Rethinking Foreign Language Education in Tunisian Preschools
Since its institutionalization three decades ago, early childhood educator training in Tunisia has been a considerable tributary of mainstream education. Despite such bearing, this field does not yet seem to reach the expected evolution as evidenced by the lack of a guiding vision. A case in point t...
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| Veröffentlicht in: | Education research international 2014-01, Vol.2014 (2014), p.1-9 |
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| creator | Ben Maad, Mohamed Ridha |
| description | Since its institutionalization three decades ago, early childhood educator training in Tunisia has been a considerable tributary of mainstream education. Despite such bearing, this field does not yet seem to reach the expected evolution as evidenced by the lack of a guiding vision. A case in point that attests to this state of clarity is foreign language education which has not expediently addressed the needs of both educators and preschoolers. This paper underscores this overlooked strand of early childhood education. Building on an appraisal of the problems and challenges burdening this area of education, it suggests the awakening-to-languages approach as an alternative project that maps the future course of foreign language education. Possible related benefits will consist in (i) investing in identity building, (ii) fostering critical thinking, and (iii) developing metalinguistic awareness where young learners act according to a pedagogy of discovery and reflection rather than skill-based attainment. |
| doi_str_mv | 10.1155/2014/538437 |
| format | Article |
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| ispartof | Education research international, 2014-01, Vol.2014 (2014), p.1-9 |
| issn | 2090-4002 2090-4010 |
| language | eng |
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| source | EZB-FREE-00999 freely available EZB journals; EBSCOhost Education Source; Wiley Online Library (Open Access Collection); Alma/SFX Local Collection |
| subjects | Educational Policy Preschool children Teaching Methods Young Children |
| title | Rethinking Foreign Language Education in Tunisian Preschools |
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