Subhan Zein (Ph.D., Australian National University) teaches at the University of Queensland, Australia. He is the author of Language policy in superdiverse Indonesia (Routledge, 2020) and the lead editor of Early language learning and teacher education: International research and practice (Multilingual Matters, 2019) and English language teacher preparation in Asia: Policy, research and practice (Routledge, 2018); he is also the editor of Teacher education for English as a lingua franca: Perspectives from Indonesia (Routledge, 2018). He is Asia TEFL Director of Research Publications and Principal Investigator of the British Council’s English across ASEAN Education Systems Scoping Research (2020-2021).Maria Coady is a Professor of English to Speakers of Other Languages (ESOL) and Bilingual Education at the University of Florida. Dr. Coady is the past Chair of the Florida Association for Bilingual Education (FABE) and the AERA Bilingual Education Research special interest group. She was awarded the Exemplary Contributions to Practice-Engaged Research Award by AERA in 2020 and the Distinguished Chair of Humanities and Social Sciences by the Fulbright Commission for work in Poland in 2021.

“This volume is a relevant resource that comprehensively confronts the intricate aspects of early language learning policies. … the book pivots on the policies enacted in distinct polities that facilitate, yet sometimes impede, positive language learning and teaching conditions. … this edited volume is a credible work. It is a welcome addition to the scant literature that analyzes policies and provides insights into factors affecting young language learners from around the world.” (Eloise Caporal-Ebersold, Language Policy, Vol. 23 (1), 2024)“Zein and Coady’s edited volume brings together an excellent collection of case studies on different dimensions of early language policy. Both well informed scholars and lay readers will appreciate the detailed description of the case studies, as well as the thought-provoking suggestions to improve the conditions of early language teaching. … future policy directions are clearly proposed, and researchers working in this field will find these discussions to be essential reading.” (Asier Calzada, Language Teaching for Young Learners, Issue 2, 2022)

• Chapter 1. Introduction to Early Language Learning Policy in the 21st Century.- Part 1. Providing Access and Strengthening Community.- Chapter 2. Struggling for a Diverse but Fair Policy: Policy Challenges to Implementing English at the Primary School Level in Japan.- Chapter 3. Early childhood foreign language learning and teaching in Serbia: A Critical Overview of Language Education Policy and Planning in Varying Historical Contexts.- Chapter 4. Early Mandarin Learning and Language-In-Education Policy and Planning in the Oceania.- Part 2. Redesigning Curriculum and Enhancing Instruction.- Chapter 5. Intercultural Understanding in Early Spanish Language Learning: A Policy Perspective from Queensland, Australia.- Chapter 6. Arabic as an Early Language Learning Provision in Bangladesh: Policy Perspectives.- Chapter 7. Early English Language Learning in Tanzania in Relation to Language Policy.- Part 3. Preparing High Quality Teachers.- Chapter 8. Long Tradition, New Scenarios forEarly English Language Learning Policy in Argentina.- Chapter 9. Early Arabic Language Learning Policies and Practices in Israel: Historical and Political Factors.- Chapter 10. Where Have Personnel Policies on Early English Language Learning Taken us in Mexico so far?.- Part 4. Connecting Domains Across Language Policy.- Chapter 11. The Context of Schooling for Early Learners of Spanish in the United States.- Chapter 12. Early Mandarin Learning in South America: Present and Future Directions.- Chapter 13. German Teaching and Learning in Early Years and Primary Schools in the UK.- Conclusion.- Chapter 14. Language Policy for Starting Early, Reflections and Considerations.

Subhan Zein (Ph.D., Australian National University) teaches at the University of Queensland, Australia. He is the author of Language policy in superdiverse Indonesia (Routledge, 2020) and the lead editor of Early language learning and teacher education: International research and practice (Multilingual Matters, 2019) and English language teacher preparation in Asia: Policy, research and practice (Routledge, 2018); he is also the editor of Teacher education for English as a lingua franca: Perspectives from Indonesia (Routledge, 2018). He is Asia TEFL Director of Research Publications and Principal Investigator of the British Council’s English across ASEAN Education Systems Scoping Research (2020-2021).Maria Coady is a Professor of English to Speakers of Other Languages (ESOL) and Bilingual Education at the University of Florida. Dr. Coady is the past Chair of the Florida Association for Bilingual Education (FABE) and the AERA Bilingual Education Research special interest group. She was awarded the Exemplary Contributions to Practice-Engaged Research Award by AERA in 2020 and the Distinguished Chair of Humanities and Social Sciences by the Fulbright Commission for work in Poland in 2021.

