ABSTRACT

This chapter starts with an overview of young English learners in East Asia. It evaluates the general trends and educational policies for English learning and developing kindergarten and school practices for young English learners in select East Asian countries including Singapore, Malaysia, Hong Kong, Taiwan and China. We consider a range of current principles and practices which need to be understood in the educational and social development contexts of this region, and in relation to social and cultural expectations of parents and within institutions, e.g., regarding roles of English and local cultures of learning.

One of the issues for understanding theories and practices of teaching English to young learners (TEYL) in East Asia is that there have been limited empirical studies for this group of learners and teachers. It is believed that China has the largest group of young English learners (kindergarten and primary school children) in the world due to its total population, national educational policy and parental encouragement towards English learning. This chapter will use China as a significant case to highlight some empirical results of research projects carried out involving Chinese kindergarten and primary school learners of English in both rural and urban areas as well as in metropolitan and small cities. It will review both quantitative and qualitative research methods used in these studies as well. Studies on TEYL in other East Asia countries will also be explored to see which relevant theories and practices can be identified in East Asian contexts and how these relate to educational principles for teaching younger learners. Understanding of TEYL practices in this part of the world will contribute to future strategic planning by policy makers, teacher training and development, teaching and learning practices and materials design and production in this region. Contextual conditions provide insights for TEYL in other countries.

More empirical research is needed for studying the teaching and learning of young English learners in this region, and we suggest ways in which this work can be carried forward. We recommend effective methods of TETL identified in East Asia contexts for English teaching and learning in this region and beyond.