Set against global and regional contexts, the individual reports provide detailed insights into the policy, planning and implementation of programmes in four countries which require children to learn through more than one language.
These reports are detailed and insightful providing a rich description of the four contexts and an in-depth analysis of the English programmes within them. They bring an indication of the untold benefits and many challenges of teaching and learning through English and how socially and politically charged this area of education is and will continue to be.
It is hoped that this work will contribute to the on-going discussion about teaching and learning content subjects through English and more widely the importance of English for children and the status of English in the region.
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