Early Years Second Language Education

International perspectives on theory and practice
Herausgeber: Mourão, Sandie; Lourenço, Mónica

• Gebundenes Buch

Produktbeschreibung

The age for early language learning has dropped dramatically in the past decade to include children under 6 years old, yet very little published research exists to support the implementation of such programmes. Drawing on a synthesis of theory, research and practice, this edited volume makes an innovative contribution to literature concerning language education for very young children. It explores language learning in a wide range of geographical contexts with reference to second and foreign language learning, bilingualism and plurilingualism with children under the age of 6 years old. Chapters present discussion around teacher education, policy-making, international case studies, school and home-based projects, code switching and language use, and methodologies and approaches. Early Years Second Language Education: International perspectives on theory and practice will be essential reading for researchers, academics, teacher trainers, and post-graduate students in the fields of early years education, foreign and second language education, language didactics and teacher education.

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Produktdetails

• Verlag: Routledge
• Seitenzahl: 262
• Erscheinungstermin: 24. November 2014
• Englisch
• Abmessung: 240mm x 161mm x 19mm
• Gewicht: 561g
• ISBN-13: 9780415705271
• ISBN-10: 0415705274
• Artikelnr.: 39595170

Autorenporträt

Sandie Mourão is an independent scholar, teacher educator, author and educational consultant specializing in early years language education. Mónica Lourenço is an Invited Assistant Professor at the Department of Education, University of Aveiro, Portugal, with a special interest in early years plurilingualism.

Inhaltsangabe

Foreword Madalena Cruz-Ferreira Introduction Sandie Mourão and Mónica
Lourenço Part 1: Focus on the Child Cognitive and Linguistic Aspects of
Learning a Second Language in the Early Years Belma Haznedar Bilingual
Pre-primary Schools: Language Acquisition, Intercultural Encounters and
Environmental Learning Kristin Kersten Perceptions of Identity in
Trilingual 5-year-old Twins in Diverse Pre-primary Educational Contexts
Nayr Ibrahim Response to Picturebooks: A Case for Valuing Children's
Linguistic Repertoires During Repeated Read Alouds Sandie Mourão
Multilingual Becoming in Reading: A Picture Storybook-reading-assemblage in
Early Years Education Anna Bylund and Polly Björk-Willén Part 2: Focus on
the Classroom Approaches Early Language Learning in Cyprus: Voices from the
Classroom Sophie Ioannou-Georgiou Introducing French to Pre-primary
Children in the North East of England: The Narrative Format Approach Jim
McElwee Languages and Diversity in Pre-primary Education: Towards a Broader
and Integrated Approach Mónica Lourenço and Ana Isabel Andrade Active
Listening for Second Language Learning in the Early Years Teresa Fleta The
Role of Technology in Early Years Language Education Barbara Hoskins
Sakamoto Part 3: Focus on Teachers and Parents Pre-primary English Language
Learning and Teacher Education in the Czech Republic Monika ¿erná
Pre-primary Second Language Education in Slovakia and the Role of Teacher
Training Programmes Zuzana Portiková Measuring Empathy and Teachers'
Readiness to Adopt Innovations in Second Language Learning Ekaterina
Sofronieva Family Involvement in Second Language Learning: The Bilfam
Project Sabine Pirchio, Traute Taeschner, Anca Cristina Colibaba, Elza
Gheorghiu and Zlatica Jursová Zacharová Supporting Parents in Building
Learning Activities in Another Language Alexander Sokol and Edgar Lasevich