Article published in:
Second Language Acquisition and the Younger Learner: Child's play?
Edited by Jenefer Philp, Rhonda Oliver and Alison Mackey
[Language Learning & Language Teaching 23] 2008
► pp. 323
Cited by

Cited by 9 other publications

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2017. Task repetition effects on L1 use in EFL child task-based interaction. Language Teaching Research 21:4  pp. 480 ff. Crossref logo
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. Crossref logo
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. 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 & Ingrid Pramling Samuelsson
2014.  In Lived Spaces of Infant-Toddler Education and Care,  pp. 147 ff. Crossref logo
Lyster, Roy & Kazuya Saito
2010. ORAL FEEDBACK IN CLASSROOM SLA. Studies in Second Language Acquisition 32:2  pp. 265 ff. Crossref logo
Moloney, Robyn & Hui Ling Xu
2018.  In Teaching and Learning Chinese in Schools,  pp. 45 ff. Crossref logo
Muñoz, Carmen
2010. St Aying Abroad with the Family. ITL - International Journal of Applied Linguistics 160  pp. 24 ff. Crossref logo
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. Crossref logo

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