Introduction published In: Policy and practice in early language learning:
Edited by Janet Enever and Patricia Driscoll
[AILA Review 32] 2019
► pp. 1–9
Introduction
Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.
For any use beyond this license, please contact the publisher at rights@benjamins.nl.
Published online: 7 April 2020
https://doi.org/10.1075/aila.00018.int
https://doi.org/10.1075/aila.00018.int
Article outline
- The ELL-ReN Network
- Classifying education systems
- Research in the field of early language learning
- Themes included in this volume
- Papers included in this collection
References
References (29)
Blondin, C., Candelier, M., Edelenbos, P., Johnstone, R., Kubanek-German, A., & Taeschner, C. (1998). Foreign languages in primary and pre-school education: A review of recent research within the European Union. London: CILT.
Butler, Y. G. (2015). English language education among young learners in East Asia: A review of current research (2004–2014). Language Teaching, 481, 303–342.
Cameron, L. (2003). Challenges for ELT from the expansion in teaching children. ELT Journal, 57(2), 105–112.
Copland, F. Garton, S., & Burns, A. (2014). Challenges in teaching English to young learners: Global perspectives and local realities. TESOL Quarterly, 481, 738–762.
Edelenbos, P., Johnstone, R., & Kubanek, A. (2006). The main pedagogical principles underlying the teaching of languages to very young learners. Brussels: EACEA.
Enever, J. & Lindgren, E. (Eds.) (2017). Early language learning: Complexity and mixed methods. Bristol: Multilingual Matters.
Extra, G. & Yağmur, K. (Eds.) (2012). Trends in policies and practices for multilingualism in Europe. London: British Council.
Garcia Mayo, M. P. (Ed.) (2017). Learning foreign languages in primary school. Bristol: Multilingual Matters.
Hayes, D. (2017). Fallacies affecting policy and practice in the teaching of English as a foreign language in state primary schools in Asia. Asia Pacific Journal of Education, 371, 179–192.
Lopriore, L. (2014). Research into early foreign language learning in Italy: Looking back, looking forward. In J. Horváth & P. Medgyes (Eds.), Studies in honour of Marianne Nikolov. (pp. 100–118). Pecs, Hungary: Lingua Franca Csoport.
Mitchell, R. F. (2014). Language teaching research and language pedagogy. ELT Journal, 68(3), 357–360.
Muñoz, C. (Ed.). (2006). Age and the rate of foreign language learning. Clevedon, UK: Multilingual Matters.
Nikolov, M., & Mihaljević Djigunović, J. (2011). All shades of every color: An overview of early teaching and learning of foreign languages. Annual Review of Applied Linguistics, 311, 95–119.
Pfenninger, S. E., & Singleton, D. (2017). Beyond age effects in instructional L2 learning: Revisiting the age factor. Bristol: Multilingual Matters.
(2019). Starting age overshadowed: The primacy of differential environmental and input effects on L2 attainment in an instructional context. Language Learning, 69(S1), 207–234.
Rhodes, N. C., & Pufhal, I. (2009). Foreign language teaching in U.S. schools: Results of a national survey. Washington, DC: Center for Applied Linguistics.
Rixon, S. (2016). Do developments in assessment represent the ‘coming of age’ of young learners’ English language teaching initiatives? The international picture. In M. Nikolov (Ed.), Assessing young learners of English: Global and local perspectives (pp. 19–41). New York, NY: Springer.
Singleton, D., & Pfenninger, S. E. (2019). Exploring a poorly understood variable: An agenda for classroom research on the age factor. Language Teaching, 52(1): 111–127.
Spolsky, B. (2012). Preface. In B. Spolsky & Y-i. Moon (Eds.), Primary school English-language education in Asia, from policy to practice (pp. xiii–xiv). New York, NY: Routledge.
Toohey, K. (2000). Learning English at school. Identity, social relations and classroom practice. Clevedon, UK: Multilingual Matters.
Truscott de Mejía, A-M. (2016). Teacher development for bilingual education in Colombia: Towards teacher empowerment. Estudios Sobre Educación, 311, 15–35.
UNESCO (2011). International Standard Classification of Education. Retrieved from <[URL]> (20 July, 2019).
Wade, P. & Marshall, H., with O’Donnell, S. (2009). Primary modern foreign languages: Longitudinal survey of implementation of national entitlement to language learning at Key Stage 2. Final Report (DCSF Research Report 127). London: DCSF.
Cited by (1)
Cited by one other publication
Calzada, Asier & María del Pilar García Mayo
2023. Do task repetition and pretask focus on form instruction impact
collaborative writing performance?. In L2 Collaborative Writing in Diverse Learning Contexts [Language Learning & Language Teaching, 59], ► pp. 80 ff.
This list is based on CrossRef data as of 30 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
