English for Young Learners Policies in Finland, Japan, and Indonesia: Lessons for Indonesian Reform
Year: 2026
Type: article
Abstract: This study presents a qualitative comparative review of English for Young Learners (EYL) policies and implementation in Finland, Japan, and Indonesia. The countries are selected due to their policy of early introduction of English as a foreign language at the primary school level. While previous studies have explored the EYL policy and implementation practices in each country separately, only a few have provided cross-national comparative analyses to inform Indonesia's implementation of a nationwide mandatory English-language subject policy in 2027. Using qualitative comparative document analysis, this article analyzes peer-reviewed journal articles, national curriculum documents, and policy papers to explore EYL policy and implementation in Finland, Japan, and Indonesia. Findings show that EYL implementation in Finland is supported by systematic teacher education and curriculum integration aligned with multilingual goals. Japan and Indonesia share challenges in limited teacher preparation, limited English language proficiency, and varied school-level practices. This study highlights the importance of aligning EYL policy with teacher education and support systems. Lessons drawn from Finland and Japan may inform Indonesia's approach to ensuring effective and sustainable EYL practices.
Author: Arfiyan Ridwan
Institution: Universitas Islam Internasional Indonesia
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7204538780