Child's play? Second language acquisition and the younger learner in context

Jenefer Philp | University of Auckland, New Zealand

Alison Mackey | Georgetown University

Rhonda Oliver | Edith Cowan University

Published online: 01 October 2008
https://doi.org/10.1075/lllt.23.02phi

Cited by

Cited by 9 other publications

Azkarai, Agurtzane & María del Pilar García Mayo

2017. Task repetition effects on L1 use in EFL child task-based interaction. Language Teaching Research 21:4 ► pp. 480 ff.

Hidalgo, Maria Angeles

2021. Differences in the task-supported negotiations of younger and older EFL children: From repair into prevention . International Review of Applied Linguistics in Language Teaching 59:3 ► pp. 395 ff.

Kasprowicz, Rowena & Emma Marsden

2018. Towards Ecological Validity in Research into Input-based Practice: Form Spotting Can Be as Beneficial as Form-meaning Practice. Applied Linguistics 39:6 ► pp. 886 ff.

Kultti, Anne

2013. Singing as language learning activity in multilingual toddler groups in preschool. Early Child Development and Care 183:12 ► pp. 1955 ff.

Kultti, Anne & Ingrid Pramling Samuelsson

2014. In Lived Spaces of Infant-Toddler Education and Care, ► pp. 147 ff.

Lyster, Roy & Kazuya Saito

2010. ORAL FEEDBACK IN CLASSROOM SLA. Studies in Second Language Acquisition 32:2 ► pp. 265 ff.

Moloney, Robyn & Hui Ling Xu

2018. In Teaching and Learning Chinese in Schools, ► pp. 45 ff.

Muñoz, Carmen

2010. St Aying Abroad with the Family. ITL - International Journal of Applied Linguistics 160 ► pp. 24 ff.

Schwartz, Mila & Naomi Gorbatt

2016. ‘Why do we know Hebrew and they do not know Arabic?’ Children’s meta-linguistic talk in bilingual preschool. International Journal of Bilingual Education and Bilingualism 19:6 ► pp. 668 ff.

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