{"title":"Review of Britton (2021): Assessment for Learning in Primary Language Learning and Teaching","authors":"Gwenna Finikin","doi":"10.1075/ltyl.00026.fin","DOIUrl":"https://doi.org/10.1075/ltyl.00026.fin","url":null,"abstract":"","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48662196","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Zein & Coady (2021): Early Language Learning Policy in the 21st Century. An International Perspective","authors":"Asier Calzada","doi":"10.1075/ltyl.00024.cal","DOIUrl":"https://doi.org/10.1075/ltyl.00024.cal","url":null,"abstract":"","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44435091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Shin, Savic & Machida (2021): The 6 Principles for Exemplary Teaching of English Learners: Young Learners in a Multilingual World","authors":"Müzeyyen Nazlı Güngör","doi":"10.1075/ltyl.00025.gun","DOIUrl":"https://doi.org/10.1075/ltyl.00025.gun","url":null,"abstract":"","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49081445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The SCRELE Biennial Conference 2021 was successfully held in Shanghai, China. This is a brief report of the conference, which was a platform for researchers, teacher educators and teachers to exchange their points of view on testing and assessment of foreign languages from an early age.
{"title":"SCRELE (Shanghai Center for Research in English Language Education) biennial conference 2021","authors":"Yang Wang","doi":"10.1075/ltyl.21021.wan","DOIUrl":"https://doi.org/10.1075/ltyl.21021.wan","url":null,"abstract":"\u0000The SCRELE Biennial Conference 2021 was successfully held in Shanghai, China. This is a brief report of the conference, which was a platform for researchers, teacher educators and teachers to exchange their points of view on testing and assessment of foreign languages from an early age.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42824772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Multiword units of language, known as formulaic sequences, are pervasive and essential in communication (Wray, 2008). Although issues related to formulaicity have been under investigation in a number of research studies (e.g. Conklin & Schmitt, 2008; Wood, 2006), the present study is different in investigating the functions of formulaic sequences in the oral language production of young learners in the context of English as a foreign language. A class of 11 students (aged 9 to 11) was observed and video recorded for 16 sessions (90 minutes per session). Following transcription of selected speech samples, formulaic sequences were identified based on pre-established criteria. Analysis enabled categorisation of a range of functions for formulaic sequences in learners’ oral language production. Results revealed evidence that formulaic sequences performed a variety of roles in the learners’ language production. These sequences helped young language learners to improve their fluency, to economize effort on processing and also to buy time for processing. A significant novel finding of this study was evidence that language users might introduce dis-fluency in the production of their sequences in order to buy time for further processing.
{"title":"Formulaic time buyers for young foreign language learners","authors":"Parvin Gheitasi, J. Enever","doi":"10.1075/ltyl.21006.ghe","DOIUrl":"https://doi.org/10.1075/ltyl.21006.ghe","url":null,"abstract":"\u0000 Multiword units of language, known as formulaic sequences, are pervasive and essential in communication (Wray, 2008). Although issues related to formulaicity have been under investigation in a\u0000 number of research studies (e.g. Conklin & Schmitt, 2008; Wood, 2006), the present study is different in investigating the functions of formulaic sequences in the\u0000 oral language production of young learners in the context of English as a foreign language. A class of 11 students (aged 9 to 11)\u0000 was observed and video recorded for 16 sessions (90 minutes per session). Following transcription of selected speech samples,\u0000 formulaic sequences were identified based on pre-established criteria. Analysis enabled categorisation of a range of functions for\u0000 formulaic sequences in learners’ oral language production. Results revealed evidence that formulaic sequences performed a variety\u0000 of roles in the learners’ language production. These sequences helped young language learners to improve their fluency, to\u0000 economize effort on processing and also to buy time for processing. A significant novel finding of this study was evidence that\u0000 language users might introduce dis-fluency in the production of their sequences in order to buy time for further processing.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49335897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The role of teaching reading, spelling, and writing in two languages at primary school has become more important over the last few years. Current research therefore needs to answer more specific questions than ever before and, e.g., explore the challenges of developing literacy skills in a foreign language, appropriate teaching approaches and innovative assessment procedures. This volume features contributions on theoretical and methodological aspects, teachers’ diagnostic skills and issues in educational policy. Researchers from Germany, Great Britain, Portugal, and Switzerland share their findings with the objective of improving foreign language teacher education at university level and primary school classrooms of English, French and Spanish as a foreign language.
