AbstractThis 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.
Applied Linguistics Review – de Gruyter
Published: Nov 27, 2017