To postpone or not to postpone? Examining access policy on early foreign language learning from second language acquisition and language planning and policy perspectives
This paper examines the suggestion to postpone instruction on early foreign language learning, from both second language acquisition (SLA) and language planning and policy (LPP) perspectives. Contrary to the widely held belief that SLA research on age effects can inform policymakers as to when to st...
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| Autor*in: |
Zein, Mochamad Subhan [verfasserIn] |
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| Format: |
E-Artikel |
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| Erschienen: |
De Gruyter ; 2017 |
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| Schlagwörter: |
language planning and policy (LPP) second language acquisition (SLA) |
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| Umfang: |
21 |
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| Reproduktion: |
Walter de Gruyter Online Zeitschriften |
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| Übergeordnetes Werk: |
Enthalten in: Applied linguistics review - Berlin : De Gruyter Mouton, 2010, 8(2017), 4 vom: 7. Jan., Seite 419-439 |
| Übergeordnetes Werk: |
volume:8 ; year:2017 ; number:4 ; day:7 ; month:01 ; pages:419-439 ; extent:21 |
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| DOI / URN: |
10.1515/applirev-2016-1044 |
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NLEJ247922420 |
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| 520 | |a This paper examines the suggestion to postpone instruction on early foreign language learning, from both second language acquisition (SLA) and language planning and policy (LPP) perspectives. Contrary to the widely held belief that SLA research on age effects can inform policymakers as to when to start instruction, this paper demonstrates that such research may not offer much to language policymaking. The paper argues that the use of a more pragmatic approach in the transdisciplinarity of SLA and LPP emphasizing research into the benefits of instruction for children should be the underpinning SLA-based rationale for early foreign language learning policies. The paper contends that collaborative work between policymakers and researchers working in LPP and/or SLA domains in an SLA-LPP consortium could help address the problems occurring in the micro-context of policy interpretation and enactment with a primary focus on input enhancement rather than postponement. | ||
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10.1515/applirev-2016-1044 doi articles2015-2020.pp (DE-627)NLEJ247922420 DE-627 ger DE-627 rakwb Zein, Mochamad Subhan verfasserin aut To postpone or not to postpone? Examining access policy on early foreign language learning from second language acquisition and language planning and policy perspectives De Gruyter 2017 21 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper examines the suggestion to postpone instruction on early foreign language learning, from both second language acquisition (SLA) and language planning and policy (LPP) perspectives. Contrary to the widely held belief that SLA research on age effects can inform policymakers as to when to start instruction, this paper demonstrates that such research may not offer much to language policymaking. The paper argues that the use of a more pragmatic approach in the transdisciplinarity of SLA and LPP emphasizing research into the benefits of instruction for children should be the underpinning SLA-based rationale for early foreign language learning policies. The paper contends that collaborative work between policymakers and researchers working in LPP and/or SLA domains in an SLA-LPP consortium could help address the problems occurring in the micro-context of policy interpretation and enactment with a primary focus on input enhancement rather than postponement. Walter de Gruyter Online Zeitschriften language planning and policy (LPP) second language acquisition (SLA) early foreign language learning elementary and kindergarten education Enthalten in Applied linguistics review Berlin : De Gruyter Mouton, 2010 8(2017), 4 vom: 7. Jan., Seite 419-439 (DE-627)NLEJ24823496X (DE-600)2575065-3 1868-6311 nnns volume:8 year:2017 number:4 day:7 month:01 pages:419-439 extent:21 https://doi.org/10.1515/applirev-2016-1044 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 8 2017 4 7 1 419-439 21 |
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10.1515/applirev-2016-1044 doi articles2015-2020.pp (DE-627)NLEJ247922420 DE-627 ger DE-627 rakwb Zein, Mochamad Subhan verfasserin aut To postpone or not to postpone? Examining access policy on early foreign language learning from second language acquisition and language planning and policy perspectives De Gruyter 2017 21 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper examines the suggestion to postpone instruction on early foreign language learning, from both second language acquisition (SLA) and language planning and policy (LPP) perspectives. Contrary to the widely held belief that SLA research on age effects can inform policymakers as to when to start instruction, this paper demonstrates that such research may not offer much to language policymaking. The paper argues that the use of a more pragmatic approach in the transdisciplinarity of SLA and LPP emphasizing research into the benefits of instruction for children should be the underpinning