Abstract
Economic globalization and the concomitant prominence of English as a global language (EGL) have had a considerable impact on educational policies and practices worldwide. The widespread belief in the economic benefits that individuals and societies can attain from greater English proficiency has created a global trend of early English language teaching (ELT) (Copland, Garton & Burns, 2014; Enever, Moon & Raman, 2009). In line with this global trend, Japan, as an economically advanced nation, has also gradually lowered the age at which English is introduced at school. Previous studies have explored the development of national ELT curricula, critically examining the discourses behind these official language-in-education policies (e.g., Kubota, 1998, 2002; Seargeant, 2009; Shiroza, 2020). However, obvious to the keen observer is that early ELT is often implemented more extensively and vigorously in Japan's rural communities than in urban areas, despite the latter's image of being only remotely affected by globalization.
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