Second language learning in the early school years : Trends and contexts

Murphy, Victoria A. 1966- (Author).

Summary: At a time when children around the world are increasingly required to learn a second language in the primary classroom, Second Language Learning in the Early School Years: Trends and Contexts provides a much-needed overview of current themes and research on child second language learning. This book provides a detailed exploration of L2 language learning in the early years, examining past and present research evidence on bilingualism, second language, and foreign language learning in childhood, and providing a broad overview of research findings across a range of different contexts. The discussion focuses on learning contexts that intersect with educational provision in the early school years and a comparison of L2 outcomes across those contexts. Murphy discusses current trends towards a younger starting age for foreign language learning. She evaluates to what extent 'younger is better' in L2 learning in the early school years, and what other variables may contribute to successful child L2 outcomes. Reviewing the research, Second Language Learning in the Early School Years: Trends and Contexts argues that young children can learn multiple languages without adverse effect on their overall language development in any of their languages. This book is part of the Oxford Applied Linguistics Series, a series of titles providing thorough yet accessible coverage of controversial topics related to language use. The goal of the series is to influence the quality of language education through publishing and disseminating relevant scholarship and research. -- Review from oupcanada.com website. (Oxfor University Press website)

Record details

ISBN: 9780194348850
Physical Description: print
xv, 208 p. : ill. ; 24 cm.
Publisher: Oxford : Oxford University Press, 2014.

Content descriptions

Formatted Contents Note:

1. A typology of contexts -- Introduction -- Age and L2 learning in primary school children -- A typology of L2 contexts -- Theoretical approaches underpinning differences in L2 outcomes -- Educational implications -- Conclusions -- 2. Bilingual development in young children -- Introduction -- Denning bilingualism -- Bilingual speech processing -- Comparisons with monolingual development -- Differentiation of the two linguistic systems -- Code-switching -- Cross-linguistic influence -- Dominance -- Cognitive effects of bilingualism -- The age issue -- Educational implications -- Conclusions -- 3. Heritage language learners -- Introduction -- Who are `heritage language learners'? The problem of definition -- Sociopolitical context, educational policy, and identity -- Incomplete acquisition? -- The age issue -- Educational implications -- Conclusions -- 4. Minority language learners -- Introduction -- Vocabulary development in minority language learners -- Literacy development in minority language learners -- Listening development in minority language learners -- Bilingual education and minority language learners -- Types of bilingual programme -- The age issue -- Educational implications -- Conclusions -- 5. Majority language learners: immersion education -- Introduction -- Immersion programmes -- Pedagogical issues -- Cognitive effects of immersion -- Two-way bilingual programmes -- Content and language integrated learning -- Immersion gone global -- The age issue -- Educational implications -- Conclusions -- 6. Instructed foreign language learning in primary school -- Introduction -- Policy -- Provision -- Outcomes -- The age issue -- Educational implications -- Conclusions -- 7. Trends, implications, and conclusions -- Introduction -- Theoretical assumptions regarding age and L2 learning -- Trends across contexts -- Educational implications and conclusions -- Bibliography -- Index.