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Modern languages are offered to young learners at an increasingly
early age in many countries; yet few publications have focused on
what is available to children in different contexts. This volume
fills this gap by documenting the state-of-the-art in researching
young language learners using a variety of research methods. It
demonstrates how young children progress and benefit from an early
exposure to modern languages in different educational contexts, and
how affective, cognitive, social, linguistic and classroom-related
factors interact in the processes. A special strength is the range
of languages: although English is the most widely learnt language,
chapters focus on various target languages: Croatian, French,
English, German, Italian, Spanish and Ukrainian and the contexts
include China, Croatia, Greece, Hungary, Ireland, Norway, Poland,
the Ukraine, and the United Kingdom.
Modern languages are offered to young learners at an increasingly
early age in many countries; yet few publications have focused on
what is available to children in different contexts. This volume
fills this gap by documenting the state-of-the-art in researching
young language learners using a variety of research methods. It
demonstrates how young children progress and benefit from an early
exposure to modern languages in different educational contexts, and
how affective, cognitive, social, linguistic and classroom-related
factors interact in the processes. A special strength is the range
of languages: although English is the most widely learnt language,
chapters focus on various target languages: Croatian, French,
English, German, Italian, Spanish and Ukrainian and the contexts
include China, Croatia, Greece, Hungary, Ireland, Norway, Poland,
the Ukraine, and the United Kingdom.
This volume documents international, national, and small-scale
testing and assessment projects of English language education for
young learners, across a range of educational contexts. It covers
three main areas: age-appropriate 'can do statements' and task
types for teaching and testing learners between the ages of 6 to
13; innovative approaches to self-assessment, diagnostic testing,
self- perception, and computer-based testing; and findings on how
young learners perform on vocabulary, listening, speaking,
pronunciation, and reading comprehension tests in European and
Asian contexts. Early language learning has become a major trend in
English language education around the globe. As a result of the
spread of teaching English to a growing number of young children,
assessment of and for learning have emerged as key issues. In line
with this development, there is a clear and emerging need to make
early language programs accountable and to assess both the progress
children make over time and to quantify their achievement at
various stages of development. This volume informs stakeholders
about the realistic goals of early language learning, their
efficiency, and how much progress children make over time.
This volume documents international, national, and small-scale
testing and assessment projects of English language education for
young learners, across a range of educational contexts. It covers
three main areas: age-appropriate 'can do statements' and task
types for teaching and testing learners between the ages of 6 to
13; innovative approaches to self-assessment, diagnostic testing,
self- perception, and computer-based testing; and findings on how
young learners perform on vocabulary, listening, speaking,
pronunciation, and reading comprehension tests in European and
Asian contexts. Early language learning has become a major trend in
English language education around the globe. As a result of the
spread of teaching English to a growing number of young children,
assessment of and for learning have emerged as key issues. In line
with this development, there is a clear and emerging need to make
early language programs accountable and to assess both the progress
children make over time and to quantify their achievement at
various stages of development. This volume informs stakeholders
about the realistic goals of early language learning, their
efficiency, and how much progress children make over time.
This edited volume documents the state of the art in research into
how the age factor interacts with other factors in a variety of
educational contexts. The book comprises 17 chapters examining
early language learning and teaching in a range of countries in
Europe, Asia and North America. Authors discuss main themes in
research methodology, curricular and assessment issues, short- and
long-term outcomes, the role of individual differences, innovation
in teacher education, classroom processes, as well as the impact of
the target language. The first two chapters (Nikolov; Edelenbos and
Kubanek) overview the main trends in research. Four papers
(Curtain;Ofra Inbar-Lourie and Elana Shohamy; Jalkannen; Haenni
Hoti, Heinzmann, and Muller) focus on the assessment of young
learners; two authors examine how age impacts on language learning
over time (Munoz; Kasai). Individual differences (motivation,
anxiety, aptitude, and socio-economic status) are explored
byMihaljevi? Djigunovi?, Mattheoudakis and Alexiou, and Kiss.
Innovation is the common theme in chapters written by Wang, Moon,
and Peng and Zhang. The last three papers analyze the status of
languages (Harris, Enever, Carmel). The book is a must have for
teacher educators of pre- and in-service teachers of modern
languages to young learners, MA and PhD students in TEFL/TESOL and
other languages, researchers and policy makers.
Bern, Berlin, Bruxelles, Frankfurt/M., New York, Oxford, Wien.
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