Early Instructed Second Language Acquisition: Pathways to Competence (Early Language Learning in School Contexts, 2) - Hardcover

Hardcover

ISBN 10: 1788922506 ISBN 13: 9781788922500

Verlag: Multilingual Matters, 2019

Inhaltsangabe

This book provides a holistic overview of what leads to success in foreign language learning at an early age and deepens our understanding of early foreign language learning. The studies use an array of methodological approaches to research learners aged between three and ten, as well as their parents and teachers, in instructional, minimal-input settings. They describe various ways of organising and promoting very early foreign language learning, both through language policy and innovative pedagogy, and focus on ways of providing input for second language acquisition, which include oral classroom discourse strategies, as well as learner development of literacy skills. Special attention is given to the necessity to develop critical reading skills, the ability to handle multimodal texts, and attitudes, motivations and behaviours and how these may impact on the teaching and learning process. Chapters emphasise that ultimate outcomes depend on extra linguistic environmental factors, such as parental involvement and teacher competences. These include establishing control in the classroom, as well as using appropriate strategies for Negotiation of Meaning, and helping learners build positive self-concept. This book will be of interest to all professionals involved in the teaching of foreign languages to young learners, as well as to researchers, teacher educators and students working in this area.

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Über die Autorin bzw. den Autor

Joanna Rokita-Jaśkow is Associate Professor in Applied Linguistics at the Pedagogical University of Cracow, Poland, where she is Head of the ELT section. She is author of over 40 papers and three books and her main research interests concern child foreign and second language acquisition and foreign language teacher education.

Melanie Ellis teaches at the Pedagogical University of Cracow, where she is Head of the Practical English section in the Department of English Language Education. Her research interests include foreign language learning assessment and supporting learners for whom foreign language learning presents a challenge.

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Early Instructed Second Language Acquisition

Pathways to Competence

By Joanna Rokita-Jaskow

Multilingual Matters

Copyright © 2019 Joanna Rokita-Jaskow, Melanie Ellis and the authors of individual chapters
All rights reserved.

ISBN: 978-1-78892-250-0

Contents

Contributors, vii, 
Introduction Joanna Rokita-Jaskow and Melanie Ellis, 1, 
Part 1: Early Language Learning in Compulsory Instruction, 
Introduction Melanie Ellis, 9, 
1 Policy and Practice in Early Foreign Language Learning: The Case of Poland Joanna Rokita-Jaskow and Matgorzata Pamuta-Behrens, 11, 
2 Integrating and Emulating: Early English Initiatives in Portugal Sandie Moumo, 26, 
Part 2: Pathways to Developing Early L2 Oracy and Literacy, 
Introduction Melanie Ellis, 51, 
Forms and Functions of L2 Classroom Input, 
3 From Research on Child L2 Acquisition of English to Classroom Practice Teresa Fleta, 57, 
4 Spotting the Differences between Child-Child and Child-Adult Interactions: Evidence from Spanish EFL Learners at Low Levels of Proficiency Amparo Lâzaro-lbarrola and Raul Azplicueta-Martinez, 80, 
5 The Role of Teacher Language in a Young Learner Classroom Matgorzata Szulc-Kurpaska, 106, 
Pathways to Developing Early Literacy, 
6 Young EFL Learners and Their Reading Awareness: A Case Study with Twins Renata Same, 129, 
7 Effective Learning Interventions in Young Children: The Impact of Critical Reading Strategies Yolanda Ruiz de Zarebe and Maria Victoria Zenetz, 142, 
8 Extensive Reading in Primary EFL: Can Story Apps Do the Trick? Annika Kelb and Senja Brunsmeier, 153, 
Part 3: Pathways to Understanding Relationships in Early Foreign Language Learning and Teaching, 
Introduction Melanie Ellis, 171, 
9 Parental Perceptions of Bilingual Primary Schools in Poland: The (Added) Value of English Barbara Leranc-Paszylk, 175, 
10 Parental Involvement in Very Early FL Education Joanna Rekita-Jaskew, 191, 
11 Investigating the Self-Concept of Children with Special Educational Needs in the Context of Foreign Language Learning Werena Krol-Gierat, 206, 
12 Power Relationships in an Early Foreign Language Classroom Ewa Guz and Matgerzata Tetiurka, 225, 
Afterword Melanie Ellis and Jeanna Rekita-Jaskew, 242, 
Author Index, 249, 
Subject Index, 252, 

