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. 131147
Cited by

Cited by 10 other publications

Cheatham, Gregory A., Margarita Jimenez-Silva & Hyejin Park
2015. Teacher feedback to support oral language learning for young dual language learners. Early Child Development and Care 185:9  pp. 1452 ff. DOI 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. DOI logo
Minas, Edith Christina
2020. The affordances theory in teaching and learning African first additional languages: A case for task-based language teaching. Southern African Linguistics and Applied Language Studies 38:1  pp. 1 ff. DOI logo
Oliver, Rhonda & Rebecca Adams
2021. Oral Corrective Feedback. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching,  pp. 187 ff. DOI logo
Park, Hyejin, Gregory A. Cheatham & Margarita Jimenez-Silva
2018. Supporting Oral Language Development for Dual Language Learners With Disabilities Through Adult Feedback. Young Exceptional Children 21:4  pp. 238 ff. DOI logo
Philp, Jenefer & Susan Duchesne
2016. Exploring Engagement in Tasks in the Language Classroom. Annual Review of Applied Linguistics 36  pp. 50 ff. DOI logo
Roothooft, Hanne
2017. Primary teachers` beliefs about teaching English to young learners. Pulso. Revista de educación :40  pp. 211 ff. DOI logo
Sherris, Arieh (Ari)
2011. Teddy the T‐Rex, interaction and spontaneous formative second language assessment and treatment. Classroom Discourse 2:1  pp. 58 ff. DOI logo
Tognini, Rita, Jenefer Philp & Rhonda Oliver
2010. Rehearsing, conversing, working it out. Australian Review of Applied Linguistics 33:3  pp. 28.1 ff. DOI logo
Tognini, Rita, Jenefer Philp & Rhonda Oliver
2010. Rehearsing, conversing, working it out. Australian Review of Applied Linguistics 33:3  pp. 28.1 ff. DOI logo

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