TY  - BOOK
AU  - Agirre,Ainara Imaz
AU  - Ban,Ruth
AU  - Buendgens-Kosten,Judith
AU  - Butler,Yuko Goto
AU  - Changsheng,Jiang
AU  - Djigunović,Jelena Mihaljević
AU  - Driscoll,Patricia
AU  - Elsner,Daniela
AU  - Enever,Janet
AU  - García Mayo,María del Pilar
AU  - Hardy,Ilonca
AU  - Hilton,Heather
AU  - Jie,Zhang
AU  - Lindgren,Eva
AU  - Lopriore,Lucilla
AU  - Murphy,Victoria A.
AU  - Pižorn,Karmen
AU  - Porsch,Raphaela
AU  - Porter,Alison
AU  - Qun,Xie
AU  - Sayer,Peter
AU  - Wilden,Eva
AU  - Xiaohua,Liang
AU  - Yuan,Yuan
AU  - de Anda,Magdalena López
AU  - van Ginkel,Agatha J.
TI  - Early Language Learning: Complexity and Mixed Methods 
T2  - Early Language Learning in School Contexts
SN  - 9781783098316
AV  - P57.E8 E275 2017eb
U1  - 372.65 23
PY  - 2017///]
CY  - Bristol, Blue Ridge Summit : 
PB  - Multilingual Matters, 
KW  - Language acquisition
KW  - Cross-cultural studies
KW  - Age factors
KW  - Language and languages
KW  - Study and teaching (Elementary)
KW  - LANGUAGE ARTS & DISCIPLINES / Study & Teaching
KW  - bisacsh
KW  - CLIL
KW  - Early language learning
KW  - English as a foreign language
KW  - English as a second language
KW  - English
KW  - SLA
KW  - TESOL
KW  - bilingualism
KW  - complexity research
KW  - language acquisition
KW  - mixed methods
KW  - second language acquisition
KW  - young learners
N1  - Frontmatter --; Contents --; Figures and Tables --; Contributors --; 1. Introduction: Mixed Methods in Early Language Learning Research - Examining Complexity --; Part 1: Overviews of Research Findings --; 2. Early Language Learning in Complex Linguistic Settings: Insights from Africa --; 3. Considering the Complexities of Teaching Intercultural Understanding in Foreign Languages --; 4. Literacy Development in Children with English as an Additional Language (EAL) --; Part 2: Empirical Studies Using Mixed Methods --; 5. Verbal Working Memory and Foreign Language Learning in English Primary Schools: Implications for Teaching and Learning --; 6. Piecing Together the Jigsaw: Understanding Motivations of English Learners in Chinese Primary School through a Questionnaire and Elicited Metaphor Analysis --; 7. Codeswitching Your Way to Language Learning? Receptive Codeswitching with Digital Storybooks in Early Language Learning --; 8. Individual Differences and English L2 Learning in Two Primary Classrooms in France --; 9. Content and Language Integrated Learning (CLIL): A Panacea for Young English Language Learners? --; Part 3: Longitudinal Perspectives Using Mixed Methods --; 10. The Dynamics of Motivation Development among Young Learners of English in China --; 11. Young Italian Learners' Foreign Language Development: A Longitudinal Perspective --; 12. Employing Mixed Methods for the Construction of Thick Descriptions of Early Language Learning --; 13. Developmental Aspects of Early EFL Learning --; Part 4: Evaluating Early Language Learning Programmes --; 14. Child EFL Interaction: Age, Instructional Setting and Development --; 15. Evaluating the Educational Outcomes of an Early Foreign Language Programme: The Design of an Impact Study for the Primary English Programme in Mexico --; 16. The Development of a Curriculum-Based C-Test for Young EFL Learners --; 17. Mixed Methods in Early Language Learning Research --; Index; restricted access; Issued also in print
N2  - This is the first collection of research studies to explore the potential for mixed methods to shed light on foreign or second language learning by young learners in instructed contexts. It brings together recent studies undertaken in Cameroon, China, Croatia, Ethiopia, France, Germany, Italy, Kenya, Mexico, Slovenia, Spain, Sweden, Tanzania and the UK. Themes include English as an additional language, English as a second or foreign language, French as a modern foreign language, medium of instruction controversies and content and language integrated learning (CLIL). The volume reviews the choice of research methodologies for early language learning research in schools with a particular focus on mixed methods and proposes that in the multidisciplinary context of early language learning this paradigm allows for a more comprehensive understanding of the evidence than other approaches might provide. The collection will be of interest to in-service and trainee teachers of young language learners, graduate students in the field of TESOL and early language learning, teacher educators, researchers and policymakers
UR  - https://doi.org/10.21832/9781783098323
UR  - https://www.degruyter.com/isbn/9781783098323
UR  - https://www.degruyter.com/document/cover/isbn/9781783098323/original
ER  -