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

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. Guided Participation and Communication Practices in Multilingual Toddler Groups. In Lived Spaces of Infant-Toddler Education and Care [International perspectives on early childhood education and development, 11], ► 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. Secondary School Chinese Teaching: Motivating the Adolescent. 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.

This list is based on CrossRef data as of 30 january 2023. 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.