Introduction In:
Language Teaching for Young Learners: Online-First Articles
Introduction

Young language learners and the intercultural domain

Emerging perspectives

| Nova University of Lisbon
| Karlsruhe University of Education
Article outline
  • A focus on teachers
  • Intercultural communicative competence and young learners
  • This special issue
    • Empirical research and intercultural learning with young learners 2009–2024
    • The children in empirical research on intercultural learning
    • Longer term projects that included an investigation into intercultural learning
    • Byram’s ICC model and young learners
  • The ICC model as a guide for teaching and learning
  • Political education and young learners
    • Virtual exchange and intercultural learning
    • Picturebooks for intercultural learning
  • The special issue articles
  • Acknowledgements
  • Notes
  • Author queries
  • References
This content is being prepared for publication; it may be subject to changes.
References (84)
References
Alcaraz-Mármol, G. (2020). Developing intercultural communication in the EFL primary education classroom: Internationalization through virtual team collaboration with eTwinning/Desarrollo de la comunicación intercultural en inglés como lengua extranjera en educación primaria. Tejuelo. Didáctica de la Lengua y la Literatura. Educación, 321, 147–170. DOI logoGoogle Scholar
Atay, D., Kurt, G., Çamlibel, Z., Ersin, P., & Kaslioglo, O. (2009). The role of intercultural competence in foreign language teaching. Inonu University Journal of the Faculty of Education, 10(3), 123–135.Google Scholar
Barrett, M. (2007). Children’s knowledge, beliefs and feelings about nations and national groups. Psychology Press. DOI logoGoogle Scholar
Barrett, M., & Golubeva, I. (2022). From intercultural communicative competence to intercultural citizenship. Preparing young people for citizenship in a culturally diverse democratic world. In T. McConachy, I. Golubeva, & M. Wagner (Eds.), Intercultural learning in language education and beyond. Evolving concepts, perspectives and practices (pp. 60 – 83). Multilingual Matters. DOI logoGoogle Scholar
Barton, A., Bragg, J., & Serratrice, L. (2009). ‘Discovering Language’ in primary school: an evaluation of a language awareness programme. Language Learning Journal, 37(2), 145–164. DOI logoGoogle Scholar
Bildner, P., & Watson, J. J. (2014). The Soccer Fence: A story of friendship, hope, and Apartheid in South Africa. G.P. Putnam’s Sons Books for Young Readers.Google Scholar
Bland, J. (2013). Children’s literature and learner empowerment. Bloomsbury.Google Scholar
(2023). Compelling stories for English language learners: Creativity, interculturality and critical literacy. Bloomsbury.Google Scholar
Blell, S., & Doff, S. (2014). It takes more than two to tango: Moving beyond the self/other binary in teaching about culture in the global EFL classroom. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 19(1), 78–96.Google Scholar
Breka, O., & Petravić, A. (2015). Foreign language teachers and the intercultural dimension in primary education. Croatian Journal of Education, 17(2), 27–41. DOI logoGoogle Scholar
Brewster, J., Ellis, G., & Girard, D. (2002). The primary English teacher’s guide (2nd Ed.). Pearson Education.Google Scholar
Brunsmeier, S. (2017). Primary teachers’ knowledge when initiating intercultural communicative competence. TESOL Quarterly, 51 (1), 145–155. DOI logo
(2021). A task-based framework for intercultural learning in the primary EFL classroom. European Journal of Applied Linguistics and TEFL, 10(2), 103–124. DOI logoGoogle Scholar
Byram, M. (1994). Teaching and learning language and culture. Multilingual Matters. DOI logoGoogle Scholar
(1997). Teaching and assessing intercultural communicative competence. Multilingual MattersGoogle Scholar
(2008). From foreign language learning to education for intercultural citizenship: Essays and reflections. Multilingual Matters. DOI logoGoogle Scholar
(2021). Teaching and assessing intercultural communicative competence. Revisited (2nd Ed.). Multilingual Matters. DOI logoGoogle Scholar
