Organizer: Janet ENEVER, (University of Reading, UK)

This colloquium addresses contemporary questions related to policy initiatives for the recent introduction of foreign languages at primary level across many regions of the world, drawing on findings from research in schools, interviews with teachers and policy makers, together with evidence from policy document analysis.

Since the early years of the twenty-first century policy decisions to introduce foreign languages at primary level have grown exponentially worldwide, with data showing that across Europe in 2014, for example, approximately 80 per cent of all primary school children were learning English (Eurydice, 2017). Despite almost a generation of concerted implementation efforts in many regions of the world, gaps remain in our understandings of how to achieve effective implementation –both at the level of policy design and classroom implementation. In these three papers the colloquium will set out the key concerns, highlighting also contexts where considerable progress has now been made.

In the first paper (Enever) draws on evidence of global forces to discuss how socio-historical and political factors play a part in the design of national primary foreign language policies, illustrated through an analysis of developments in three different regions of the world. The second paper narrows the focus to consider national policy in the largest European country (Germany), a context where each federal state has autonomy over their education policy (Wilden & Porsch). The paper draws on empirical evidence to critically discuss three central themes for all primary foreign language programmes: the age factor, transition across school phases and teacher education provision. The final paper of the colloquium broadens out the perspective again to address major areas of concern in contemporary education policy-making today relevant for primary foreign languages (Hayes). Concerns regarding equitable education provision for all socio-economic groups in society, together with a consideration of factors which contribute to successful primary foreign language learning are critically examined with reference to a number of contexts worldwide.

Global educational reform: Moving foreign languages down the educationalescalator.

This talk explores patterns of primary English language policy implementation across the world, analysing these with reference to the particular local histories and current politics of three regions, at both national and supranational levels of governance. The paper draws on the theoretical frame of historical materialism to consider the impact of global forces on key economic regions of the world today — South Asia, Europe, and Latin America — contexts where substantial growth in the provision of primary English is currently evident. In each instance, examples are selected for specific features which highlight recent attempts to overcome major challenges in the provision of teacher expertise. Data collected from interviews and questionnaires with language education policymakers, teachers, school 2 principals, and parents, together with classroom observation data, provides evidence for a critical examination of the particular role that politicians, parents and wider society play in influencing provision of early start programmes at the local level.