{"title":"Current Research into Young Foreign Language Learners‘ Literacy Skills","authors":"Yvonne Knospe","doi":"10.3726/b19101","DOIUrl":"https://doi.org/10.3726/b19101","url":null,"abstract":"The role of teaching reading, spelling, and writing in two languages at primary school has become more important over the last few years. Current research therefore needs to answer more specific questions than ever before and, e.g., explore the challenges of developing literacy skills in a foreign language, appropriate teaching approaches and innovative assessment procedures. This volume features contributions on theoretical and methodological aspects, teachers’ diagnostic skills and issues in educational policy. Researchers from Germany, Great Britain, Portugal, and Switzerland share their findings with the objective of improving foreign language teacher education at university level and primary school classrooms of English, French and Spanish as a foreign language.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48296982","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study investigated how effective four tasks were in supporting meaningful spoken language production between young learners and their teachers. The context of the study, online one-to-one lessons, is commonplace but largely unresearched. Transcripts from seventeen teacher-student dyads using four tasks were analysed using conversation analysis. These were then coded and the number of instances of meaningful communication counted. The number of instances of pushed output and negotiation of meaning were also noted. The most successful task was an open opinion-gap task, which motivated the young learners. Crucially, the task outcome (a plan of a shopping centre) allowed learners to check their teachers had understood them. Teacher misunderstandings gave learners opportunities to take control of the discourse and negotiate meaning. Aspects of task design which impeded meaningful communication included sentence stems, which resulted in drill-like interactions. Task topics familiar to learners but unfamiliar to teachers hindered meaningful communication. Also, tasks located near the end of a lesson sequence tended to result in less meaningful communication than those nearer the start.
{"title":"Task design in online one-to-one classes with young learners","authors":"Ros Thorburn","doi":"10.1075/ltyl.21002.tho","DOIUrl":"https://doi.org/10.1075/ltyl.21002.tho","url":null,"abstract":"\u0000This study investigated how effective four tasks were in supporting meaningful spoken language production between young learners and their teachers. The context of the study, online one-to-one lessons, is commonplace but largely unresearched. Transcripts from seventeen teacher-student dyads using four tasks were analysed using conversation analysis. These were then coded and the number of instances of meaningful communication counted. The number of instances of pushed output and negotiation of meaning were also noted. The most successful task was an open opinion-gap task, which motivated the young learners. Crucially, the task outcome (a plan of a shopping centre) allowed learners to check their teachers had understood them. Teacher misunderstandings gave learners opportunities to take control of the discourse and negotiate meaning. Aspects of task design which impeded meaningful communication included sentence stems, which resulted in drill-like interactions. Task topics familiar to learners but unfamiliar to teachers hindered meaningful communication. Also, tasks located near the end of a lesson sequence tended to result in less meaningful communication than those nearer the start.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58996229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aims to provide an overview of the types of questions and concerns adult researchers working with children in L2 education need to consider when it comes to navigating research ethics. Questions and dilemmas relating to ethical practice in child-focussed research are complex, and will be rooted in political, legal and contextual concerns, and interpretations of what is ethical in any one project will depend on the adult researcher’s convictions about research paradigms, their epistemological stance and their beliefs and priorities in the given situation. This article suggests five main questions to consider when it comes to research with children. All five components are equally important and decisions relating to one component will influence all others in the framework. This paper examines the complexities in more detail, discusses some differences relevant in the two main ‘paradigms’ of child-focussed research and how these principles interact with the constraints and the affordances of the local contexts, the focus of the intended study and the background and personal theories of the adult researcher.
{"title":"Child-centred ethics in second language education","authors":"A. Pinter","doi":"10.1075/ltyl.21019.pin","DOIUrl":"https://doi.org/10.1075/ltyl.21019.pin","url":null,"abstract":"\u0000This article aims to provide an overview of the types of questions and concerns adult researchers working with children in L2 education need to consider when it comes to navigating research ethics. Questions and dilemmas relating to ethical practice in child-focussed research are complex, and will be rooted in political, legal and contextual concerns, and interpretations of what is ethical in any one project will depend on the adult researcher’s convictions about research paradigms, their epistemological stance and their beliefs and priorities in the given situation. This article suggests five main questions to consider when it comes to research with children. All five components are equally important and decisions relating to one component will influence all others in the framework. This paper examines the complexities in more detail, discusses some differences relevant in the two main ‘paradigms’ of child-focussed research and how these principles interact with the constraints and the affordances of the local contexts, the focus of the intended study and the background and personal theories of the adult researcher.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2022-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45648456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the context of additional language (AL) learning, teachers need to focus on the development of language proficiency as well as on high-level literacy skills, for example, comprehending and evaluating information and creating new meaning. From a plurilingual perspective, AL learners’ first language (L1) is conceputalised as a useful tool in the development of target language proficiency; however, limited information exists concerning AL teachers’ beliefs towards the use of the L1 for high-level literacy instruction despite its potential utility for complex skill development. The aim of the present exploratory study was to examine the beliefs of in-service teachers of English as an additional language (EAL) working in the Quebec primary and secondary school system in francophone Canada regarding plurilingual approaches for classroom literacy practices and to uncover the factors that influence their beliefs. An online survey was distributed to in-service EAL teachers (N = 57) working in the province of Quebec, Canada. Findings suggest that teachers believe that it is most beneficial to adopt a monolingual lens to literacy instruction, a belief that denies learners’ use of their L1 and this, in a bilingual country. Implications for teacher education programs that challenge a monolingual lens are explored.
