This book provides a holistic overview of what leads to success in foreign language learning at an early age and deepens our understanding of early foreign language learning. The studies use an array of methodological approaches to research learners aged between three and ten, as well as their parents and teachers, in instructional, minimal-input settings. They describe various ways of organising and promoting very early foreign language learning, both through language policy and innovative pedagogy, and focus on ways of providing input for second language acquisition, which include oral classroom discourse strategies, as well as learner development of literacy skills. Special attention is given to the necessity to develop critical reading skills, the ability to handle multimodal texts, and attitudes, motivations and behaviours and how these may impact on the teaching and learning process. Chapters emphasise that ultimate outcomes depend on extra linguistic environmental factors, such as parental involvement and teacher competences. These include establishing control in the classroom, as well as using appropriate strategies for Negotiation of Meaning, and helping learners build positive self-concept. This book will be of interest to all professionals involved in the teaching of foreign languages to young learners, as well as to researchers, teacher educators and students working in this area.
Tabela de Conteúdo
Contributors
Joanna Rokita-Jaśkow and Melanie Ellis: Introduction
Part I. Early Language Learning in Compulsory Instruction
Chapter 1. Joanna Rokita-Jaśkow and Małgorzata Pamuła-Behrens: Policy and Practice in Early FLL: The Case Of Poland
Chapter 2. Sandie Mourão: Integrating and Emulating: Early English Initiatives in Portugal
Part II. Pathways to Developing Early L2 Oracy and Literacy
Chapter 3. Teresa Fleta: From Research on Child L2 Acquisition of English to Classroom Practice.
Chapter 4. Amparo Lázaro-Ibarrola and Raul Azpilicueta-Martínez: Let Them Do The (Whole) Talking?
Child-Child vs. Child-Adult Interactions: EFL Children in a Story-Telling Task
Chapter 5. Małgorzata Szulc-Kurpaska: Teacher Language in a Young Learner Classroom
Chapter 6. Renata Šamo: Young EFL Learners and Their Reading Awareness: A Case Study with Twins Chapter 7. Yolanda Ruiz De Zarobe and Maria Victoria Zenotz: Effective Reading Interventions In Young Children: How To Foster Critical Thinking Strategies
Chapter 8. Annika Kolb and Sonja Brunsmeier: Extensive Reading In Primary EFL: Can Story Apps Do The Trick?
Part III. Pathways to Understanding Relationships in Early Foreign Language Learning And Teaching
Chapter 9. Barbara Loranc-Paszylk: Parental Perceptions of Primary Bilingual Schools in Poland: The (Added) Value Of English
Chapter 10. Joanna Rokita-Jaśkow: Parental Involvement in Very Early L2 Acquisition
Chapter 11. Werona Król-Gierat: Investigating the Self-Concept of Children with Special Educational Needs in Early Foreign Language Learning
Chapter 12. Ewa Guz and Małgorzata Tetiurka: Power Relationships in an Early Foreign Language Classroom
Melanie Ellis and Joanna Rokita-Jaśkow: Afterword
Sobre o autor
Joanna Rokita-Jaśkow is Associate Professor of Applied Linguistics and Head of ELT at the University of the National Education Commission (UKEN), Poland. Her research explores foreign language education at pre-primary and primary levels, multilingualism in schools and teacher education, and she is Vice-President of the Early Language Learning Research Association.
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