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Children Learning Second Languages [Kietas viršelis]

4.43/5 (14 ratings by Goodreads)
  • Formatas: Hardback, 296 pages, aukštis x plotis: 216x140 mm, weight: 525 g, XV, 296 p., 1 Hardback
  • Serija: Research and Practice in Applied Linguistics
  • Išleidimo metai: 29-Mar-2011
  • Leidėjas: Palgrave Macmillan
  • ISBN-10: 0230203418
  • ISBN-13: 9780230203419
Kitos knygos pagal šią temą:
Children Learning Second LanguagesDidesnis paveikslėlis
  • Formatas: Hardback, 296 pages, aukštis x plotis: 216x140 mm, weight: 525 g, XV, 296 p., 1 Hardback
  • Serija: Research and Practice in Applied Linguistics
  • Išleidimo metai: 29-Mar-2011
  • Leidėjas: Palgrave Macmillan
  • ISBN-10: 0230203418
  • ISBN-13: 9780230203419
Kitos knygos pagal šią temą:
Pastovi nuoroda: https://www.kriso.lt/db/9780230203419.html
Raktažodžiai:
This comprehensive guide to research and debate centres around language learning in childhood, the age factor and the different contexts where language learning happens, including home and school contexts. The scope is wide, capturing examples of studies with different age groups, different methodological approaches and different languages.

Recenzijos

'The book not only presents a very comprehensive discussion of current research in the area of childhood second language learning but also generates insights into current debates on the relationship between research and classroom practice.' - Harry Kuchah, IAFTEFL Children and Teenagers' Magazine





'...this book succeeds extremely well in achieving its aims...the book as a whole contains a clear, confident, and consistent authorial voice...I feel this book breaks new ground and I recommend it to anyone interested in finding out more about what is known and what still needs to be known about how children learn an L2.' - ELT





'Children Learning Second Languages is a recent addition to a Plagrave Macmillan series that aims to examine the relationship between research and classroom practice... I feel that this book is likely to appeal mostly to MA students and researchers with no or reduced teaching loads and access to guidance from staff on formal academic study programmes... It provides an informed overview of language learning processes and links research and pedagogical considrations over a vast range of contexts and ages wih considerable flair and aplomb.' Simon Smith, - ELT