SLA-based rationale for early foreign language learning policies. The paper contends that collaborative work between policymakers and researchers working in LPP and/or SLA domains in an SLA-LPP consortium could help address the problems occurring in the micro-context of policy interpretation and enactment with a primary focus on input enhancement rather than postponement. Walter de Gruyter Online Zeitschriften language planning and policy (LPP) second language acquisition (SLA) early foreign language learning elementary and kindergarten education Enthalten in Applied linguistics review Berlin : De Gruyter Mouton, 2010 8(2017), 4 vom: 7. Jan., Seite 419-439 (DE-627)NLEJ24823496X (DE-600)2575065-3 1868-6311 nnns volume:8 year:2017 number:4 day:7 month:01 pages:419-439 extent:21 https://doi.org/10.1515/applirev-2016-1044 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 8 2017 4 7 1 419-439 21 |
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10.1515/applirev-2016-1044 doi articles2015-2020.pp (DE-627)NLEJ247922420 DE-627 ger DE-627 rakwb Zein, Mochamad Subhan verfasserin aut To postpone or not to postpone? Examining access policy on early foreign language learning from second language acquisition and language planning and policy perspectives De Gruyter 2017 21 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper examines the suggestion to postpone instruction on early foreign language learning, from both second language acquisition (SLA) and language planning and policy (LPP) perspectives. Contrary to the widely held belief that SLA research on age effects can inform policymakers as to when to start instruction, this paper demonstrates that such research may not offer much to language policymaking. The paper argues that the use of a more pragmatic approach in the transdisciplinarity of SLA and LPP emphasizing research into the benefits of instruction for children should be the underpinning SLA-based rationale for early foreign language learning policies. The paper contends that collaborative work between policymakers and researchers working in LPP and/or SLA domains in an SLA-LPP consortium could help address the problems occurring in the micro-context of policy interpretation and enactment with a primary focus on input enhancement rather than postponement. Walter de Gruyter Online Zeitschriften language planning and policy (LPP) second language acquisition (SLA) early foreign language learning elementary and kindergarten education Enthalten in Applied linguistics review Berlin : De Gruyter Mouton, 2010 8(2017), 4 vom: 7. Jan., Seite 419-439 (DE-627)NLEJ24823496X (DE-600)2575065-3 1868-6311 nnns volume:8 year:2017 number:4 day:7 month:01 pages:419-439 extent:21 https://doi.org/10.1515/applirev-2016-1044 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 8 2017 4 7 1 419-439 21 |
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10.1515/applirev-2016-1044 doi articles2015-2020.pp (DE-627)NLEJ247922420 DE-627 ger DE-627 rakwb Zein, Mochamad Subhan verfasserin aut To postpone or not to postpone? Examining access policy on early foreign language learning from second language acquisition and language planning and policy perspectives De Gruyter 2017 21 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier This paper examines the suggestion to postpone instruction on early foreign language learning, from both second language acquisition (SLA) and language planning and policy (LPP) perspectives. Contrary to the widely held belief that SLA research on age effects can inform policymakers as to when to start instruction, this paper demonstrates that such research may not offer much to language policymaking. The paper argues that the use of a more pragmatic approach in the transdisciplinarity of SLA and LPP emphasizing research into the benefits of instruction for children should be the underpinning SLA-based rationale for early foreign language learning policies. The paper contends that collaborative work between policymakers and researchers working in LPP and/or SLA domains in an SLA-LPP consortium could help address the problems occurring in the micro-context of policy interpretation and enactment with a primary focus on input enhancement rather than postponement. Walter de Gruyter Online Zeitschriften language planning and policy (LPP) second language acquisition (SLA) early foreign language learning elementary and kindergarten education Enthalten in Applied linguistics review Berlin : De Gruyter Mouton, 2010 8(2017), 4 vom: 7. Jan., Seite 419-439 (DE-627)NLEJ24823496X (DE-600)2575065-3 1868-6311 nnns volume:8 year:2017 number:4 day:7 month:01 pages:419-439 extent:21 https://doi.org/10.1515/applirev-2016-1044 Deutschlandweit zugänglich GBV_USEFLAG_U ZDB-1-DGR GBV_NL_ARTICLE AR 8 2017 4 7 1 419-439 21 |
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This paper examines the suggestion to postpone instruction on early foreign language learning, from both second language acquisition (SLA) and language planning and policy (LPP) perspectives. Contrary to the widely held belief that SLA research on age effects can inform policymakers as to when to start instruction, this paper demonstrates that such research may not offer much to language policymaking. The paper argues that the use of a more pragmatic approach in the transdisciplinarity of SLA and LPP emphasizing research into the benefits of instruction for children should be the underpinning SLA-based rationale for early foreign language learning policies. The paper contends that collaborative work between policymakers and researchers working in LPP and/or SLA domains in an SLA-LPP consortium could help address the problems occurring in the micro-context of policy interpretation and enactment with a primary focus on input enhancement rather than postponement. |
