Early Instructed Second Language Acquisition (eBook)

Pathways to Competence

Joanna Rokita-Jaśkow, Melanie Ellis (Herausgeber)

eBook Download: EPUB

2019
Channel View Publications (Verlag)
978-1-78892-252-4 (ISBN)

Infos

This book examines which factors lead to success in foreign language learning at an early age in instructional settings. The studies investigate learners aged between three and ten, their parents and teachers, and focus on the development of speaking and reading skills and how attitudes and motivation impact on the teaching and learning process.

---

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.

Autor

lt;p>Joanna Rokita-Jaśkow is Associate Professor in Applied Linguistics at the Pedagogical University of Cracow, Poland, where she is Head of the ELT section. She is author of over 40 papers and three books and her main research interests concern child foreign and second language acquisition and foreign language teacher education.

Melanie Ellis teaches at the Pedagogical University of Cracow, where she is Head of the Practical English section in the Department of English Language Education. Her research interests include foreign language learning assessment and supporting learners for whom foreign language learning presents a challenge.

Inhalt

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

Produkt-Details

• Erscheint lt. Verlag: 18.1.2019
• Reihe/Serie: Early Language Learning in School Contexts
• Reihe/Serie: Early Language Learning in School Contexts
• Verlagsort: Bristol
• Sprache: englisch
• Themenwelt: Schulbuch / Wörterbuch ► Wörterbuch / Fremdsprachen
• Themenwelt: Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule
• Schlagworte: child foreign language learning • early foreign language learning • early foreign language teaching • Early instructed foreign language learning • early language learning processes • ELT • FL competence • Foreign Language • instruction • language learning at pre-primary level • Language Policy • negotiation of meaning • Second Language acquisition • self-concept • SLA • teaching a FL to young children with Special Education needs • teaching a FL to young children with teaching a FL to young children with Special Educational needs • TEYL pedagogy • the age factor • Young Learners
• ISBN-10: 1-78892-252-2 / 1788922522
• ISBN-13: 978-1-78892-252-4 / 9781788922524