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Article published In:
Language Teaching for Young Learners
Vol. 4:1 (2022) ► pp.30–65
Survey article

Learning through digital technologies among pre-primary school children

Implications for their additional language learning

| University of Pennsylvania

In response to the growing global demand for teaching additional language(s) to very young children (ages 2–6), an increasing supply of digital technologies purports to assist pre-primary school children with their language learning. Focusing on TV/videos, digital picture books, and social robots, this paper examined the small body of empirical research on the effect of these digital technologies on very young second or foreign language learners and bolstered this research with similar studies conducted among very young children learning a first language. The paper identifies possibilities and limitations of using such technologies and documents how they can be used effectively with young language learners. Two key elements for effective use of digital technologies emerged from the examination of the relevant studies: (a) digital devices and applications must have developmentally appropriate content and functions; and (b) children need to have meaningful interaction with adults or digital agents while using digital technology. The paper concludes with two implications for future research: (a) the need to have critical discussions when designing digital technologies for and using digital technologies with young children; and (b) the need to pay greater attention to individual differences in children’s attitudes and preferences concerning different digital technologies.

Keywords: young learners, digital technology, pre-primary, additional language, videos, e-books, social robots, multimedia
Article outline
  • 1.Introduction
    • 1.1Screen media: TV, videos, and apps
      • 1.1.1Assumptions for multimedia learning
      • 1.1.2Video deficit among children younger than 2–3 years old
      • 1.1.3Potential benefits for preschool children in L1 contexts
    • 1.2Caveats reported in research in L1 contexts
    • 1.3Learning additional languages (L2 or FL) through TV, videos, and apps
  • 2.Children’s digital books
    • 2.1Defining digital books
    • 2.2The effects of digital books in L1-reading contexts
    • 2.3Conditions for effective use found in studies conducted in L1 contexts
    • 2.4Promising results among L2-learning children
  • 3.Social robots
    • 3.1Defining social robots
    • 3.2Social robots and children’s language development conducted in L1 contexts
    • 3.3Use of social robots for L2/FL learning
  • 4.Discussion
    • 4.1Developmentally appropriate content and functions
    • 4.2Meaningful interaction with adults and/or digital agents
  • 5.Conclusion
  • Notes
  • References
Published online: 17 January 2022
DOI logo
https://doi.org/10.1075/ltyl.21009.but
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