2021年1月23日发(作者：冤情)


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
(Naka mura,
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
200 3
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 39
th
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