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1、范文EnglishinElementarySchools:LimitationsandPossibilities*RodEllis(ShanghaiInternationalStudiesUniversityandUniversityofAuckland)Abstract:ManyAsiancountries,includingChina,haverevisedtheirpolicyforEnglishlanguageteachingtoincludetheintroductionofEnglishinelementaryschools.Thisarticlefirstreviewsre

2、searchthathasinvestigatedtheeffectsofintroducingEnglishintheelementaryschoolonlanguagelearning.Thecommonmyththatchildrenarebetterlanguagelearnersthanadolescentsoradultsisnotborneout.Inmanyrespects,adolescentlearnersarebetterlearnersthanchildren.StudiessuchastheBarcelonaAgeFactorProjecthavefailedt

3、odemonstratethatstartingEnglishattheelementarylevelresultsinhigherlevelsofproficiencyinthelongrun,especiallywhenlearningismeasuredusingtestsofexplicitL2knowledge・NextthearticleexaminestheproblemsthatelementaryschoolsfaceinintroducingEnglishinChinaandJapan・Alackofproperlytrainedteachershasresulted

4、inaveryunevenimplementationofgovernmentalpolicy・ThearticleconcludesbyproposingthatstartingEnglishintheelementaryschooldoesaffordpossibilitiesforimprovedEnglishlanguagelearningincountrieslikeChinaandJapanbutthatthisdependsontheadoptionofanappropriatemethodologyforteachingyounglearners(i.e.task-bas

5、edlanguageteaching)andontheavailabilityofteacherstrainedtoteachchildren・Keywords:English;elementaryschool;L2learning;policyimplementation;task-basedlanguageteachingIntroductionManyAsiancountries,includingChina,haverevisedtheirpolicyforEnglishlanguageteachingtoincludetheintroductionofEnglishinelem

6、entaryschools・InKorea,TheNationalEducationCurriculum(NEC)hasspecifiedthatstudentsinelementaryschoolshouldreceiveonehourofEnglishinstructionperweekinGrades3and4andtwohoursinGrades5and6(KoreaTimes,2009).InJapan,ThenewCourseofStudyimplementedin2002allowedindividualelementaryschoolstointroduceEnglish

7、through"conversationalactivities?topromote'internationalunderstanding,(butnotasanacademicsubject).Later,inMarch2006,apanelconsistingofmembersoftheMinistryofEducation,Culture,ScienceandTechnology'sCentralCouncilforEduca