Byram, M., Barrett, M., Ipgrave, J., Jackson, R., & Méndez García, M. C. (2009). Autobiography of intercultural encounters: Version for younger learners. Council of Europe Publishing. [URL]
Byram, M., & Doyé, P. (1999). Intercultural competence and foreign language learning in the primary school. In P. Driscoll & D. Frost (Eds.), The teaching of modern foreign languages in the primary school (pp. 138 – 151). Routledge.Google Scholar
Byram, M., Conlon Perugini, D. & Wagner, M. (2013). The development of intercultural citizenship in the elementary school Spanish classroom. Learning Languages, 18 (1), 16–31.Google Scholar
Byram, M., Golubeva, I., Hui, H., & Wagner, M. (2017). From principles to practice in education for intercultural citizenship. Multilingual Matters.Google Scholar
Byram, M., Porto, M., & Wagner, M. (2021). Ethical issues in teaching for intercultural citizenship in world/foreign language education. TESOL Quarterly, 5(1), 308–321. DOI logoGoogle Scholar
Cameron, L. (2001). Teaching English to young learners. Cambridge University Press.Google Scholar
Christensen, P., & Prout, A. (2002). Working with ethical symmetry in social research with children. Childhood, 9(4), 477–497. DOI logoGoogle Scholar
Conway, C., & Richards, H. (2016). Lunchtimes in New Zealand are cruel: reflection as a tool for developing language learners’ intercultural competence. The Language Learning Journal, 46(4), 371–383. DOI logoGoogle Scholar
Curtain, H., & Dalhberg, C. A. (2010). Languages and children: Making the match. New languages for young learners, Grades K-8 (4th Ed.). Pearson.Google Scholar
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. DOI logoGoogle Scholar
Dee, J. (2020). The little green jacket. Jodi Dee Publishing.Google Scholar
Delanoy, W. (2015). Literature teaching and learning: Theory and practice. In W. Delanoy, M. Eisenmann & F. Matz (Eds.), Learning with literature in the EFL classroom, (pp. 19–47). Peter Lang. DOI logoGoogle Scholar
Dooly, M., & Vinagre, M. (2022). Research into practice: Virtual exchange in language teaching and learning. Language Teaching, 55 ,(3) 392–406. DOI logoGoogle Scholar
Doyé, P. (1999). The intercultural dimension. Foreign language education in the primary school. Cornelsen.Google Scholar
Driscoll, P. (2017). Considering the complexities of teaching intercultural understanding in foreign languages. In Enever, J. & E. Lindgren (Eds.), Early language learning. Complexity and mixed methods. Multilingual Matters. DOI logoGoogle Scholar
Driscoll, P., & Simpson, H. (2015). Developing intercultural understanding in primary schools. In J. Bland (Ed.), Teaching English to young learners: Critical issues in language teaching with 3–12-year-olds (pp. 147–166). Bloomsbury Academic.Google Scholar
East, M., Tolosa, C., Howard, J., Biebricher, C., & Scott, A. (2022). Journeys towards intercultural capability in language classrooms: Voices from students, teachers and researchers. Springer. DOI logoGoogle Scholar
Enever, J. (Ed.), (2011). ELLIE — Early language learning in Europe. British Council. [URL]
(2020). Global language policies. Moving English up the educational escalator. Language Teaching for Young Learners, 2(2), 162–191. DOI logoGoogle Scholar
European Commission. (2018). Reference framework of competences for democratic culture: Volume 1: Context, concepts and model. Council of Europe Publishing.Google Scholar
Furnes, L. K., & Birketveit, A. (2020). Development of intercultural competence among a class of 5th graders using a picture book. Nordic Journal of Language Teaching and Learning, 8(2), 113–139. DOI logoGoogle Scholar
Garton, S., & Copland, F. (2019). The Routledge handbook of teaching English to young learners. Routledge.Google Scholar
Golubeva, I., Wagner, M., & McConachy, T. (2022). Introduction. In T. McConachy, I. Golubeva, & M. Wagner (Eds.), Intercultural learning in language education and beyond. Evolving concepts, perspectives and practices (pp. xxi – xxx). Multilingual Matters. DOI logoGoogle Scholar
Gray, J. (2001). The global coursebook in English language teaching. In: D. Block, & D. Cameron, (Eds.). Globalization and language teaching, (pp. 151–167). Routledge.Google Scholar
Hawkins, E. (1999). Foreign language study and language awareness. Language Awareness, 8(3–4), 124–142. DOI logoGoogle Scholar
