Facing diversity in child foreign language education / / Joanna Rokita-Jaśkow, Agata Wolanin, editors

• Pubblicazione: Cham, Switzerland : , : Springer, , [2021]; ©2021
• Descrizione fisica: 1 online resource (321 pages)
• Disciplina: 401.93
• Soggetto topico: Second language acquisition; Language and languages - Study and teaching; Cultural pluralism; Adquisició d'una segona llengua; Llenguatge i llengües; Pluralisme cultural
• Soggetto genere / forma: Llibres electrònics
• Persona (resp. second.): Rokita-JaśkowJoanna <1973->; WolaninAgata
• Nota di contenuto: Intro -- Contents -- Editors and Contributors -- About the Editors -- Contributors -- What Makes the Difference in Early Foreign Language Education? Learner-Internal vs Learner-External Factors -- 1 Introduction -- 2 Faces of Classroom Heterogeneity: Learner-Internal vs Learner-External -- 3 Diversity and Globalization -- 4 The Structure of the Volume -- 5 Summary -- References -- The Young Learner and Individual Differences -- Cognition and Second Language Experience: How Are Executive Function and Second Language Acquisition Related? -- 1 Introduction -- 2 Executive Function -- 3 Why Interest in EF? -- 4 EF and Bilingual Experience -- 5 EF and Learning a Second Language -- 6 Conclusions -- References -- Trainability of Foreign Language Aptitudes in Children -- 1 Introduction -- 2 Foreign Language Aptitude -- 3 FL Aptitude: A Stable or a Dynamic Factor? -- 4 Foreign Language Aptitude in Children -- 5 Cognitive Differences Between Children and Adults -- 6 The Effects of the Critical Period -- 7 The Effects of Bilingualism -- 8 Foreign Language Aptitude, Working Memory and Intelligence -- 9 Conclusions and Suggestion for Further Research -- References -- Teaching Foreign Language Grammar to Children: The Role of Individual Differences -- 1 Introduction -- 2 The Nature of TL Grammar Knowledge -- 3 Teaching and Learning Grammar -- 4 Individual Differences as Mediating Variables in Teaching Grammar -- 5 Selected ID Factors and Teaching L2 Grammar to Children -- 6 Conclusion -- References -- Studies in Heterogeneous Classes -- Diversity in EELL: Matters of Context and Contact -- 1 Introduction -- 2 Matters of Local Learning Context, Contact and EELL -- 2.1 Young Learners' Extramural English Activities and Gender -- 3 The Current Study -- 3.1 Aims and Research Questions -- 3.2 Sociocultural and Educational Context of the Current Study. ; 3.3 Participants -- 3.4 Instruments and Procedure -- 4 Results and Discussion -- 4.1 Young Learners' Self-Reported Sources of Informal Contact with English -- 4.2 Informal Sources of English for YLs and Vocabulary Retrieval -- 4.3 Vocabulary Acquired Informally by YLs of EFL -- 4.4 The Interplay of the Main Findings -- 4.5 Limitations -- 4.6 Implications -- 5 Conclusions -- Appendix -- References -- Reading Accuracy Measure in Screening for Dyslexia in the EFL Classroom -- 1 Introduction -- 2 First and Foreign Language Reading -- 3 Dyslexia in Bilingual and Multilingual Learners -- 4 Research -- 4.1 Method -- 4.2 Participants -- 4.3 Instruments -- 4.4 Procedure -- 4.5 Results -- 5 Discussion -- 6 Conclusions and Implications -- Appendix A -- Appendix B -- References -- Learning Preferences of SEN Children in an Inclusive English Classroom -- 1 Introduction -- 2 Literature Review: Learning Preferences -- 3 The Study -- 3.1 The Research Questions -- 3.2 The Participants -- 3.3 Instruments and Procedure -- 3.4 Results and Discussion -- 4 Concluding Remarks -- Appendix: Thematic Units for Grades 1 and 3 -- References -- Is Strategy Training Necessary in L3 Learning? The Study of Communication Strategies Used by Upper-Primary School Learners -- 1 Introduction -- 2 Communication Strategies and Their Taxonomies -- 3 Previous Research on Communication Strategies -- 4 The Study-Aims and Research Questions -- 4.1 Participants -- 4.2 Research Design and Procedure -- 4.3 Results and Discussion -- 5 Conclusions and Implications for Language Teaching -- References -- Assessment for Learning, Learning for All: A Case Study in the Foreign Language Classroom -- 1 Introduction -- 2 Assessment in the Young Learner Classroom -- 2.1 The Rights of the Child -- 2.2 Assessment for Learning -- 3 Case Study -- 3.1 Educational Context. ; 3.2 Phase I: Introducing Self-Assessment -- 3.3 Phase II: Introducing Peer-Assessment -- 3.4 Phase III: Incorporating Self- and Peer-Assessment into the Learning Process -- 4 Discussion and Conclusion -- References -- Literacy and Diversity -- A Multimodal Analysis of ELT Materials for Young Learners -- 1 Introduction -- 2 Literature Review -- 2.1 Materials Development -- 2.2 Multimodality -- 2.3 Multimodal ELT Materials for Heterogeneous Learners -- 3 Research Project -- 3.1 Research Purpose and Questions -- 3.2 Procedure -- 4 Results