This chapter sets the scene for early language learning policy in the twenty-first century. It underscores the ideological contestation underpinning early language learning policy. It shows how early language learning policies are so inherently embedded within educational systems around the world that any theoreti- cal assertions against them will be to no avail. This chapter argues that the field of language policy would be more progressive if it stimulated research into creating conditions that could help teachers and early language learners to succeed, rather than dwelling on academic debates on early second language acquisition. The sec- ond section of the chapter shows that all chapters contained in this volume aim to promote conditions that help teachers and early language learners. Further, the sec- tion outlines the aims and rationale for the volume while highlighting its signifi- cance. Moving on to the third section, the chapter provides an overview of the volume. It summarises all chapters included in the volume, identifying main issues against the backdrop of the linguistic ecology that situates the discussion in each chapter.
|Title of host publication||Early language learning policy in the 21st century: An international perspective|
|Editors||Maria R. Coady|
|Place of Publication||Switzerland|
|Publication status||Published - 2021|