List of Tables
xi
General Editors' Preface xii
Acknowledgments xiv
Introduction 1(6)
1 Why focus on children's second language learning?
1(1)
2 What age range will be covered?
2(1)
3 What is the scope of this book on child second/third language learning?
3(4)
Part I Background to Child Second Language Acquisition and Pedagogy
1 Theories of Child Development
7(30)
1.1 Introduction
7(1)
1.2 Piaget's theory of child development
8(8)
1.2.1 Piaget's stages of development
9(4)
1.2.2 Criticism of Piaget
13(3)
1.3 Vygotsky's theory of development
16(5)
1.4 The information processing (IP) approach
21(11)
1.4.1 Attention
22(1)
1.4.2 Processing capacity and memory store
23(1)
1.4.3 Expertise
24(1)
1.4.4 Mental representations
25(2)
1.4.5 Memory strategies
27(4)
1.4.6 Knowledge about thinking and the mind
31(1)
1.5 Emotional development
32(3)
1.5.1 Emotions and sense of self
33(1)
1.5.2 Friendships
33(2)
1.6 Conclusion
35(2)
2 Language Learning Processes in Childhood: First and Second Languages
37(29)
2.1 Introduction
37(1)
2.2 First language acquisition in childhood
37(12)
2.2.1 Preschool years
38(5)
2.2.2 Primary school years
43(4)
2.2.3 Post-primary school years
47(2)
2.3 Second language acquisition in childhood
49(15)
2.3.1 Critical Period Hypothesis
49(4)
2.3.2 Rate of development: older learners' advantage?
53(4)
2.3.3 Ultimate attainment: younger learners' advantage?
57(7)
2.4 Conclusion
64(2)
3 Contexts for Language Acquisition in Childhood
66(29)
3.1 Introduction
66(1)
3.2 Early infant bilingualism
67(7)
3.2.1 Processes of early infant bilingualism
67(3)
3.2.2 Early infant bilingual contexts
70(4)
3.3 Additive bilingualism
74(10)
3.3.1 Processes of child second language acquisition
75(5)
3.3.2 Immersion education
80(2)
3.3.3 Immersion contexts
82(2)
3.4 Processes of multilingual acquisition
84(2)
3.4.1 Multilingual contexts
85(1)
3.5 Learning foreign languages
86(5)
3.5.1 Benefits of learning foreign languages in childhood
90(1)
3.6 Conclusion
91(4)
Part II Overview of Research Studies
4 Child SLA and Pedagogy: A Broad Overview of Approaches to Research
95(55)
4.1 Introduction
95(6)
4.2 Experimental studies: treatments in the classroom
101(8)
4.3 Comparing different treatments
109(4)
4.4 Comparing age groups, adults and children, and bilingual/monolingual children
113(8)
4.5 Individual cases of children and small groups
121(7)
4.6 Children's perceptions, views and opinions
128(7)
4.7 Primary-level language teachers
135(7)
4.8 Conclusion
142(3)
4.9 Future directions for research
145(5)
5 Case Studies: Interactions between Research and Practice
150(51)
5.1 Introduction
150(1)
5.2 Case studies
150(46)
5.2.1 Case study 1 Philp, Oliver and Mackey (2006): experimental and comparative
150(8)
5.2.2 Case study 2 Llinares Garcia (2007): experimental and comparative
158(5)
5.2.3 Case study 3 Bongartz and Schneider (2003): focus on individual learners
163(9)
5.2.4 Case study 4 Swain and Lapkin (2003): focus on individual learners
172(5)
5.2.5 Case study 5 Lan and Oxford (2003): eliciting children's views
177(5)
5.2.6 Case study 6 Nagy (2009): eliciting children's views
182(3)
5.2.7 Case study 7 Peng and Zhang (2009): focus on teachers
185(6)
5.2.8 Case study 8 Devlieger and Goossens (2007): focus on teachers
191(5)
5.3 Conclusion
196(5)
Part III Issues in Future Research and Practice
6 Exploring Ethical and Methodological Issues in Research with Children
201(23)
6.1 Introduction
201(1)
6.2 The researcher's own conception of childhood
202(4)
6.3 Ethics in child-focussed research
206(5)
6.4 Methodological concerns: gaining data from children
211(7)
6.4.1 Research contexts
211(1)
6.4.2 Working with groups or individuals
212(1)
6.4.3 `Child-friendly' research instruments
213(5)
6.5 Using multi-methods
218(2)
6.6 Conclusion
220(4)
7 Some Feasible Studies for Future Research
224(29)
7.1 Introduction
224(1)
7.2 Selecting project ideas
224(2)
7.3 Classroom experiments
226(4)
7.4 Documenting children's language learning and growing awareness over time
230(8)
7.5 Eliciting children's voices about their language learning
238(6)
7.6 Focus on teachers
244(5)
7.7 Concluding thoughts
249(4)
Part IV Resources
8 Resources in Child SLA and Pedagogy
253(14)
8.1 Hands-on teaching materials
253(2)
8.2 Resources integrating research with practice
255(1)
8.3 Research-focussed books related to child SLA, the `age factor' and language policy in different contexts
256(1)
8.4 Child development and L1 acquisition
257(1)
8.5 Bilingual/multilingual upbringing and development
258(2)
8.6 Child-friendly research methods
260(1)
8.7 Journals
260(2)
8.8 Tests and examinations for children
262(2)
8.9 Organisations and projects
264(3)
References 267(26)
Index 293
ANNAMARIA PINTER Associate Professor at the Centre for Applied Linguistics at the University of Warwick, UK. She is responsible for the MA in Young Learners programme and teaches and supervises in child SLA and pedagogy, and language teacher education. She is the author of Teaching Young Language Learners (2006).