CHAPTER 1

Policy and Practice in Early Foreign Language Learning: The Case of Poland

Joanna Rokita-Jaskow and Malgorzata Pamula-Behrens

Introduction

A global economy, free travel, the simplified transfer of money and goods and opportunities for professional mobility have enforced the necessity to obtain foreign language (FL) competence as a means of establishing interpersonal contacts. A special role in the international market and communication has been acknowledged for English, which is now perceived as a global language (Crystal, 2003), or a lingua franca, due to its post-colonial dominance in many territories and its widespread use in the spheres of politics, economics and culture (including pop culture). English remains the means of communication between lay people and business partners alike, and in many circles knowledge of English is a precondition for advancing a career. This is described as the 'knowledge economy' (Williams, 2010).

It is not unusual, therefore, that in many societies that speak languages of rather low international recognition, the major goal for many individuals is to acquire English. Its fluent use is regarded as a competence required to obtain any employment (e.g. services for tourists), high prestige employment (e.g. top managerial positions, work in international companies) and often for social mobility. Shohamy (2006) further endorses this view by claiming that in countries where English is not spoken as an official language,

it is knowledge of the powerful global language, English, that often serves as a class marker enabling entrance to power groups in terms of education and social class and others such as universities and the labour market – while excluding others [...]

By contrast those who cannot speak English are the new form of underclass, whose participation and representation are minimized. (Shohamy, 2006: 144)

Not surprisingly then, in poststructuralist theories of language acquisition (e.g. Block, 2003; Lantolf & Thorne, 2006), language is an important capital that can boost the accumulation of other capital. Therefore, learning an FL is regarded as a considerable investment in better life opportunities. This conviction has particular strength in societies in which there is little presence of English in the public space or media (e.g. in the form of subtitled films), which would enable subconscious language acquisition. Where daily authentic contact with an FL is limited, heavy investments have to be made in FL instruction to enhance its frequency and effectiveness. An early start in an FL can be regarded as one of the means toward this goal, as starting early may prolong the overall period of learning and is more likely to result in the achievement of native-like competence. A case in point is Poland, or other countries in Central Europe where languages of Slavic origin are spoken.

The dominance of English has not only lowered the status of many other local languages in the world, but in some cases it has evicted them from daily use, a phenomenon known as linguistic imperialism (Phillipson, 2009). Consequently, there is a diminishing interest in learning other FLs. When one has to make a conscious choice, is possibly limited by time or economic resources and is fully aware of how much effort it takes to learn an FL, particularly in instructional settings, English is often the first FL chosen. The option of learning subsequent languages, however, remains attractive for those who are passionate FL learners.

To counteract the monopoly of one language that may even lead to the death of some minority languages globally (cf. Fishman, 2001), different educational and cultural institutions, such as the United Nations Educational, Scientific and Cultural Organisation (UNESCO) or the Council of Europe, exercise their power and undertake action to guarantee equal rights to all language users. By the same token, the goal of the European Union (EU) and its institutions is to promote multilingualism and lifelong learning of FLs. It is hoped that these measures will counteract the linguistic imperialism of English.

Another drawback that is brought about by globalisation is the sanctioning of economic deregulation in many spheres of life, which contributes to a heightened degree of inequality (Williams, 2010: 195). Therefore, another goal of the institutions aiming to guarantee the equal rights of individuals is to guarantee equal access to learning opportunities in order to prevent social exclusion on the grounds of inadequate resources or low socioeconomic status (SES).

To summarise, the goal of this chapter is to show how educational practice and educational aspirations can contribute to forming a supportive language education policy, and secondly, how politics and policy affect educational processes and outcomes. Ager (2001) distinguishes seven motives that are used as incentives in forming language policy. The top-down motives that are determined by state governments are identity, ideology, image creation, insecurity and inequality, of which the most relevant seem to be identity and inequality. The bottom-up motives are the voices of citizens, whose...

Details zur Ausgabe

• Verlag: Multilingual Matters
• Erscheinungsdatum: 2019
• Sprache: Englisch
• ISBN 10: 1788922506
• ISBN 13: 9781788922500
• Einband: Gebundene Ausgabe
• Anzahl der Seiten: 268
• Herausgeber: Rokita-Ja¿kow Joanna, Ellis Melanie
• Kontakt zum Hersteller: preigu GmbH & Co. KG; mail@preigu.de; ; Lengericher Landstr. 19; Osnabrück; Niedersachsen; 49078; Deutschland