). Generalization also needs consideration if you want your national policy
regarding something such as introducing English classes starting at Grade 3 across all parts
countries regardless geographical, political etc., barriers then you must make sure training
realities present within country boundaries based off data collected by Vu & Pham (2014)
who looked into cascade model used for ToT approach where qualified trainers return back their
own areas after receiving extensive trainings themselves - these kind initiatives were seen
Bangladesh and other developing countries.

Recommendations for Practise

Childrens should be given the opportunity to learn English as a second language at an early age.
It is important for policy makers and teachers to plan ahead, consider long-term goals rather than
short-term changes, and make sure there are enough resources available like teachers or money
needed each year. They also need to think about how much time they can devote in class per
week or year so that children have reasonable expectations of what they will get out of it.
Teachers must use their professional skills while helping childrens learn English, but feedback
from the students themselves are also essential, allowing them a learning experiences can helps
everyone understand better what works best for EYL education. When deciding on which
approach (CLIL, Bilingual Education etc.) would work best depending on context, policymakers
must take into account all languages spoken by students including minority ones if necessary; but
keep in mind that diversity among speakers makes up part of its beauty even when teaching one
universal form of communication such as English.

Future directions

English as a Young Language (EYL) researchers from all over the world are working together to
help people understand how English is used in different countries and cultures. They are
researching topics such as social mobility, the environment, and international citizenship. To do
this research they work with teachers at elementary schools around the world. This helps them
learn more about their topic and also makes it easier for childrens to see how EYL relates to
other things they're learning in school.

An ebbing tide?

Children around the world are learning different languages at young ages. The European Union
is focusing on language skills that help with their economy and values like democracy,
citizenship, and social cohesion have less importance in teaching those skills than they used to.
In East Asia some people think children should learn a good understanding of their national
language first before other ones. But there is evidence showing many countries still foreign
languages or even use them for certain classes because governments and parents both want it this
way.