References
- Ali, N. L., Hamid, M. O., & Moni, K. (2011). English in primary education in Malaysia: Policies, outcomes and stakeholders’ lived experiences. Current Issues in Language Planning, 12(2), 147–166. doi: 10.1080/14664208.2011.584371
- Baker, W. (2008). A critical examination of ELT in Thailand: The role of cultural awareness. RELC Journal, 39(1), 131–146. doi: 10.1177/0033688208091144
- Baldauf, R. B. (2005). Language planning and policy research: An overview. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 957–970). Mahwah, NJ: Lawrence Erlbaum.
- Baldauf, R. B., Kaplan, R. B., Kamwangamalu, N., & Bryant, P. (2011). Success or failure of primary second/foreign language programmes in Asia: What do the data tell us? Current Issues in Language Planning, 12(2), 309–323. doi: 10.1080/14664208.2011.609715
- Brooks-Lewis, K. A. (2009). Adult learners’ perceptions of the incorporation of their L1 in foreign language teaching and learning. Applied Linguistics, 30(2), 216–235. doi: 10.1093/applin/amn051
- Butler, Y. G. (2004). What level of English proficiency do elementary school teachers need to attain to teach EFL? Case studies from Korea, Taiwan and Japan. TESOL Quarterly, 38(2), 245–278. doi: 10.2307/3588380
- Butler, Y. G. (2005). Comparative perspectives towards communicative activities among elementary school teachers in South Korea, Japan and Taiwan. Language Teaching Research, 9(4), 423–446. doi: 10.1191/1362168805lr176oa
- Butler, Y. G., & Iino, M. (2005). Current Japanese reforms in English language education: The 2003 ‘Action plan’. Language Policy, 4, 25–45. doi: 10.1007/s10993-004-6563-5
- Butzkamm, W. (2003). We only learn language once. The role of the mother tongue in FL classrooms: Death of a dogma. Language Learning Journal, 28(1), 29–39. doi: 10.1080/09571730385200181
- Cameron, L. (2003). Challenges in ELT from the expansion in teaching children. ELT Journal, 57(2), 105–112.
- Carless, D. R. (1998). A case study of curriculum implementation in Hong Kong. System, 26(3), 353–368. doi: 10.1016/S0346-251X(98)00023-2
- Carless, D. R. (2003). Factors in the implementation of task-based teaching in primary schools. System, 31, 485–500. doi: 10.1016/j.system.2003.03.002
- Carless, D. R. (2004). Issues in teachers’ reinterpretations of task-based innovations in primary schools. TESOL Quarterly, 38(4), 639–661. doi: 10.2307/3588283
- Chen, A. (2011). Parents’ perspectives on the effects of the primary EFL education policy in Taiwan. Current Issues in Language Planning, 12(2), 205–224. doi: 10.1080/14664208.2011.606783
- Choi, K. H. (2007). The language policy issues in Seoul: Hiring native speaker English teachers. Retrieved from www2.hawaii.edu/~cmhiggin/.../Choi%20Lang%20Policy%20660.doc
- Copland, F., & Neokleous, G. (2011). L1 to teach L2: Complexities and contradictions. ELT Journal, 65(3), 270–280. doi: 10.1093/elt/ccq047
- Creswell, J. (2003). Research design: Qualitative, quantitative, and mixed methods approaches. Thousand Oaks, CA: Sage.
- Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
- Dörnyei, Z. (2009). Questionnaires in second language research: Construction, administration and processing. (2nd ed.). New York, NY: Lawrence Erlbaum.
- Enever, J., & Moon, J. (2009). New global contexts for teaching Primary ELT: Change and challenge. In J. Enever, J. Moon, & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp. 5–21). Reading: Garnet Education.
- Foley, J. A. (2005). English in Thailand. RELC Journal, 36(2), 223–234. doi: 10.1177/0033688205055578
- Garton, S., Copland, F., & Burns, A. (2011). Investigating global practices in teaching English to young learners. In British Council (Ed.), ELT research papers 11-01. London: British Council.