Haznedur, B., & Uysal, H. H. (Eds.), (2010). Handbook for teaching foreign languages to young learners in primary schools. Ani YanincilikGoogle Scholar
Heggernes, S. L. (2021). A critical review of the role of texts in fostering intercultural communicative competence in the English language classroom. Educational Research Review. 331, 100390, 1–12. DOI logoGoogle Scholar
Hurst, N., & Franco, C. (2021). Documents and domains: Aspects of intercultural education in English language teaching (ELT) in Portugal. Linguarum Arena, 121, 63–76. DOI logoGoogle Scholar
ICEPELL Consortium, (2022). The ICEGuide: A handbook for intercultural citizenship education through picturebooks in early English language learning. Lisbon: CETAPS, NOVA FCSH.Google Scholar
Jaatinen, E. R. (2015). Promoting interculturalism in primary school children through the development of encountering skills: a case study in two Finnish schools. Education 3–13. 43:6. 731–742. DOI logoGoogle Scholar
Jacobsson, E., Layne, H. & Dervin, F. (2023). Children and interculturality in education. Routledge. DOI logoGoogle Scholar
Johnstone, R. (2002). Addressing ‘The age factor’: Some implications for languages policy. Council of Europe. [URL]
Jones, J., & Coffey, S. (2009). Modern foreign languages 5–11. A guide for teachers. David Fulton.Google Scholar
Kirsch, C. (2008). Teaching foreign languages in the primary school. Continuum.Google Scholar
Kolb, A., & Schocker, M. (2021). Teaching English in the primary school: a task-based introduction for pre — and in-service teachers. Klett/Kallmeyer.Google Scholar
Kuchah, K., & Pinter, A. (2021). Researching young language learners in school contexts: Setting the scene. In A. Pinter and K. Kuchah (Eds.), Ethical and methodological issues in researching young language learners in school contexts, (pp.1 – 21). Multilingual Matters. DOI logoGoogle Scholar
Lagou, F., & Zorbas, V. (2020). Promoting intercultural communicative competence through CLIL in Greek primary education. Language Teaching Research Quarterly. 171, 1–19. DOI logoGoogle Scholar
Lau, S. (2016). Intercultural education through a bilingual children’s rights project: reflections on its possibilities and challenges with young learners, Intercultural Education, 26(6), 469–482. DOI logoGoogle Scholar
Lundy, L. (2007). ‘Voice’ is not enough: Conceptualising Article 12 of the United Nations Convention on the Rights of the Child. British Educational Research Journal 33(6), 927–942. DOI logoGoogle Scholar
Matsuo, C. (2012). A critique of Michael Byram’s intercultural communicative competence model from the perspective of model type and conceptualization of culture. Fukuoka University Review of Literature & Humanities, 441, 347–380. [URL]
Moon, J. (2000). Children learning English. Macmillan.Google Scholar
Morgado, M. (2019). Intercultural mediation through picturebooks. Comunicação e Sociedade 2019, 163–183. DOI logoGoogle Scholar
Morgan, A. M. (2011). Me, myself, I: Exploring conceptions of self and others in Indonesian names and pronouns with early learners. Babel, 45(2–3), 26–34.Google Scholar
Mourão, S. (2023). Picturebooks for intercultural learning in foreign language education. A scoping review. Zeitschrift für interkulturellen Fremdsprachenunterricht, 28(1), 173–209. DOI logoGoogle Scholar
Okumura, S. (2020). Design and implementation of a telecollaboration project for primary school students to trigger intercultural understanding. Intercultural Education, 31(4), 377–389. DOI logoGoogle Scholar
Pérez Gracia, E., Serrano Rodríguez, R., & Carpio, A. J. (2020). Promoting interculture through content and competences within bilingual education: teachers in action. Intercultural Education, 31(4), 407–426. DOI logoGoogle Scholar
Perugini, D. C. (2018). Discovering modes of transportation. In M. Wagner, C. Perugini, D. & M. Byram (Eds.), Intercultural competence across the age range. From theory to practice (pp. 42–59). Multilingual Matters.Google Scholar
Pinter, A. (2017). Teaching young language learners (2nd Ed.). Oxford University Press.Google Scholar
