Two countries, one policy: A comparative synthesis of early childhood English language education in China and Australia

Luyao LIANG, Hui LI, Alice CHIK

Research output: Contribution to journalArticlespeer-review

10 Citations (Scopus)

Abstract

Although English is taught to students worldwide at different educational levels, the actual implementation of early childhood English language education (ECELE) may vary from country to country. This study aims to comprehensively compare how ECELE is being put into practice in China and Australia, where young children learn English as a foreign language and as an additional language or dialect, respectively. Based on a critical analysis of relevant policy documents and the empirical studies found in the literature, this paper provides a detailed account and comparison of how ECELE is delivered in China and Australia. It is found that despite their different sociolinguistic contexts, the educational authorities in both countries share the same ostrich policy and inactive involvement in overseeing and directing ECELE. The implications for policymaking are also addressed. Copyright © 2020 Elsevier Ltd. All rights reserved.

Original languageEnglish
Article number105386
JournalChildren and Youth Services Review
Volume118
Early online dateAug 2020
DOIs
Publication statusPublished - Nov 2020

Citation

Liang, L., Li, H., & Chik, A. (2020). Two countries, one policy: A comparative synthesis of early childhood English language education in China and Australia. Children and Youth Services Review, 118, Article 105386. https://doi.org/10.1016/j.childyouth.2020.105386

Keywords

  • Early childhood education
  • English language education
  • Comparative synthesis
  • China
  • Australia

Fingerprint

Dive into the research topics of 'Two countries, one policy: A comparative synthesis of early childhood English language education in China and Australia'. Together they form a unique fingerprint.