- Grotjahn, R. (1987). On the methodological basis of introspective method. In C. Faerch & G. Kasper (Eds.), Introspection in second language research (pp. 54–81). Clevedon: Multilingual Matters.
- Ho, W. K. (2003). English language teaching in Asia today: An overview. In W. K. Ho & R. Y. L. Wong (Eds.), English language teaching in East Asia today: Changing policies and practices (pp. 1–32). Singapore: Eastern Universities Press.
- Ho, W. K., & Wong, R. Y. L. (2003). Prologue: Aim, scope and concepts. In W. K. Ho & R. Y. L. Wong (Eds.), English language teaching in East Asia today: Changing policies and practices (pp. 463–473). Singapore: Eastern Universities Press.
- Hoque, S. (2009). Teaching English in primary schools in Bangladesh: Competencies and achievements. In J. Enever, J. Moon, & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp. 61–69). Reading, MA: Garnet Education.
- Hornberger, N. H. (2006). Frameworks and models in language policy and planning. In T. Ricento (Ed.), An introduction to language policy: Theory and method (pp. 24–41). Malden, MA: Blackwell.
- Hu, G. (2002). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum, 15(2), 93–105. doi: 10.1080/07908310208666636
- Hu, G. (2005a). English language education in China: Policies, progress and problems. Language Policy, 4, 5–24. doi: 10.1007/s10993-004-6561-7
- Hu, G. (2005b). Contextual influences on instructional practices: A Chinese case for an ecological approach to ELT. TESOL Quarterly, 39(4), 635–660. doi: 10.2307/3588525
- Hu, Y. (2007). China's foreign language policy on primary English education: What's behind it? Language Policy, 6, 359–376. doi: 10.1007/s10993-007-9052-9
- Humphries, S. (2011). Exploring the impact of the introduction of new EFL textbooks on teachers’ practices and attitutdes at a technical college in Japan (Unpublished PhD thesis). Macquarie University, North Ryde, NSW.
- Jeon, M. (2009). Globalization and native English speakers in English Programme in Korea (EPIK). Language, Culture and Curriculum, 22(3), 231–243. doi: 10.1080/07908310903388933
- Jin, L., & Cortazzi, M. (2006). Changing practices in Chinese cultures of learning. Language, Culture and Curriculum, 19(1), 5–20. doi: 10.1080/07908310608668751
- Kang, D.-M. (2008). The classroom language use of a Korean elementary school EFL teacher: Another look at TETE. System, 36, 214–226. doi: 10.1016/j.system.2007.10.005
- Kang, H. D. (2012). Primary school English education in Korea. In B. Spolsky & Y.-I. Moon (Eds.), Primary school english-language education in Asia (pp. 59–82). New York, NY: Routledge.
- Kaplan, R. B., & Baldauf, R. B. (1997). Language planning: From practice to theory. Clevedon: Multilingual Matters.
- Kaplan, R. B., & Baldauf, R. B. (2005). Language-in-education policy and planning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 1013–1034). Mahwah, NJ: Lawrence Erlbaum.
- Kuchah, K. (2009). Early bilingualism in Cameroon: Where politics and education meet. In J. Enever, J. Moon, & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp. 87–94). Reading, MA: Garnet Education.
- Larson-Hall. (2008). Weighing the benefits of studying a foreign language at a younger starting age in a minimal input situation. Second Language Research, 24, 35–63. doi: 10.1177/0267658307082981
- Lee, H. (2010). Analyzing the effecs of collaborative action research from the teacher identity perspective. Teaching English, 65(1), 161–188.
- Lee, J. (2004). Multi-layered aspects of language policy: Implementing English education at elementary schools in Korea. Working Papers in Educational Linguistics, 20(1), 71–87.
- Lee, W. L. (2009). Primary English language teaching (ELT) in Korea: Bold risks on the national foundation. In J. Enever, J. Moon, & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp. 95–102). Reading, MA: Garnet Education.
- Li, D. F. (1998). ‘It's always more difficult than you plan and imagine’: Teachers’ perceived difficulties in introducing the communicative approach in South Korea. TESOL Quarterly, 32(4), 677–703. doi: 10.2307/3588000
- Liddicoat, A. J. (2004). Language policy and methodology. International Journal of English Studies, 4(1), 153–171.