{"title":"“Very easy, it’s an English class, therefore they should not rely on a French text”","authors":"Caroline Payant, Philippa Bell","doi":"10.1075/ltyl.21004.pay","DOIUrl":"https://doi.org/10.1075/ltyl.21004.pay","url":null,"abstract":"\u0000 In the context of additional language (AL) learning, teachers need to focus on the development of language\u0000 proficiency as well as on high-level literacy skills, for example, comprehending and evaluating information and creating new\u0000 meaning. From a plurilingual perspective, AL learners’ first language (L1) is conceputalised as a useful tool in the development of\u0000 target language proficiency; however, limited information exists concerning AL teachers’ beliefs towards the use of the L1 for\u0000 high-level literacy instruction despite its potential utility for complex skill development. The aim of the present exploratory\u0000 study was to examine the beliefs of in-service teachers of English as an additional language (EAL) working in the Quebec primary\u0000 and secondary school system in francophone Canada regarding plurilingual approaches for classroom literacy practices and to\u0000 uncover the factors that influence their beliefs. An online survey was distributed to in-service EAL teachers\u0000 (N = 57) working in the province of Quebec, Canada. Findings suggest that teachers believe that it is most\u0000 beneficial to adopt a monolingual lens to literacy instruction, a belief that denies learners’ use of their L1 and this, in a\u0000 bilingual country. Implications for teacher education programs that challenge a monolingual lens are explored.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48010771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Although the teaching of English to primary school children has been rapidly growing in many English-as-a-foreign-language (EFL) countries around the world, a shortage of specialist teachers remains a persistent challenge. Consequently, non-specialists, such as homeroom teachers initially trained as generalists, are more often required to teach English. The present study, focusing on 304 non-specialist teachers serving in Japan’s public primary schools, was designed to explore their perceived self-efficacy for teaching English, and to examine the impact of teacher characteristics (i.e., their perceived English proficiency, English-teaching experience, and appraisals of collaboration with native English-speaking teachers) on their level of self-efficacy. A multiple regression analysis revealed that the collaboration variable was more influential than the proficiency variable and that there was no significant relationship between teachers’ self-efficacy and teaching experience. Moreover, integration of these results and teachers’ comments in the open-ended question suggested that they functioned most effectively in student engagement by playing roles unique to non-specialist teachers and that they perceived team teaching to be more beneficial in classroom management than solo teaching. Implications for in-service training are discussed to support non-specialist teachers in primary English education.
{"title":"Self-efficacy beliefs among non-specialist teachers in primary English education","authors":"Shoichi Matsumura","doi":"10.1075/ltyl.21010.mat","DOIUrl":"https://doi.org/10.1075/ltyl.21010.mat","url":null,"abstract":"\u0000Although the teaching of English to primary school children has been rapidly growing in many English-as-a-foreign-language (EFL) countries around the world, a shortage of specialist teachers remains a persistent challenge. Consequently, non-specialists, such as homeroom teachers initially trained as generalists, are more often required to teach English. The present study, focusing on 304 non-specialist teachers serving in Japan’s public primary schools, was designed to explore their perceived self-efficacy for teaching English, and to examine the impact of teacher characteristics (i.e., their perceived English proficiency, English-teaching experience, and appraisals of collaboration with native English-speaking teachers) on their level of self-efficacy. A multiple regression analysis revealed that the collaboration variable was more influential than the proficiency variable and that there was no significant relationship between teachers’ self-efficacy and teaching experience. Moreover, integration of these results and teachers’ comments in the open-ended question suggested that they functioned most effectively in student engagement by playing roles unique to non-specialist teachers and that they perceived team teaching to be more beneficial in classroom management than solo teaching. Implications for in-service training are discussed to support non-specialist teachers in primary English education.","PeriodicalId":29728,"journal":{"name":"Language Teaching for Young Learners","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"58996293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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