Second Language Acquisition and the Younger Learner

Child's play?

Editors
| University of Auckland
| Edith Cowan University, Bunbury
| Georgetown University
HardboundAvailable
ISBN 9789027219848 | EUR 105.00 | USD 158.00
 
PaperbackAvailable
ISBN 9789027219855 | EUR 36.00 | USD 54.00
 
e-Book
ISBN 9789027290564 | EUR 105.00/36.00*
| USD 158.00/54.00*
 
This new volume of work highlights the distinctiveness of child SLA through a collection of different types of empirical research specific to younger learners. Characteristics of children’s cognitive, emotional, and social development distinguish their experiences from those of adult L2 learners, creating intriguing issues for SLA research, and also raising important practical questions regarding effective pedagogical techniques for learners of different ages. While child SLA is often typically thought of as simple (and often enjoyable and universally effortless), in other words, as “child’s play”, the complex portraits of young second language learners which emerge in the 16 papers collected in this book invite the reader to reconsider the reality for many younger learners. Chapters by internationally renowned authors together with reports by emerging researchers describe second and foreign language learning by children ranging from pre-schoolers to young adolescents, in home and school contexts, with caregivers, peers, and teachers as interlocutors.
[Language Learning & Language Teaching, 23]  2008.  viii, 334 pp.
Publishing status: Available
Table of Contents
List of contributors
vii
Introduction
Child's play? Second language acquisition and the younger learner in context
Jenefer Philp, Alison Mackey and Rhonda Oliver
3–23
Section 1. Characteristics of child SLA
Defining child second language acquisition, defining roles for L2 instruction
Howard Nicholas and Patsy M. Lightbown
27–51
Perspectives on second language acquisition at different ages
Christine Dimroth
53–79
Section 2. Instructed language learning in the early years of education
When the gate opens: The interaction between social and linguistic goals in child second language development
Jenefer Philp and Susan Duchesne
83–103
Developing conversational skills in a second language: Language learning affordances in a multiparty classroom setting
Asta Cekaite
105–129
The impact of teacher input, guidance and feedback on ESL children's task-based interactions
Rhonda Oliver, Jenefer Philp and Alison Mackey
131–147
Negotiation of meaning in the classroom: Does it enhance reading comprehension?
Kris Van den Branden
149–169
Section 3. Instructed language learning in later years of education
Incidental focus on form and learning outcomes with young foreign language classroom learners
Eva Alcón-Soler and María del Pilar García Mayo
173–192
Speeding up acquisition of his and her: Explicit L1/L2 contrasts help
Joanna White
193–228
Section 4. Child SLA at home and in the community
Acquiring Japanese as a second language (JSL) in a naturalistic context: A longitudinal study of a young child from a Processability Theory (PT) perspective
Junko Iwasaki
231–253
Learning a second language in the family
Rosamond Mitchell and Chong Nim Lee
255–277
Home-school connections for international adoptees: Repetition in parent-child interactions
Lyn Wright
279–301
Language transfer in child SLA: A longitudinal case study of a sequential bilingual
Eun-Young Kwon and ZhaoHong Han
303–331
Index
333–334
“This is a highly valuable and timely collection of studies examining various aspects of child SLA. It especially directs our attention to the crucial role of the learning context in the acquisition process.”
“This outstanding collection of articles should forever silence those who still cling to the notion, repeated ad nauseam, that child first and second language acquisition are 'child's play', simple, enjoyable and effortless. It's primary aim is, as the editors state, 'to stimulate reflection about the unique nature of child SLA , as well as consideration of differences between younger children, older children and adolescents' (p.4). In this, they and their fellow authors succeed brilliantly. [...] The value of this collection lies in bringing together research, some of it previously published, in a number of areas to provide support for a thesis involving differential second language development in early, middle and older childhood, which has increasing relevance in terms of language learning policy and practice. Not only should this book be read by all those involved in SLA teaching and research, but also by teachers of foreign languages and those who decide on foreign and second language learning in our schools.”
Cited by

