国外的英语教育情况(DOC 9页).doc

一、国外EFL的状况Early programs tend to be run in a number of languages but the proportion of English has been increasing extremely dynamically worldwide. Presently, in the overwhelming majority of countries, English is widely taught, despite some heated debates, for example, in Switzerland (Fretz, 2000) and Belgium (Housen, 2000), while in Australia, Croatia, Ireland, or the USA (Curtain & Dahlberg, 2004; Harris & Conway, 2002; McKay, 2000; Mihaljevic Djigunovic & Vilke, 2000) a range of languages has been offered. In some countries the L1 of immigrant children is also offered: for example, Turkish and Italian in many German schools (Kubanek- German, 2000). The most important recent trend, however, is to offer English to more, or all, and younger learners: for example, according to ministry statistics in Japan, more than 90 percent of public elementary schools offered English language activities in 2004 (Nakamura, 2005) as a result of parental pressure. This overall enthusiasm towards early instruction in English is creating needs in teacher education and materials; thus, teaching EFL to young learners has developed into a huge business in the private sector (for example, in China, where the majority of children take on additional EFL classes at cram schools). 早期的外语教学涵盖了许多语种，但是其中英语教育的比例在世界范围内都增长得既快又猛。

目前，在绝大多数国家，英语力排众议，被广泛地教授，例如：瑞士（Fretz, 2000）和比利时(Housen, 2000)，然而在澳大利亚、克罗地亚、爱尔兰或者美国(Curtain & Dahlberg, 2004; Harris & Conway, 2002; McKay, 2000; Mihaljevic Djigunovic & Vilke, 2000)，有多种语种的外语课可以选择在一些国家，也针对移民的儿童教授其母语，比如：许多德国学校就教授土耳其语和意大利语(Kubanek-German, 2000)目前最重要的趋势，就是向更多的人、甚至所有人和更小的学习者教授英语，比如：根据日本的政府统计数据，在2004年，90％以上的公立小学在家长的要求下开展了英语相关的活动(Nakamura, 2005)这种针对英语早期教育的广泛的狂热拉动了师范教育和相关物资方面的需求，因此，向幼龄学习者教授英语这门外语，对一些私营企业而言，成为了巨大的商机（比如：在中国，多数儿童在补习学校学习额外的英语课程）Access to early start programs varies from context to context. In many European countries where public education has provided all young learners with opportunities to study EFL and transfer to the secondary level is also smooth (for example, in the Scandinavian countries or in the Netherlands), an early start is the norm, the overwhelming majority of the population achieve useful levels of proficiency, and Council of Europe language policy documents recommend two foreign languages to allow students to study another language besides English. However, in countries where provision of early English has been increasingly seen as a key to success in the long run, but access to it is limited, starting early has become entangled with equity issues. Better education means earlier access to good quality EFL instruction for the advantaged. In Hungary, for example, a significant difference has been found between nationally representative samples of English and German children’s cognitive abilities: learners of English tend to be more able (Csapó & Nikolov, in preparation). The best predictor of achievements on proficiency tests in these two languages is learners’ socioeconomic status reflected by parents’ level of education (Józsa & Nikolov, 2005). In Croatia, where a wider choice of modern languages was welcome in lower primary classes in the mid 1990s, parents whose children were placed in German classes in 2003, organized protests upon the mandatory introduction of a FL in grade 1 (age 7); they wanted them to study English. 根据不同的语言环境，早期外语教育的开设也有很大的不同。

在许多欧洲国家，公立教育已经对所有幼龄学习者提供了学习英语的机会，并且能够平稳地与第二学段衔接（比如：斯堪的纳维亚国家或者荷兰），早期的外语教学已经形成规范，绝大多数的人能熟练运用英语，欧洲语言政策的文件建议学生可以学习两种外语，即在英语之外再学一门语言但是，在一些国家，早期英语教育被认为是获得最终成功的关键，但是却仅有有限的的人能够获得学习的机会，早期英语教育掺入了公平问题更好的教育意味着，为了奠定更高的起点，更早地接受高质量地英语教育例如：在匈牙利，根据对全国学习英语的和学习德语的儿童的抽样调查发现，英语学习者更能干(Csapó & Nikolov, in preparation)父母受教育程度能够反映学习者的社会经济学地位，而这种地位是估算学习者对这两种语言掌握熟练度的成绩的最佳预报值(Józsa & Nikolov, 2005)在20世纪90年代中期，克罗地亚的初级教育的低年级学生可以选择更广的外语语种学习，在2003年，被分入德语班学习的学生的家长组织抗议从一年级（7岁）起强制性教授一门外语，他们希望自己的孩子学习英语An early start of English as a global language may also be seen as a threat in other contexts: for example, recently in the Arab world and the Asia-Pacific region xenophobic fears have emerged. As several presenters in sections on World Englishes claimed at the 39th TESOL Convention (2005), English is increasingly seen as a vehicle of globalization and its spread may not only corrupt young children’s minds, but it also threatens their L1 literacy and identity.早期学习英语这门世界语言也可能在其他语言环境中被视为威胁，例如：最近在阿拉伯世界和亚太地区显现了恐外心理。

根据第39次TESOL会议上的几位代表的发言，英语日益被视为全球化的媒介，对英语的传播不但可能腐化儿童的心理，也会威胁他们母语的读写能力和身份认同二、衔接的重要性Educational history repeats itself, as a lack of continuity is often typical in early start FL programs similarly to the “French in the Primary” report in Britain (Burstall, Jamieson, Cohen & Hargreaves, 1974): transfer from early programs is problematic in many countries from Poland to USA, and from Hong Kong to Canada (Nikolov & Curtain, 2000), because continuity is not always ensured. Continuity is lacking in different areas: learners cannot continue the FL they learned in primary years, classroom methodology is form-focused, and programs fail to in。