Conditions for the teaching of English as a foreign language to very young learners in Chile
DOI:
https://doi.org/10.21703/rexe.v25i.3307Palabras clave:
very young learners, EFL policy, TESOL, language planning and policy, early childhood educationResumen
This paper aims to analyze the conditions for teaching and learning English as a foreign language to very young learners in public schools in Chile. Through document analysis and reflexive thematic qualitative analysis, the policies for personnel, methods and materials policy, and curriculum from Kaplan and Bauldauf's model were explored concerning the necessary and sufficient conditions related to (a) teacher training, (b) suitable teaching methodologies and materials and (c) foreign language curricula aligned with native language curricula (Nikolov & Djigunović 2023; Rixon, 2013). As for teacher training, the personnel policy was found to be insufficient for the Chilean school system's requirements. Concerning suitable teaching methodologies and materials, although the methodologies were pertinent, they did not align with the first language curriculum, and the materials were hard to access. Regarding the foreign language curricula and their alignment with the native curricula, there was an incongruency in the development of language skills. The results from the analysis shed light on the importance of establishing policies that provide adequate conditions for teaching English as a foreign language to very young learners in Chile and internationally.
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