Editorial published In:
Research on EFL learning by young children in Spain
Edited by María del Pilar García Mayo
[Language Teaching for Young Learners 3:2] 2021
► pp. 181188
References
Bygate, M.
(Ed.) (2018) Learning language through task repetition. Amsterdam: John Benjamins. DOI logoGoogle Scholar
Calzada, A. & García Mayo, M. P.
(2020) Child EFL learners’ attitudes towards a collaborative writing task an exploratory study. Language Teaching for Young Learners, 21, 52–72. DOI logoGoogle Scholar
Calzada, A. & García Mayo, M.P.
2021Child learners' reflections about EFL grammar in a collaborative writing task: when form is not at odd with communication. Language Awareness , 30(1), 1-16. DOI logoGoogle Scholar
Collins, L., & Muñoz, C.
(2016) The foreign language classroom: Current perspectives and future considerations. The Modern Language Journal, 1001, 133–147. DOI logoGoogle Scholar
Dalton-Puffer, C.
(2013) A construct of cognitive discourse functions in CLIL and multilingual education. European Journal of Applied Linguistics, 1(2), 216–253. DOI logoGoogle Scholar
Enever, J.
(2018) Policy and politics in global primary English. Oxford: Oxford University Press.Google Scholar
European Commission/EACEA/Eurydice
(2017) Key data on teaching languages at school in Europe – 2017 Edition. Eurydice Report. Luxembourg: Publications Office of the European Union. DOI logoGoogle Scholar
García Mayo, M. P.
(Ed.) (2017) Learning foreign language in primary school. Research insights. Bristol: Multilingual Matters. DOI logoGoogle Scholar
(Ed.) (2021) Working collaboratively in second/foreign language learning. Berlin: De Gruyter. DOI logoGoogle Scholar
García Mayo, M. P., & Gutierrez-Mangado, J.
(Eds.) (2020) English language learning in primary schools. Variables at play. Studies in Second Language Learning and Teaching 101, 415–422. DOI logoGoogle Scholar
Guadamillas Gómez, M. V., & Alcaraz Mármol, G.
(2017) Bilingual legislation. Analyzing the legal framework for primary education in Spain. Multiárea. Revista de Didáctica, 91, 82–103. DOI logoGoogle Scholar
Hidalgo, M. A., & García Mayo, M. P.
(2021) The influence of task repetition type on young learners’ attention to form. Language Teaching Research 251, 565–586. DOI logoGoogle Scholar
Sato, M., & Loewen, S.
(2019) Do teachers care about research? The research-pedagogy dialogue. ELT Journal, 73(1), 1–10. DOI logoGoogle Scholar
Storch, N.
(2002) Patterns of interaction in ESL pair work. Language Learning, 521, 119–158. DOI logoGoogle Scholar
(2019) Collaborative writing. Language Teaching, 521, 40–50. DOI logoGoogle Scholar
Swain, M., & Lapkin, S.
(1998) Interaction and second language learning: Two adolescent French immersion students working together. The Modern Language Journal, 821, 320–33. DOI logoGoogle Scholar