ABSTRACT

This chapter examines the key factors that have contributed to creating difficult environments and conditions for EYL, particularly in developing world contexts where the lowering age for exposure to English language and, in some cases, English-medium instruction has meant that more and more children are experiencing formal education in a language different from their home languages and in learning environments that do not meet the minimum conditions for effective language learning. The chapter then critically examines the different contextual/classroom challenges faced by EYL practitioners, particularly in contexts with large under-resourced classrooms, limited exposure to English language outside the classroom and contexts of conflict. It concludes with examples of pedagogic practices and bottom-up teacher development initiatives which indicate that curriculum, materials, and pedagogy, in difficult circumstances, can benefit from collaborative inquiry-based projects involving teachers and learners.