Over the past six decades, the field of teaching modern foreign languages to young learners has come a long way, from the early surmises about the advantages of a young start to today’s widespread integration of foreign languages into curricula in public and private schools. The chapters in this book bring together internationally renowned researchers who have been vocal in establishing early language teaching and learning as an independent area of research and novice voices who represent a new generation of devoted researchers to present a state-of-the-art volume on the topic. The authors address key questions about young learner second/foreign language (L2/FL) development, methodological issues when conducting research with young learners, L2/FL teaching pedagogy, language education policy, technology enhanced learning and assessment. Together, the chapters capture the reality of early FL development in the context of a globalized world and will be of great interest to researchers and postgraduate students of SLA and Applied Linguistics, specifically in the field of early language development and teaching languages to young learners.
Inhoudsopgave
Contributors
Acknowledgements
Stela Letica Krevelj and Marianne Nikolov: Enriching the Tapestry of Early Foreign Language Learning and Teaching: A Preface
Chapter 1. Richard Johnstone in Conversation with Marianne Nikolov: Learners can be Applied to Children, Teachers and all Stakeholders
Chapter 2. Jelena Mihaljević Djigunović in Conversation with Stela Letica Krevelj: On How One Would Teach English to a Dalmatian Dog
Chapter 3. Annamaria Pinter: Innovations in Research On and With Young Learners
Chapter 4. Andrew D. Cohen: The Use of Verbal Report to Describe Strategies Used by Young Language Learners
Chapter 5. Yuko Goto Butler: Verbal Reports as an Instructional Tool for Young Second Language Learners: An Intervention Study
Chapter 6. Anna Vallbona and Elsa Tragant: Upper Primary School Learners’ Interaction in Face-to-Face and Instant Messaging Modalities: A Focus on Metatask and Metalanguage Episodes
Chapter 7. Rivi Carmel and Marianne Nikolov: Translanguaging and Meaning Making in Young Learners’ EFL Classes in Israel
Chapter 8. Carmen Muñoz, Daniela Avello and Geòrgia Pujadas: Young Learners’ L2 Vocabulary Acquisition Through Extensive Viewing
Chapter 9. Gloria Vickov and Eva Jakupčević: Culture-Related Vocabulary in Textbooks for Young Learners of English
Chapter 10. Katalin Fenyvesi and Pia Suk Jensen: Natural Semantic Metalanguage: A Bridge Between Languages in the Multilingual Classroom
Chapter 11. Lucilla Lopriore: Early Language Oracy Development: Challenges from Research in Multilingual Contexts
Chapter 12. Mirna Erk: Children’s Voices on Starting English at the Primary vs. Pre-Primary Level
Chapter 13. Andrea-Beata Jelić: ‘Why Do You Learn Spanish?’ ‘To Play in La Liga’: Attitudes and Motivation of Young Learners of Spanish in Croatia
Chapter 14. Réka Lugossy: ‘I Didn’t Know Such a Thing Existed’: Young Adults’ Early Encounters with Literature and the Meanings They Attach to Them
Chapter 15. Vesna Bagarić Medve and Višnja Pavičić Takač: Looking Back to Look Forward: Approaches to Young Foreign Language Learners’ Assessment in Croatia
Chapter 16. Vera Savić and Danijela Prošić-Santovac: EFL Teachers’ Perspectives on and Practices in Assessing Young Learners in Serbia
Chapter 17. Jasenka Čengić: The Role of Aptitude in Young Learners’ Success: Domain-General or Domain-Specific Analytic Abilities?
Chapter 18. Colin J. Flynn and David Singleton: Primary School L2 Learning: The General Empirical Picture and Specific Policy Issues in the Irish Context
Chapter 19. Jing Peng and Xuan Huang: A Case Study on Family Language Policy of China in the Three Gorges Reservoir Area
Index
Over de auteur
Stela Letica Krevelj is Assistant professor and the chair of SLA and TEFL section at the Department of English, Faculty of Humanities and Social Sciences, University of Zagreb, Croatia. Her areas of interest are second and third language acquisition, crosslinguistic influence and linguistic awareness, early multilingual development in instructed contexts, and methodological and ethical issues in SLA research.
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