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From Language Policy to Pedagogic Practice: Elementary School English in Japan

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International Perspectives on Teaching English to Young Learners

Part of the book series: International Perspectives on English Language Teaching ((INPELT))

Abstract

Although close to a cliché now, the constant iteration of the effects of globalization on learning English as a foreign language (EFL) continues to have merit. English is now considered one of the key components of the modernized global economy and is perceived by state polities the world over as essential for the future success of their respective nations. The principal way countries develop their citizens’ English ability is through their formal education systems. Whereas traditionally foreign language education has begun at the secondary level, recent years have seen a sharp increase in the number of countries commencing EFL at the primary level. However, unlike secondary school programmes there is still a lack of international consensus at the primary level as to what constitutes best practice in teaching English to young learners (TEYL).

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Authors
  1. Brian Gaynor
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Editors and Affiliations

  1. University of Exeter, UK

    Sarah Rich

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© 2014 Brian Gaynor

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Gaynor, B. (2014). From Language Policy to Pedagogic Practice: Elementary School English in Japan. In: Rich, S. (eds) International Perspectives on Teaching English to Young Learners. International Perspectives on English Language Teaching. Palgrave Macmillan, London. https://doi.org/10.1057/9781137023230_4

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