Utilizing SLA Findings to Inform Language-in-education Policy: The Case of Early English Instruction in Indonesia

Abstract

This chapter reviews relevant literature to extend the debate on early English instruction in Indonesia from second language acquisition (SLA) and language planning and policy (LPP) perspectives. In doing so, the chapter examines the validity of SLA-related arguments that support and oppose early English instruction in the country. The discussion in this chapter demonstrates how SLA research on age effects that has been promoted to inform policymakers as to when to start instruction offers little potential in terms of language-in-education policymaking. It is shown how SLA findings on the potential benefits that can be accrued from instruction are more practical to inform language-in-education policymaking. It is argued that should there be an SLA-based rationale for early English instruction, it is not the putative efficacy of early language instruction underlined by the notion ‘the earlier the better’ but the potential benefits that can be accrued from instruction. Finally, the chapter provides policy recommendations and directions for future research.