In:Early Language Education in Instructed Contexts: Current issues and empirical insights into teaching and learning languages in primary school
Edited by Stefanie Frisch and Karen Glaser
[Language Learning & Language Teaching 62] 2025
► pp. 329–330
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Available under the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 license.
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Published online: 22 May 2025
https://doi.org/10.1075/lllt.62.index
https://doi.org/10.1075/lllt.62.index
A
- academic socialisation 292–293
- action taking 214, 228
- assessment literacy 11, 21, 25
- attitudes 26, 30, 68, 210, 295–301, 312–322
- audiovisual input 11, 44–46
- authentic input 186, 201
B
- bilingualism 3, 4
- biliteracy 145, 155–158
- bimodal verbal input46
C
- CLIL 3, 8, 10, 12, 14, 65, 160–181, 306–323
- codeswitching 7, 11, 65–87, 162
- cognitive involvement262
- cognitive skills 44, 321
- cognitive stimulation 262, 277
- Content and Language Integrated Learningsee CLIL
- corpus 64, 71, 78, 85, 148, 193, 198, 200
- cross-linguistic influence 120, 133
- cultural capital291
D
- deep processing262
- democratic citizenship 223, 230
- digital technology 11, 21, 25, 34–38
- digital tools 8, 13, 29, 233, 236, 239, 253
- Dunning-Kruger effect 264, 279
E
- educational aspirations 290–293, 296–300
- educational expectations292see educational aspirations
F
- first language usesee L1 use
- French 3, 12, 48, 140–157, 163, 179, 233–255, 290
G
- game 13, 35–36, 105, 222–224, 233–255
- genre 160–181
- German 3, 66, 73, 81, 94, 105, 118, 119, 122, 126, 140–157, 187, 216, 260, 290, 311
- grammar 28, 47, 60, 68, 118, 120, 121, 125, 126, 127, 130, 131, 132, 133, 163, 187, 308, 313, 317, 320
- graphematic solution space 12, 142–156
I
- ICEPELL 208–203
- input quality 6, 261–263
- intercultural citizenship education 13, 208–211
- intercultural communicative competence190
- interlanguage 104–144, 186, 262 ; see also learner language
- interlanguage pragmatics189
- internship264; see also teaching practicum
L
- L1 literacy 7, 113, 120, 131, 133
- L1 use 7, 64–87, 175
- L2 literacy 7, 8, 94, 134
- lag effects 44, 48
- language teacher education 6, 9, 25, 69, 87, 134, 209, 227, 261, 263, 266, 281, 300
- learner language 144–146, 148, 155 ; see also interlanguage
- lesson planning 264, 265, 279, 281
- lingua franca 3, 310, 319
- linguistic skills 119, 120, 121, 123
- listening 7, 9, 13, 14, 43–60, 99, 255, 306, 309, 311, 313, 316, 317, 319, 320
- listening comprehensionsee listening
- literacy acquisition 8, 95, 113–115, 120, 131 ; see also literacy development
- literacy development 8, 98, 118, 178 ; see also literacy acquisition
- literacy instruction 12, 94, 96, 113, 114, 115, 134, 160, 165, 171, 176, 178, 264 ; see also spelling instruction, see also literacy teaching literacy skills
- literacy skills 11, 77, 94, 94, 112, 113, 120, 128, 307
- literacy teaching 8, 95, 97, 114 ; see also literacy instruction, see also spelling instruction
- low-exposure contexts 2, 3, 6
M
- Magic E 11, 94–115
- metalinguistic skills 12, 120, 252
- micro/macro L1 use 79–82
- minimal input contexts2
- monolingual paradigm 78, 86
- multilingualism 3, 4, 125
- multimodal 35, 36, 44, 56, 170, 177, 180, 181, 211, 212
N
- novice teachers 263, 265
O
- opaque orthography 7, 94, 114, 119, 122
- other-assessment 260, 261, 264, 265
- other-perceptions13
- output 65, 119, 161, 251, 260, 261, 262, 268, 269, 271, 279
P
- parentocracy289
- pedagogic experience 260, 266, 273, 274, 279, 280
- pedagogical content knowledge 114, 265, 279
- phonemic awareness 11, 237, 238, 253
- phonics 11, 94–98, 112–115, 121
- phonographic awareness 94–135
- phonological awareness 12, 13, 95–97, 113–114, 118, 120, 121, 123, 125, 126–134, 157, 233–255
- Picturebook Selection Guide 13, 208, 209, 213
- picturebooks 8, 9, 12, 13, 208–230
- pragmatic competence 2, 8, 12, 187
- pre-service teachers 216, 260, 279
- Primary English Classroom Corpus (PECC) 64, 66, 71
- professional development 9, 13, 25, 208, 209, 212, 227, 228
- pronunciation 7, 34, 43, 56, 60, 96, 97, 99, 100, 104, 107, 111, 113, 142, 237, 316, 319, 322
R
- read aloud 11, 94, 95, 98–101, 105, 109, 110, 112–114, 127, 168, 177, 213, 219, 223, 228
- reading 8, 12, 14, 35, 43, 44, 57, 59, 95–97, 99, 105, 108, 113, 114, 118, 120, 122–133, 141, 147, 165, 201, 212, 237, 239–242, 249, 251, 306, 308, 311, 313, 316–319, 322
S
- scaffolding 13, 32, 36, 69, 209, 227, 262, 263, 278
- self-assessment 6, 11, 21, 24, 25, 29–34, 36, 38, 209, 261, 263–265, 277, 281
- self-perceptions 263–264, 266, 277–278, 280
- sensory stimulation261
- sight words 12, 122, 134
- sound-letter associations11see spelling-pronunciation link
- speaking 14, 27, 99, 170, 201, 239, 242, 251, 253, 306, 308, 311, 316, 317, 320
- speech acts 12, 186–204
- spelling 8, 12, 44, 95–97, 99, 103, 107, 108, 112, 118–157, 164, 173, 175, 237
- spelling instruction 12, 135
- spelling-pronunciation link114
- split digraph 11, 94–114, 127
- stimulated recall 12, 160, 163, 166, 167
- Survival English 13, 186–204
T
- target language use84see also L2 use
- task design228
- Task-Based Language Teaching278
- teacher educationsee language teacher education
- teacher language 7, 102–129, 278, 279
- teacher-made resources 13, 208
- teaching experience 11, 14, 124, 260, 265, 270, 274, 279, 280
- teaching practicum 13, 261, 263, 266, 281 ; see also internship
- teaching quality 264, 266, 281
- text generation 161, 167, 176, 178
- textbooks 8, 9, 12, 115, 167, 186–204, 234, 308
- TIOS 13, 124, 260–281
- translanguaging 7, 65 ; see also codeswitching
V
- videography 95, 262
- vocabulary 11, 43–60, 67, 68, 87, 103, 121, 123, 126, 127, 170, 172, 187, 238, 242, 308, 309, 313, 316, 317, 319, 320
W
- working memory 45, 120–121, 123, 125, 127–129, 133, 161, 177
- writing 8, 12, 95, 99, 118, 121, 124, 133, 145, 148, 160–181, 237, 308, 311, 313, 316, 319
- writing development 181, 237 ; see also literacy development
- writing system 94, 95, 119, 122, 140–156