- van Lier, L. (1988). The classroom and the language learner. London: Longman.
- Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40, 243–249. doi: 10.1017/S0261444807004363
- Littlewood, W., & Yu, B. (2011). First language and target language in the foreign language classroom. Language Teaching, 44(1), 64–77. doi: 10.1017/S0261444809990310
- McKay, S. (2003). Teaching English as an internatonal language: The Chilean context. ELT Journal, 57(2), 139–148. doi: 10.1093/elt/57.2.139
- Mee, C. Y. (2003). English language teaching in Singapore today. In W. K. Ho & R. Y. L. Wong (Eds.), English language teaching in East Asia today: Changing policies and practices (pp. 351–374). Singapore: Eastern Universities Press.
- MEST. (2008). Major Policies and Plans for 2009.
- MEST. (2009). Major Policies and Plans for 2010.
- MEST. (2010). Major Policies and Plans for 2011. Retrieved from http://www.mest.go.kr
- Mitchell, R., & Lee, J.H.-W. (2003). Sameness and difference in classroom learning cultures: Interpretations of communicative pedagogy in the UK and Korea. Language Teaching Research, 7(1), 35–63. doi: 10.1191/1362168803lr114oa
- Nguyen, H. T. M. (2011). Primary English language education policy in Vietnam: Insights from implementation. Current Issues in Language Planning, 12(2), 225–249. doi: 10.1080/14664208.2011.597048
- Nikolov, M. (2009). The dream and the reality of early programmes in Hungary. In J. Enever, J. Moon, & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp. 121–129). Reading, MA: Garnet Education.
- Nikolov, M., & Mihaljevic Djigunovic, J. (2006). Recent research on age, second language aquisition, and early foreign language learning. Annual Review of Applied Linguistics, 26, 234–260. doi: 10.1017/S0267190506000122
- Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-Pacific region. TESOL Quarterly, 37(4), 589–613. doi: 10.2307/3588214
- Nur, C. (2003). English language teaching in Indonesia: Changing policies and practical constraints. In W. K. Ho & R. Y. L. Wong (Eds.), English language teaching in East Asia today: Changing policies and practices (pp. 163–172). Singapore: Eastern Universities Press.
- Oppenheim, A. N. (1992). Questionnaire design: Interviewing and attitude measurement. London: Continuum.
- Pandian, A. (2003). English language teaching in Malaysia today. In W. K. Ho & R. Y. L. Wong (Eds.), English language teaching in East Asia today: Changing policies and practices (pp. 269–292). Singapore: Eastern Universities Press.
- Piller, I., & Cho, J. (2013). Neoliberalism as language policy. Language in Society, 42, 23–44. doi: 10.1017/S0047404512000887
- Pinter, A. (2006). Teaching young language learners. Oxford: Oxford University Press.
- Prapaisit de Segovia, L., & Hardison, D. M. (2008). Implementing education reform: EFL teachers’ perspectives. ELT Journal, 63(2), 154–162. doi: 10.1093/elt/ccn024
- Ricento, T., & Hornberger, N. H. (1996). Unpeeling the onion: Language planning and policy and the ELT professional. TESOL Quarterly, 30(3), 401–427. doi: 10.2307/3587691
- Shim, R. J., & Baik, M. J. (2003). English education in South Korea. In W. K. Ho & R. Y. L. Wong (Eds.), English language teaching in East Asia today: Changing policies and practices (pp. 235–256). Singapore: Eastern Universities Press.
- Watson-Gegeo, K. A. (1988). Ethnography in ESL: Defining the essentials. TESOL Quarterly, 22(4), 575–592. doi: 10.2307/3587257
- Wedgwood, R. (2007). Education and poverty reduction in Tanzania. International Journal of Educational Development, 27, 383–396. doi: 10.1016/j.ijedudev.2006.10.005
- Xinmin, Z., & Adamson, B. (2003). The pedagogy of a secondary school teacher of English in the People's Republic of China: Challenging the stereotypes. RELC Journal, 34(3), 323–337. doi: 10.1177/003368820303400304