Porto, M. (2016). Ecological and intercultural citizenship in the primary English as a foreign language (EFL) classroom: an online project in Argentina, Cambridge Journal of Education, 46(4), 395–415. DOI logoGoogle Scholar
(2018). ‘Yo antes no reciclaba y esto me cambio por completo la consiencia’: intercultural citizenship education in the English classroom. Education 3–13, 46(3), 317–334. DOI logoGoogle Scholar
Porto, M., Daryai-Hansen, P., Arcuri, M. E., & Schifler, K. (2017). Green Kidz: Young learners engage in intercultural environmental citizenship in the English language classroom in Argentina and Denmark. In M. Byram, I. Golubeva, I. H. Hui & M. Wagner (Eds.), From principles to practice in education for intercultural citizenship, (pp. 131–158). Multilingual Matters.Google Scholar
Read, C. (2022). Creating a model for intercultural competence in early years and primary ELT. In D. Valente & D. Xerri (Eds.), Innovative practices in early English language education (pp. 57 – 80). Palgrave Macmillan. DOI logoGoogle Scholar
Risager, K. (2022). Intercultural communicative competence: Transnational and decolonial developments. In T. McConachy, I. Golubeva & M. Wagner (Eds.), Intercultural learning in language education and beyond. Evolving concepts, perspectives and practices, (pp. 3–21). Multilingual Matters. DOI logoGoogle Scholar
(2007). Language and culture pedagogy. From a national to a transnational paradigm. Multilingual Matters. DOI logoGoogle Scholar
Rohrer, P., & Kagan, L. (2018). Using the five senses to explore cities. In M. Wagner, D. C. Perugini & M. Byram (Eds.), Teaching intercultural competence across the age range: From theory to practice, (pp. 60–79). Multilingual MattersGoogle Scholar
Shin, J. K., & Crandall, J. (2014). Teaching young learners English — From theory to practice. National Geographic Learning.Google Scholar
Silvey, P., & Gräfnitz, S. (2018). Houses around the world. In M. Wagner, D. C. Perugini & M. Byram (Eds.), Teaching intercultural competence across the age range, (pp. 22–41). Multilingual Matters.Google Scholar
Sims Bishop, R. (1990). Mirrors, windows, and sliding glass doors. Perspectives: Choosing and Using Books for the Classroom 6(3), ix–xi.Google Scholar
Sowa, E. (2014). Addressing intercultural awareness-raising in the young learner EFL classroom in Poland: Some teacher perspectives. In Rich, S. (Ed.), International perspectives on teaching English to young children, (pp. 104–122). Palgrave Macmillan. DOI logoGoogle Scholar
Turek, A. (2013). Engaging young learners in L2 research. In C. Ciarlo & D. S. Giannon (Eds.), Language Studies Working Papers, (pp. 32–40). University of Reading.Google Scholar
Taronna, A. (2012). Prospective primary English teachers’ training: Developing intercultural competence through multiethnic children’s literature. In M. González Davies & A. Taronna (Eds.), New trends in early foreign language learning. The age factor, CLIL and languages in contact — bridging research and good practices, (pp. 157–171). Cambridge Scholars Publishing.Google Scholar
Tsatzali, K. & Beazidou, E. (2023). Suggested practices for developing intercultural communication competences in early English language lessons based on a systematic literature review. European Journal of Education and Pedagogy, 4(3), 1–9. DOI logoGoogle Scholar
Wagner, M., Perugini, D. C., & Byram, M. (2018). Teaching intercultural competence across the age range. Multilingual Matters.Google Scholar
Valente, D., & Mourão, S. (2022). Picturebooks as vehicles: Creating materials for pedagogical action. Children’s Literature in English Language Education Journal, 10(2), 1–26.Google Scholar
Wang, H., Xu, T., & Zhang, M. (2023). A mixed method study on Chinese primary school EFL teachers’ preparation, affecting factors and support needed to implement intercultural foreign language teaching. PLoS ONE 18(4): e0284146. DOI logoGoogle Scholar
Wang, Y., Weng, H. & Li, Y. (2019). Language ideologies and English in Chinese primary education, Asian Englishes, 22(2), 179–194. DOI logoGoogle Scholar
Woodgate-Jones, A. (2009). The educational aims of primary MFL teaching: an investigation into the perceived importance of linguistic competence and intercultural understanding, Language Learning Journal, 37(2), 255–265. DOI logoGoogle Scholar