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  1. Country and/or region to which the answers refer.

2. Name of British Council recipient/co-ordinator of answers to this questionnaire

3. Name and professional role of the person actually providing the responses (if different from 2 above). Please also supply contact address/e-mail address for Shelagh Rixon to use for clarifications and queries.

State school provision

4. Is there any EYL teaching in as part of the curriculum in compulsory state education? If YES, please go to Q5. If NO, go to Q18.

5. How many years ago, approximately, was EYL introduced as an official part of the curriculum in compulsory state education? (If you know the exact date, please give it).

6. At the moment, when does EYL start as an official part of the curriculum ? (Please express your answer as a Year/Grade of schooling and add the age range that this represents, e.g. 'Primary Year Three, about 7 - 8 years of age').

7. Has the age for starting EYL been changed since 1980?

8. Is there any widespread teaching of English to YL in public education at a stage BEFORE the official starting stage?

9. Please indicate the number of hours per school year officially allocated for EYL. If there is a difference in provision for different grades, please give details.

10. Please indicate how these EYL hours are distributed (e.g. 'There are 30 teaching weeks in a school year, and EYL lessons are 2.5 hours a week in 5 half hour sessions').

11. If you can, please give the most up-to-date statistics for numbers of EYL teachers and pupils in the public education system in your country.

12. Which kinds of teachers are involved in the official teaching of EYL in the public education system? Choose from the categories below. If you can, please add an approximate % figure for each category that you select.
a. the children's normal class teacher.
b. a specialist teacher of English who works in only one school.
c. a specialist teacher of English who visits different schools to give lessons.
d. a person not a qualified teacher who knows English and works in only one school.
e. a person not a qualified teacher who knows English and visits different schools to give lessons.
f. other. (Please give details.)

13. Who is considered in your country to be eligible to teach EYL in the public education system? You can choose one, or several answers:
a. an established primary teacher who has passed a local test or exam in English. (If you select this answer, please give details about the test or exam).
b. an established primary teacher who has passed an internationally recognised language test or exam, e.g. the Cambridge First Certificate. (Please state which tests or exams are accepted.)
c. a primary teacher who has successfully completed a special in-service training course in English language and/or EYL methodology. (Please give details of the course.)
d. a teacher who has had pre-service training at college or university and is qualified to become a teacher of English at primary level.
e. a teacher qualified to teach English at secondary school, but who is willing to work in primary schools.
f. a University graduate of English who has not taken courses in Education or Teaching methodology.
g. a native speaker of English, who has no recognised qualifications as a teacher.
h. other. (Please give details.)

14. Nationwide, are schools able to find enough eligible EYL teachers for their needs? If YES, how was this achieved? If NO, what steps are being taken to increase the numbers of suitable teachers?

15. What official documents exist at the moment to guide teachers about the content of EYL teaching in your country? Choose one answer.
a. No published guidelines or syllabus.
b. A general description of aims for EYL, but no specific advice about content.
c. A fairly detailed outline of suitable content, listing e.g. Topic Areas, Functions, Skills to concentrate on.
d. A more detailed specification of content, with e.g. word lists, structure lists, examples of phrases and sentences to be included in the teaching.
e. Other types of guidelines. (Please give details.)

16. How free are teachers and schools to choose which sorts of materials to use? Choose one answer.
a. There is no school budget for books, so teachers must make all their own materials.
b. Teachers may choose any published materials (local or international) provided that they are within the school budget.
c. Teachers may choose any published materials (local or international) provided that they are within budget and that the materials have had official clearance or approval, e.g. by a Ministry of Education Textbook Committee.
d. There is an officially-approved list of locally published material, and teachers may choose any of these, within their budget.
e. There is only one approved book and this is published specially for schools in this country or region. No other choice is allowed.
f. Other. (Please give details.)

17. What sorts of teaching materials are used? Select all answers which apply.
a. original teaching materials devised by teachers themselves.
b. lesson materials adapted by teachers from several published sources.
c. international published course books.
d. locally published course books.
e. other. (Please give details.)

18. Plans for the future in your country or region. Is an innovation with regard to EYL in public compulsory education under discussion or officially agreed for the near future? E.g. a lowering of the starting age or an increase in the hours per year?

EYL in the private sector

In many countries there is a vigorous private sector involved in EYL which we have separated into three main categories which you will find below.

19. Private primary schools providing a mainstream general education for children of parents who can pay fees. Are these schools present in any significant way in your country? YES/NO. If YES, please answer the questions below:
a. What % of primary school children attend such schools?
b. Does EYL provision differ significantly from that in the public sector - e.g. different age of starting, different number of hours teaching, different material?
c. Other comments.

20. Private sector language schools which are parallel and supplementary to the mainstream general education system (for instance, the British Council's Teaching Centres). Are such schools present in any significant way in your country? YES/NO If YES, please answer the questions below:
a. How many YLs attend these language schools (estimate % or numbers)?
b. How many hours per week is typical?
c. Please comment on any perceived conflict between these schools and the public EYL provision (e.g., children attending the private language school have more advanced English lessons than they receive in mainstream primary school, or the methodology may be very different).
d. What materials are used in these private sector language schools?
e. Other comments.

21. Private tuition in English, either lessons for children in their own homes by a visiting tutor, or for small groups of children who meet in a place of the tutor's choosing. Does this exist in your country in any significant way? YES/NO. If YES,
a. How many YLs are involved (estimate % or numbers)?
b. Do private tutors teach children of a younger age than the official starting age in compulsory education?
c. Why do parents want their children to have private tuition?

The place of English for YL compared with other foreign languages

22. Are any other (non-L1) languages than English an official part of the curriculum in compulsory state education? YES/NO. If YES, please list the languages learned, and give the normal starting age.

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