Cited by other publications

No author info given
2009. INDEX OF BOOKS RECEIVED 2009. Journal of Child Language 36:5  pp. 1173 ff. Crossref logo
No author info given
2012.  In Language Teaching Research and Language Pedagogy,  pp. 349 ff. Crossref logo
Azkarai, Agurtzane, María del Pilar García Mayo & Rhonda Oliver
2020. The effect of task repetition on the patterns of interaction of ESL children. ITL - International Journal of Applied Linguistics 171:1  pp. 90 ff. Crossref logo
Brumen, Mihaela
2011. The perception of and motivation for foreign language learning in pre‐school. Early Child Development and Care 181:6  pp. 717 ff. Crossref logo
Butler, Yuko Goto
2015. English language education among young learners in East Asia: A review of current research (2004–2014). Language Teaching 48:3  pp. 303 ff. Crossref logo
Carmel, Rivi
2019. Parents’ discourse on English for young learners. Language Teaching Research  pp. 136216881987708 ff. Crossref logo
Cekaite, Asta
2017. What Makes a Child a Good Language Learner? Interactional Competence, Identity, and Immersion in a Swedish Classroom. Annual Review of Applied Linguistics 37  pp. 45 ff. Crossref logo
Costa, Francesca & ELISABET PLADEVALL-BALLESTER
2020. Introduction to the Special Issue: Learners’ outcomes and effective strategies in early second language learning. EuroAmerican Journal of Applied Linguistics and Languages 7:1  pp. 1 ff. Crossref logo
Englezou, Eliana & Elpiniki Fragkouli
2014. Literacy in the early years and English as an additional language: The case of a British international school. Journal of Research in International Education 13:1  pp. 46 ff. Crossref logo
García Mayo, Maria del Pilar & Ainara Imaz Agirre
2016. Task repetition and its impact on EFL children’s negotiation of meaning strategies and pair dynamics: an exploratory study. The Language Learning Journal 44:4  pp. 451 ff. Crossref logo
Guo, Karen & Noella Mackenzie
2015. Signs and Codes in Early Childhood: An Investigation of Young Children's Creative Approaches to Communication. Australasian Journal of Early Childhood 40:2  pp. 78 ff. Crossref logo
Kultti, Anne
2013. Singing as language learning activity in multilingual toddler groups in preschool. Early Child Development and Care 183:12  pp. 1955 ff. Crossref logo
Kultti, Anne
2015. Adding learning resources: a study of two toddlers' modes and trajectories of participation in early childhood education. International Journal of Early Years Education 23:2  pp. 209 ff. Crossref logo
MURPHY, VICTORIA A., ERNESTO MACARO, SONIA ALBA & CLAUDIA CIPOLLA
2015. The influence of learning a second language in primary school on developing first language literacy skills. Applied Psycholinguistics 36:5  pp. 1133 ff. Crossref logo
Oliver, Rhonda & Agurtzane Azkarai
2017. Review of Child Second Language Acquisition (SLA): Examining Theories and Research. Annual Review of Applied Linguistics 37  pp. 62 ff. Crossref logo
Philp, Jenefer, Margaret Borowczyk & Alison Mackey
2017. Exploring the Uniqueness of Child Second Language Acquisition (SLA): Learning, Teaching, Assessment, and Practice. Annual Review of Applied Linguistics 37  pp. 1 ff. Crossref logo
Trube, Mary Barbara, Rong Yan & Lei Zhang
2013.  In Common Characteristics and Unique Qualities in Preschool Programs,  pp. 139 ff. Crossref logo
Waldmann, Christian & Kirk P. H. Sullivan
2019.  In Emergent Practices and Material Conditions in Learning and Teaching with Technologies,  pp. 217 ff. Crossref logo

This list is based on CrossRef data as of 01 june 2020. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects
BIC Subject: CFDM – Bilingualism & multilingualism
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number:  2008030302