LEADER 03649nam 22005895 450 001 9910746095103321 005 20240111132631.0 010 $a3-031-32759-4 024 7 $a10.1007/978-3-031-32759-9 035 $a(MiAaPQ)EBC30612960 035 $a(Au-PeEL)EBL30612960 035 $a(DE-He213)978-3-031-32759-9 035 $a(CKB)27286002500041 035 $a(EXLCZ)9927286002500041 100 $a20230629d2023 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTen Years of English Learning at School /$fby Elsa Tragant, Carmen Muņoz 205 $a1st ed. 2023. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Palgrave Macmillan,$d2023. 215 $a1 online resource (268 pages) 311 08$aPrint version: Tragant, Elsa Ten Years of English Learning at School Cham : Palgrave Macmillan,c2023 9783031327582 327 $a1 Longitudinal research: The ELLiC project -- 2 English at the end of primary school: Explanatory factors -- 3 Written and oral production development through primary and secondary school -- 4 The development of young learners? awareness -- 5 Levels of success with English and learning conditions: Same opportunities?,- 6 Motivation after ten years: Learner profiles with a time dimension. 330 $aThis book is based on a longitudinal study involving learners of English as a foreign language from their first year in primary education to their last year in compulsory secondary education. Some of the chapters report on the whole sample initially drawn from five primary schools and some are based on a sample of focal learners. These focal learners were followed in secondary school (grades 7 and 10). One of the main aims of the book is capturing change over time regarding the learners? language perceptions and awareness, oral and written language development, learners? attitudes and motivation, and their language learning trajectories. The longitudinal nature of the data also allows identification of internal and external factors on learners? linguistic outcomes. The book draws on a wealth of data sources (self-reported data, classroom observations, institutional data, language tests and tasks), participants (learners, teachers, parents), several testing times and both qualitative and quantitative analyses. The book will be of interest to educators and scholars working on such areas as language pedagogy, language development and awareness as well as individual differences. Elsa Tragant is an associate professor in Applied Linguistics at the University of Barcelona, Spain. Carmen Muņoz is Professor of English Philology (Applied Linguistics) at the University of Barcelona, Spain. . 606 $aLanguage and languages$xStudy and teaching 606 $aInclusive education 606 $aPhilology 606 $aLanguage Teaching and Learning 606 $aLanguage Education 606 $aInclusive Education 606 $aLanguages 615 0$aLanguage and languages$xStudy and teaching. 615 0$aInclusive education. 615 0$aPhilology. 615 14$aLanguage Teaching and Learning. 615 24$aLanguage Education. 615 24$aInclusive Education. 615 24$aLanguages. 676 $a418.0071 676 $a306.446 700 $aTragant$b Elsa$01427788 701 $aMun?oz$b Carmen$f1955-$01100508 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910746095103321 996 $aTen Years of English Learning at School$93562729 997 $aUNINA