Early Language Learning: Complexity and Mixed Methods (Early Language Learning in School Contexts, 1, Band 1) - Softcover

Softcover

ISBN 10: 1783098309 ISBN 13: 9781783098309

Verlag: Multilingual Matters, 2017

Inhaltsangabe

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.

Über diesen Titel

Über die Autorin bzw. den Autor

Janet Enever is Professor of Language Teaching and Learning at Umeå University, Sweden and Visiting Professor at University of Reading, UK. Her research interests include early language learning, language policy, globalisation and language learning, and pre-school language learning.

Eva Lindgren is Associate Professor of Language Teaching and Learning at Umeå University, Sweden. Her research interests include early language learning, literacy, minority/indigenous education and multilingualism.

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Early Language Learning

Complexity and Mixed Methods

By Janet Enever, Eva Lindgren

Multilingual Matters

Copyright © 2017 Janet Enever, Eva Lindgren
All rights reserved.

ISBN: 978-1-78309-830-9

Contents

Figures and Tables, 
Contributors, 
1 Introduction: Mixed Methods in Early Language Learning Research – Examining Complexity Eva Lindgren and Janet Enever, 
Part 1: Overviews of Research Findings, 
2 Early Language Learning in Complex Linguistic Settings: Insights from Africa Agatha J. van Ginkel, 
3 Considering the Complexities of Teaching Intercultural Understanding in Foreign Languages Patricia Driscoll, 
4 Literacy Development in Children with English as an Additional Language (EAL) Victoria A. Murphy, 
Part 2: Empirical Studies Using Mixed Methods, 
5 Verbal Working Memory and Foreign Language Learning in English Primary Schools: Implications for Teaching and Learning Alison Porter, 
6 Piecing Together the Jigsaw: Understanding Motivations of English Learners in Chinese Primary School through a Questionnaire and Elicited Metaphor Analysis Jiang Changsheng, Zhang Jie, Liang Xiaohua, Yuan Yuan and Xie Qun, 
7 Codeswitching Your Way to Language Learning? Receptive Codeswitching with Digital Storybooks in Early Language Learning Judith Buendgens-Kosten, Ilonca Hardy and Daniela Elsner, 
8 Individual Differences and English L2 Learning in Two Primary Classrooms in France Heather Hilton, 
9 Content and Language Integrated Learning (CLIL): A Panacea for Young English Language Learners? Karmen Pizorn, 
Part 3: Longitudinal Perspectives Using Mixed Methods, 
10 The Dynamics of Motivation Development among Young Learners of English in China Yuko Goto Butler, 
11 Young Italian Learners' Foreign Language Development: A Longitudinal Perspective Lucilla Lopriore, 
12 Employing Mixed Methods for the Construction of Thick Descriptions of Early Language Learning Eva Lindgren and Janet Enever, 
13 Developmental Aspects of Early EFL Learning Jelena Mihaljevic Djigunovic, 
Part 4: Evaluating Early Language Learning Programmes, 
14 Child EFL Interaction: Age, Instructional Setting and Development María del Pilar García Mayo and Ainara Imaz Agirre, 
15 Evaluating the Educational Outcomes of an Early Foreign Language Programme: The Design of an Impact Study for the Primary English Programme in Mexico Peter Sayer, Ruth Ban and Magdalena López de Anda, 
16 The Development of a Curriculum-Based C-Test for Young EFL Learners Raphaela Porsch and Eva Wilden, 
17 Mixed Methods in Early Language Learning Research Janet Enever and Eva Lindgren, 
Index, 

CHAPTER 1

Introduction: Mixed Methods in Early Language Learning Research – Examining Complexity

Eva Lindgren and Janet Enever

In this volume we examine the full complexity of language learning, and in particular the foreign, or second, language learning of young learners in instructed contexts. The aim of the volume is twofold: first and foremost we bring together and present recent research results from the early language learning classroom context. Second, 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.

Before we describe the volume and its underpinnings, we would like to give a brief note on terminology. The term foreign language (FL) will be used for languages other than the mother tongue(s) a person learns in an instructed context where the national language used outside the formal context is not the FL. The term second language (L2) will refer to a language learnt in, or outside, a formal context within a society where the L2 is used as the national, or most widely used, language. However, a word of caution may be necessary. In the case of, for example, Sweden or the Netherlands, English does not have the status of national language, but it is used to such a high degree in society that children learn it in much the same way as an L2 rather than an FL.

Language learning has traditionally been studied from a variety of theoretical perspectives drawing on a range of research methodologies. Recently, Atkinson (2011) called for a broader, holistic approach to the understanding of the learning of other languages than the mother tongue(s) in which the full dynamics and complexity are acknowledged by the use of cognitive, sociocultural and dynamic systems theories. In terms of methods, the cognitive approach has typically included testing and quantitative methods, while the sociocultural approaches have preferred qualitative approaches such as ethnography and case studies. In a thorough review and discussion about complex/dynamic systems in second language research Larsen-Freeman (2011: 62–63) describes how a variety of methodologies can and have been used to study complex systems: quantitative, computer-based modelling, qualitative modelling with or without computers, dynamic descriptions using an ethnographic approach, formative experiments and design experiments.

Mixed methods research (MMR) appeared in the late 1980s as a pragmatic response to debates about the acceptability of combining qualitative and quantitative approaches to research, particularly in the social sciences. Underpinning this debate was the contested area of research methods, where quantitative methods may be identified as connected with a positivist (or post-positivist) worldview and qualitative methods with a constructivist worldview (Creswell, 2003; see Riazi & Candlin, 2014 for a critical review and Gheitasi & Lindgren, 2015 for an overview). MMR is based on the philosophical assumption that both quantitative and qualitative methods are necessary throughout the research process (Creswell & Plano Clark, 2006) and that they allow researchers to explore a variety of research questions within the same study (Teddlie & Tashakori, 2003). By employing MMR, it is argued that validity can be increased by triangulation, complementarity or by the use of results from one study in the development of another (Greene et al., 1989). Greene et al. (1989: 259) further explain that mixed methods can 'extend the breadth and range of the study', as well as increase the depth and scope of the outcomes. A challenge in mixed methods research 'concerns the level of theorising and conceptualising of the research problem so that different layers and various dimensions of the issue in question can be studied and integrated by means of an MMR [mixed methods research] framework' (Riazi & Candlin, 2014: 161).

However, MMR is a contested area and Fetters (2016: 3) draws our attention to the existence of many previous research studies, which have included both quantitative and qualitative perspectives, dating back to the earliest part of the 20th century at least. He cites particularly the disciplines of anthropology, social psychology and sociology as reflecting an approach that includes a mix of methods in a single research programme. Similarly, Maxwell (2013) reports that such traditions date back some centuries in the fields of natural, social and health sciences, reminding us that barriers as to what constituted legitimate research methodologies did not exist in Ancient Greek times where astronomy 'used both observational description and quantitative measurement'...

Details zur Ausgabe

• Verlag: Multilingual Matters
• Erscheinungsdatum: 2017
• Sprache: Englisch
• ISBN 10: 1783098309
• ISBN 13: 9781783098309
• Einband: Taschenbuch
• Anzahl der Seiten: 334
• Herausgeber: Enever Janet, Lindgren Eva
• Kontakt zum Hersteller: Nicht verfügbar
• Verantwortliche Person: gpsr@libri.de; gpsr@libri.de; ; Friedensallee 273; Hamburg; 22763; Deutschland