This book presents research on the learning of foreign languages by children aged 6-12 years old in primary school settings. The collection provides a significant and important contribution to this often overlooked domain and aims to provide research-based evidence that might help to inform and develop pedagogical practice. Topics covered in the chapters include the influence of learner characteristics on word retrieval; explicit second language learning and language awareness; meaning construction; narrative oral development; conversational interaction and how it relates to individual variables; first language use; feedback on written production; intercultural awareness raising and feedback on diagnostic assessment. It will be of interest to undergraduate and graduate students, researchers, teachers and stakeholders who are interested in research on how children learn a second language at primary school.
Table of Content
María del Pilar García Mayo: Introduction
1. Ting Zhao and Victoria A. Murphy: Factors Affecting the Speed of Word Retrieval in Children Learning English as a Foreign Language
2. Angela Tellier and Karen Roehr-Brackin: Raising Children’s Metalinguistic Awareness to Enhance Classroom Second Language Learning
3. Carmen Muñoz: The Development of Language Awareness at the Transition from Primary to Secondary School
4. Ana Llinares: Learning How to Mean In Primary School CLIL Classrooms
5. Amparo Lázaro Ibarrola and María de los Ángeles Hidalgo: Benefits and Limitations of Conversational Interactions among Young Learners of English in a CLIL Context
6. Agurtzane Azkarai and Ainara Imaz Agirre: Gender and Age in Child Interaction in an EFL CLIL Context: An Exploratory Study
7. Elisabet Pladevall-Ballester and Alexandra Vraciu: Exploring Early EFL: L1 Use in Oral Narratives by CLIL and Non-CLIL Primary School Learners
8. Yuko Goto Butler, Yeting Liu and Heejin Kim: Narrative Development in L1 and FL: A Longitudinal Study among Young Chinese Learners of English
9. Anna Bret Blasco: A Two-Year Longitudinal Study of Three EFL Young Learners’ Oral Output: The Development of Syntactic Complexity and Accuracy
10. Francisco Javier García Hernández, Julio Roca de Larios and Yvette Coyle: Reformulation as a Problem-Solving Space For Young EFL Writers: A Longitudinal Study of Learning Strategies
11. Annamaria Pinter and Samaneh Zandian: A Questionnaire Study of Iranian Children’s Understanding of Intercultural Issues
12. Marianne Nikolov: Students’ and Teachers’ Feedback on Diagnostic Tests For Young EFL Learners: Implications for Classrooms
Rhonda Oliver: Afterword
About the author
Dr. María del Pilar García Mayo is Professor of English Language and Linguistics at the University of the Basque Country (Spain). She has published widely on the L2/L3 acquisition of English morphosyntax and the study of conversational interaction in EFL. Her most recent edited volume is Learning Foreign Languages in Primary School: Research Insights(Multilingual Matters, 2017). García Mayo is the director of the Language and Speech (www.laslab.org) research group, highlighted by the Basque Government for excellence in research in the field, and the director of the MA program Language Acquisition in Multilingual Settings. She is also the editor of Language Teaching Research.
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