and Discussion -- 5 Conclusions and Implications -- Appendix: A Checklist for a Multimodal Analysis of ELT Materials for Young Learners -- Introduction: ELT Material Context and Users' Background Information -- Multimodality of Content: Image-Language Relations -- References -- "Picture This!": The Educational Value of Illustrations in the Process of Teaching L2 to Young Learners -- 1 Introduction -- 2 Picturebooks in L2 Education -- 3 Text-Image Relationship-Multimodal Perspective -- 3.1 Deciphering Images -- 4 The Visual Input of Picturebooks in Teaching Young Learners-Analysis -- 4.1 Goodnight Moon -- 4.2 The Giving Tree -- 4.3 Little Beauty -- 4.4 Home -- 5 The Educational Value of Illustrations-Concluding Remarks -- Appendix: Research Tool-A Checklist Used to Analyse the Selected Picturebooks -- References -- Corpus-Based Evaluation of Textbook Content: A Case of Russian Language Primary School Textbooks for Migrants -- 1 Introduction -- 2 Related Work -- 3 Materials and Methods -- 3.1 Research Aims and Research Questions -- 3.2 Instruments and Procedure -- 4 Results -- 4.1 Text Diversity -- 4.2 Vocabulary Input -- 4.3 Readability -- 4.4 Cultural and Pragmatic Components -- 4.5 Visual Component -- 5 Discussion -- 6 Conclusions and Future Work -- References -- Teacher Education in Service of Heterogeneity. ; A Literature Review on Preparing Preservice Primary Foreign Language Teachers for Diversity via the Practicum -- 1 Introduction -- 2 An Exemplary Systematic Literature Review on Cultural Diversity -- 3 A Present Literature Review -- 3.1 Selection Criteria and Findings -- 3.2 Innovative Training Implemented in Teacher Education Programs -- 3.3 Innovative Training Aspects as Additions to the Practicum -- 3.4 Selected Contextual Variables of the Additional Training -- 4 Conclusions -- Appendix A: Basic Information About 44 Empirical Articles Related to Preparing Preservice Teachers for Diversity -- Appendix B: Basic Information About 10 Innovative Additions to the Practicum -- References -- Teachers' Opinions on Heterogeneous Classes: Insights for EFL Teacher Education -- 1 Introduction and Literature Review -- 1.1 Defining Heterogeneity -- 1.2 The Role of Heterogeneity in Classrooms -- 1.3 Heterogeneity Studies on Teachers -- 1.4 Benefits and Challenges of Heterogeneous Classes -- 2 Importance of Researching Teachers' Views -- 3 The Study -- 3.1 Heterogeneity in Turkish Education -- 3.2 Participants -- 3.3 Data Collection and Analysis -- 3.4 Results -- 4 Discussion -- 5 Implications and Conclusion -- 5.1 Implications for Future Research -- 5.2 Implications for Teacher Education -- References -- Supporting Teachers of Multilingual Young Learners: Multilingual Approach to Diversity in Education (MADE) -- 1 Introduction -- 2 Literature Review -- 2.1 Multilingual Young Learners -- 2.2 The Multilingual Turn in Education -- 2.3 Models of Multilingual Education -- 2.4 Multilingual Approach to Diversity in Education (MADE) -- 3 Methods -- 3.1 Context -- 3.2 Participants and Procedure -- 3.3 Data Collection and Analysis -- 4 Results -- 4.1 Quantitative Assessment of Teacher Performance on the Eight MADE Indicators. ; 4.2 Qualitative Assessment of Teacher Performance on the Eight MADE Indicators -- 5 Discussion and Conclusion -- 5.1 Summary of Findings -- 5.2 Implications for Teacher Professional Learning -- References -- A Note on the Influence of Topic Prominence in Japanese on Japanese Beginner-Level EFL Learners' Interlanguage: An Empirical Study -- 1 Introduction -- 2 Topic Prominence in Japanese -- 2.1 What Are Topics and Subjects? -- 2.2 Major Aspects of Topic Prominence in Japanese -- 2.3 Language Transfer Observed in Japanese EFL Learners' Sentence Production -- 3 Issues of English Language Teaching in Japan -- 3.1 Instructions to Utilize Learners' L1 -- 3.2 Issues of Existing Authorized Textbooks and Japanese Teachers -- 4 Study Method -- 4.1 Participants -- 4.2 Translation Tasks and Statistical Analysis -- 4.3 Results and Discussion -- 5 Additional Survey -- 5.1 Participants -- 5.2 Test and Statistical Analysis -- 5.3 Results and Discussion -- 6 Conclusion and Further Implications -- References -- EFL Reading with Young Learners: The Teacher's Perspective -- 1 Introduction -- 2 The Foreign Language (FL) Reading -- 3 EFL in Croatia -- 4 Research Methodology -- 4.1 Participants -- 4.2 Procedure, Instruments and Data Analysis -- 5 Results and Discussion -- 5.1 EFL Teachers: Teaching Context -- 5.2 EFL Teachers: Role of Reading in Their Teaching -- 6 Conclusion -- References.
• Titolo autorizzato: Facing diversity in child foreign language education
• ISBN: 3-030-66022-2
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910484258003321
• Lo trovi qui: Univ. Federico II
• Serie: Second language learning and teaching.