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|Other Titles:||Preschool English Education in Taiwan|
Preschool Education;English Instruction;Language Learning;Language Education Policy
|Issue Date:||2016-09-10 11:58:24 (UTC+8)|
The “English fever” of recent years has had a tremendous impact on all levels of schools in Taiwan. The demand for English instruction at preschools and kindergartens is especially high under the prevailing belief that language learning is the earlier the better. English only or Chinese-English bilingual language schools for preschoolers have mushroomed and have tended to take precedence over traditional early childhood education. This paper addresses various impacts and problems brought about by the collision of the English curriculum and preschool education in recent years in Taiwan. In the first part of the paper, policy and pedagogical concerns regarding preschool English are introduced. Three bodies of literature are reviewed after that, including (1) the factors affecting language learning in general and the optimal conditions for learning language, (2) the importance of emergent literacy and its relatedness to foreign language learning, and (3) major language learning approaches in the world, such as the whole language approach or language experience approach. In the second part of the paper, several key principles and practices are proposed in teaching and learning English at the preschool level in Taiwan. Suggestions are also made to early childhood educators and policy makers regarding English teaching and learning in preschools. A successful English program for non-native English preschoolers should address the particular needs of the children and the parents and be well integrated into the overall curriculum of preschool education. In addition, teacher credentials as well as age-appropriate teaching material and methods should be carefully regulated to ensure success.
|Relation:||外國語文研究, 2, 119-140|
Foreign language studies
|Appears in Collections:||[外國語文研究 ] 期刊論文|
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