In:Second Language Acquisition and the Younger Learner: Child's play?
Edited by Jenefer Philp, Rhonda Oliver and Alison Mackey
[Language Learning & Language Teaching 23] 2008
► pp. v–vi
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Published online: 1 October 2008
https://doi.org/10.1075/lllt.23.toc
https://doi.org/10.1075/lllt.23.toc
Table of contents
List of contributorsvii
Introduction
Child's play? Second language acquisition and the younger learner in context
Section 1. Characteristics of child SLA
Defining child second language acquisition, defining roles for L2 instruction
Perspectives on second language acquisition at different ages
Section 2. Instructed language learning in the early years of education
When the gate opens: The interaction between social and linguistic goals in child second language development
Developing conversational skills in a second language: Language learning affordances in a multiparty classroom setting
The impact of teacher input, guidance and feedback on ESL children's task-based interactions
Negotiation of meaning in the classroom: Does it enhance reading comprehension?
Section 3. Instructed language learning in later years of education
Incidental focus on form and learning outcomes with young foreign language classroom learners
Speeding up acquisition of his and her: Explicit L1/L2 contrasts help
Section 4. Child SLA at home and in the community
Acquiring Japanese as a second language (JSL) in a naturalistic context: A longitudinal study of a young child from a Processability Theory (PT) perspective
Learning a second language in the family
Home-school connections for international adoptees: Repetition in parent-child interactions
Language transfer in child SLA: A longitudinal case study of a sequential bilingual
Index
