Learning Foreign Languages in Primary School: Research Insights
Edited by: María del Pilar García Mayo
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.
This fascinating collection provides a wealth of research focused on foreign language learners aged 6-12. An eye-opener on what children are capable of in linguistic, social and cognitive domains of learning, instructed and unassisted. This much needed work does indeed provide important insights for educators and researchers. I found my book of the year!
This volume responds to the need for evidence-based insights on the learning and teaching of foreign languages in school-based programs for young children. With contributions on linguistic, social, cognitive, and curricular dimensions of the foreign language experience, explored from a range of methodological orientations, it is a rich source of information for both language researchers and educators.
This volume is packed with rich findings, revealing many new research directions for the reader to explore. This is surely a must-read for teachers and researchers in many parts of the world.
Language Teaching for Young Learners 1:1:1
María del Pilar García Mayo is Professor of English Language and Linguistics at the University of the Basque Country, Spain. She is the convener of the research group Language and Speech (http://www.laslab.org) and the academic director of the MA in Language Acquisition in Multilingual Settings. Her research interests include the second/third language acquisition of English morphosyntax, the study of conversational interaction and task-based language learning.
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