"This book presents international research on oracy development in early language learning, focusing on the pedagogical implications for plurilingual classrooms. It explores the effects of language policy, collaborative learning and teacher intervention on speaking and listening skills in early foreign language and second language classrooms"--
This volume presents research on oracy development in early language learning, with a particular focus on the pedagogical implications for growingly plurilingual classrooms. The chapters offer empirical results from diverse international contexts which reveal common and differing experiences of teaching methodologies and assessment practices, learners’ attitudes and motivation, and young learners’ skill development processes. Together they explore the effects of language policy, collaborative learning and teacher intervention on the development of children’s listening and speaking skills in a second or foreign language. The book will be of interest to researchers in early second language acquisition as well as students on EFL, TESOL and ESL courses. It will be particularly useful to pre-primary and primary teachers in multilingual classrooms and can be used in teacher education and professional development programmes to promote reflection on current teaching practices.
This book presents international research on oracy development in early language learning, focusing on the pedagogical implications for plurilingual classrooms. It explores the effects of language policy, collaborative learning and teacher intervention on speaking and listening skills in early foreign language and second language classrooms.
Arvustused
This timely volume addresses the development of oracy in young learners, emphasizing the need to support speaking and listening skills in the classroom. Insightful and informative, it provides practical strategies and valuable guidance for educators aiming to enhance students' communication skills, while also offering implications for teacher training and suggestions for future research. * Carmen Muñoz, University of Barcelona, Spain * Oral language skills are a crucial predictor of childrens success in language and literacy, ultimately leading to academic achievement. Therefore, it is with great enthusiasm that we welcome this new edited volume, which offers a wealth of compelling discussions on the development of speaking skills in children learning a foreign language, making it an indispensable resource. * Victoria A. Murphy, University of Oxford, UK * This volume considers FL oracy development of YLs from several novel perspectives. It also offers insights into how different teaching approaches may cater for the new needs of YLs in todays increasingly multilingual classrooms, and how teachers can best face the emerging new challenges. Innovative research methodologies and thought-provoking theoretical discussions add extra value to the included chapters. * Jelena Mihaljevi Djigunovi, Zagreb, Croatia *
Muu info
First volume to exclusively address young learners FL oracy acquisition and development
Contributors
Dimitra Karoulla-Vrikki and Lucilla Lopriore: Introduction
Chapter
1. Lucilla Lopriore: Young Foreign Language Learners Oracy
Development in Multilingual Contexts
Part 1: Language Policy and Oracy
Chapter
2. Dimitra Karoulla-Vrikki and Sophie Ioannou-Georgiou: EFL Oracy
Acquisition and Language-In-Education Policy at Pre-Primary and Early Primary
Stages: The Case of Cyprus
Chapter
3. Sandie Mourão, Carolyn E. Leslie, Maria Alfredo Moreira and Estela
Monteiro: From (Mis)Perceptions to (Mis)Practices: The Assessment of Oral
Skills in Primary English Education in Portugal
Part 2: Oracy Acquisition Through Learners Collaborative Learning and
Learning Strategies
Chapter
4. María Ángeles Hidalgo and Amparo Lázaro-Ibarrola: Talking to
Write: Insights into the Oral Interactions of Young EFL Writers Repeating a
Collaborative Task
Chapter
5. Hatice Ergul and Hacer Hande Uysal: Negotiation of Errors in
Form-Focused Oral Interaction Sequences in Young Learner Classrooms
Chapter
6. Carolyn E. Leslie: Comparing Primary and Lower Secondary EFL
Learners Oral Collaboration
Chapter
7. Areti-Maria Sougari and Sophia Batsari: Motivation and Learning
Strategies in the Development of Primary School Learners Oral Skills across
an EFL Context in Greece
Part 3: Oracy Promotion Through Teacher Intervention
Chapter
8. Jasenka engi: Young FL Learners Oral Production Skills: Does
Vocabulary Learning Ability Count?
Chapter
9. Anastasia Georgountzou and Natasha Tsantila: Prioritizing Young
Learners Pronunciation Needs in the Greek Multicultural Classroom
Chapter
10. Eleni Griva and Eleni Korosidou: A Multimodal Approach in an
Early FL Classroom for Oracy Skills Development: Insights from a Longitudinal
Study
Chapter
11. Yuko Goto Butler, Yeting Liu, Heejin Kim and Katherine I. Kang:
The Development of the Use of Articles in Oral Narratives among Young English
Learners in China
Chapter
12. Nayr Correia Ibrahim: Translanguaging as Inclusive Pedagogy and
Multilingual Oracy
Dimitra Karoulla-Vrikki and Lucilla Lopriore: Concluding Thoughts
Index
Dimitra Karoulla-Vrikki is Associate Professor of Linguistics at European University Cyprus. Her research investigates language policy and planning, English as a medium of instruction in higher education, early foreign language learning, government translation and interpretation, and the linguistic landscape in Cyprus.
Lucilla Lopriore is a teacher and teacher educator and was Professor of English Linguistics at Roma Tre University, Italy until 2022. She has led Italian research teams in international projects including ELLiE, ENRICH and the 1999 Italian National Survey of young learners FL achievement. Her research includes CLIL, early foreign language acquisition, ELF, language policy and plurilingualism.