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This paper examines the suggestion to postpone instruction on early foreign language learning, from both second language acquisition (SLA) and language planning and policy (LPP) perspectives. Contrary to the widely held belief that SLA research on age effects can inform policymakers as to when to start instruction, this paper demonstrates that such research may not offer much to language policymaking. The paper argues that the use of a more pragmatic approach in the transdisciplinarity of SLA and LPP emphasizing research into the benefits of instruction for children should be the underpinning SLA-based rationale for early foreign language learning policies. The paper contends that collaborative work between policymakers and researchers working in LPP and/or SLA domains in an SLA-LPP consortium could help address the problems occurring in the micro-context of policy interpretation and enactment with a primary focus on input enhancement rather than postponement. |
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This paper examines the suggestion to postpone instruction on early foreign language learning, from both second language acquisition (SLA) and language planning and policy (LPP) perspectives. Contrary to the widely held belief that SLA research on age effects can inform policymakers as to when to start instruction, this paper demonstrates that such research may not offer much to language policymaking. The paper argues that the use of a more pragmatic approach in the transdisciplinarity of SLA and LPP emphasizing research into the benefits of instruction for children should be the underpinning SLA-based rationale for early foreign language learning policies. The paper contends that collaborative work between policymakers and researchers working in LPP and/or SLA domains in an SLA-LPP consortium could help address the problems occurring in the micro-context of policy interpretation and enactment with a primary focus on input enhancement rather than postponement. |
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Examining access policy on early foreign language learning from second language acquisition and language planning and policy perspectives</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="b">De Gruyter</subfield><subfield code="c">2017</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">21</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">This paper examines the suggestion to postpone instruction on early foreign language learning, from both second language acquisition (SLA) and language planning and policy (LPP) perspectives. Contrary to the widely held belief that SLA research on age effects can inform policymakers as to when to start instruction, this paper demonstrates that such research may not offer much to language policymaking. The paper argues that the use of a more pragmatic approach in the transdisciplinarity of SLA and LPP emphasizing research into the benefits of instruction for children should be the underpinning SLA-based rationale for early foreign language learning policies. The paper contends that collaborative work between policymakers and researchers working in LPP and/or SLA domains in an SLA-LPP consortium could help address the problems occurring in the micro-context of policy interpretation and enactment with a primary focus on input enhancement rather than postponement.</subfield></datafield><datafield tag="533" ind1=" " ind2=" "><subfield code="f">Walter de Gruyter Online Zeitschriften</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">language planning and policy (LPP)</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">second language acquisition (SLA)</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">early foreign language learning</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">elementary and kindergarten education</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">Applied linguistics review</subfield><subfield code="d">Berlin : De Gruyter Mouton, 2010</subfield><subfield code="g">8(2017), 4 vom: 7. Jan., Seite 419-439</subfield><subfield code="w">(DE-627)NLEJ24823496X</subfield><subfield code="w">(DE-600)2575065-3</subfield><subfield code="x">1868-6311</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:8</subfield><subfield code="g">year:2017</subfield><subfield code="g">number:4</subfield><subfield code="g">day:7</subfield><subfield code="g">month:01</subfield><subfield code="g">pages:419-439</subfield><subfield code="g">extent:21</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.1515/applirev-2016-1044</subfield><subfield code="z">Deutschlandweit zugänglich</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_U</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">ZDB-1-DGR</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_NL_ARTICLE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">8</subfield><subfield code="j">2017</subfield><subfield code="e">4</subfield><subfield code="b">7</subfield><subfield code="c">1</subfield><subfield code="h">419-439</subfield><subfield code="g">21</subfield></datafield></record></collection>
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