“This volume is a relevant resource that comprehensively confronts the intricate aspects of early language learning policies. … the book pivots on the policies enacted in distinct polities that facilitate, yet sometimes impede, positive language learning and teaching conditions. … this edited volume is a credible work. It is a welcome addition to the scant literature that analyzes policies and provides insights into factors affecting young language learners from around the world.” (Eloise Caporal-Ebersold, Language Policy, Vol. 23 (1), 2024)“Zein and Coady’s edited volume brings together an excellent collection of case studies on different dimensions of early language policy. Both well informed scholars and lay readers will appreciate the detailed description of the case studies, as well as the thought-provoking suggestions to improve the conditions of early language teaching. … future policy directions are clearly proposed, and researchers working in this field will find these discussions to be essential reading.” (Asier Calzada, Language Teaching for Young Learners, Issue 2, 2022)

• Chapter 1. Introduction to Early Language Learning Policy in the 21st Century.- Part 1. Providing Access and Strengthening Community.- Chapter 2. Struggling for a Diverse but Fair Policy: Policy Challenges to Implementing English at the Primary School Level in Japan.- Chapter 3. Early childhood foreign language learning and teaching in Serbia: A Critical Overview of Language Education Policy and Planning in Varying Historical Contexts.- Chapter 4. Early Mandarin Learning and Language-In-Education Policy and Planning in the Oceania.- Part 2. Redesigning Curriculum and Enhancing Instruction.- Chapter 5. Intercultural Understanding in Early Spanish Language Learning: A Policy Perspective from Queensland, Australia.- Chapter 6. Arabic as an Early Language Learning Provision in Bangladesh: Policy Perspectives.- Chapter 7. Early English Language Learning in Tanzania in Relation to Language Policy.- Part 3. Preparing High Quality Teachers.- Chapter 8. Long Tradition, New Scenarios forEarly English Language Learning Policy in Argentina.- Chapter 9. Early Arabic Language Learning Policies and Practices in Israel: Historical and Political Factors.- Chapter 10. Where Have Personnel Policies on Early English Language Learning Taken us in Mexico so far?.- Part 4. Connecting Domains Across Language Policy.- Chapter 11. The Context of Schooling for Early Learners of Spanish in the United States.- Chapter 12. Early Mandarin Learning in South America: Present and Future Directions.- Chapter 13. German Teaching and Learning in Early Years and Primary Schools in the UK.- Conclusion.- Chapter 14. Language Policy for Starting Early, Reflections and Considerations.

Subhan Zein (Ph.D., Australian National University) teaches at the University of Queensland, Australia. He is the author of Language policy in superdiverse Indonesia (Routledge, 2020) and the lead editor of Early language learning and teacher education: International research and practice (Multilingual Matters, 2019) and English language teacher preparation in Asia: Policy, research and practice (Routledge, 2018); he is also the editor of Teacher education for English as a lingua franca: Perspectives from Indonesia (Routledge, 2018). He is Asia TEFL Director of Research Publications and Principal Investigator of the British Council’s English across ASEAN Education Systems Scoping Research (2020-2021).Maria Coady is a Professor of English to Speakers of Other Languages (ESOL) and Bilingual Education at the University of Florida. Dr. Coady is the past Chair of the Florida Association for Bilingual Education (FABE) and the AERA Bilingual Education Research special interest group. She was awarded the Exemplary Contributions to Practice-Engaged Research Award by AERA in 2020 and the Distinguished Chair of Humanities and Social Sciences by the Fulbright Commission for work in Poland in 2021.

“This volume is a relevant resource that comprehensively confronts the intricate aspects of early language learning policies. … the book pivots on the policies enacted in distinct polities that facilitate, yet sometimes impede, positive language learning and teaching conditions. … this edited volume is a credible work. It is a welcome addition to the scant literature that analyzes policies and provides insights into factors affecting young language learners from around the world.” (Eloise Caporal-Ebersold, Language Policy, Vol. 23 (1), 2024)“Zein and Coady’s edited volume brings together an excellent collection of case studies on different dimensions of early language policy. Both well informed scholars and lay readers will appreciate the detailed description of the case studies, as well as the thought-provoking suggestions to improve the conditions of early language teaching. … future policy directions are clearly proposed, and researchers working in this field will find these discussions to be essential reading.” (Asier Calzada, Language Teaching for Young Learners, Issue 2, 2022)

• Chapter 1. Introduction to Early Language Learning Policy in the 21st Century.- Part 1. Providing Access and Strengthening Community.- Chapter 2. Struggling for a Diverse but Fair Policy: Policy Challenges to Implementing English at the Primary School Level in Japan.- Chapter 3. Early childhood foreign language learning and teaching in Serbia: A Critical Overview of Language Education Policy and Planning in Varying Historical Contexts.- Chapter 4. Early Mandarin Learning and Language-In-Education Policy and Planning in the Oceania.- Part 2. Redesigning Curriculum and Enhancing Instruction.- Chapter 5. Intercultural Understanding in Early Spanish Language Learning: A Policy Perspective from Queensland, Australia.- Chapter 6. Arabic as an Early Language Learning Provision in Bangladesh: Policy Perspectives.- Chapter 7. Early English Language Learning in Tanzania in Relation to Language Policy.- Part 3. Preparing High Quality Teachers.- Chapter 8. Long Tradition, New Scenarios forEarly English Language Learning Policy in Argentina.- Chapter 9. Early Arabic Language Learning Policies and Practices in Israel: Historical and Political Factors.- Chapter 10. Where Have Personnel Policies on Early English Language Learning Taken us in Mexico so far?.- Part 4. Connecting Domains Across Language Policy.- Chapter 11. The Context of Schooling for Early Learners of Spanish in the United States.- Chapter 12. Early Mandarin Learning in South America: Present and Future Directions.- Chapter 13. German Teaching and Learning in Early Years and Primary Schools in the UK.- Conclusion.- Chapter 14. Language Policy for Starting Early, Reflections and Considerations.