Second Language Learning in the Early School Years: Trends and Contexts. Victoria A. Murphy

Second Language Learning in the Early School Years: Trends and Contexts - Victoria A. Murphy


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      Second Language Learning in the Early School Years

      Published in this series

      BACHMAN: Fundamental Considerations in Language Testing

      BACHMAN and PALMER: Language Assessment in Practice

      BACHMAN and PALMER: Language Testing in Practice

      BATSTONE: Sociocognitive Perspectives on Language Use and Language Teaching

      BRUMFIT: Individual Freedom and Language Teaching

      BRUMFIT and CARTER (eds.): Literature and Language Teaching

      CANAGARAJAH: Resisting Linguistic Imperialism in Language Teaching

      COOK: Language Play, Language Learning

      COOK: Translation in Language Teaching

      COOK and SEIDLHOFER (eds.): Principle and Practice in Applied Linguistics

      DÖRNYEI: Research Methods in Applied Linguistics

      DÖRNYEI: The Psychology of Second Language Acquisition

      ELLIS: SLA Research and Language Teaching

      ELLIS: Task-based Language Learning and Teaching

      ELLIS: The Study of Second Language Acquisition

      ELLIS: Understanding Second Language Acquisition

      ELLIS and BARKHUIZEN: Analysing Learner Language

      FOTOS and NASSAJI (eds.): Form-focused Instruction and Teacher Education

      HOLLIDAY: The Struggle to Teach English as an International Language

      HOWATT: A History of English Language Teaching

      JENKINS: The Phonology of English as an International Language

      JENKINS: English as a Lingua Franca: Attitude and Identity

      KERN: Literacy and Language Teaching

      KRAMSCH: Context and Culture in Language Teaching

      KRAMSCH: The Multilingual Subject

      LANTOLF (ed.): Sociocultural Theory and Second Language Learning

      LANTOLF and THORNE: Sociocultural Theory and the Genesis of Second Language Development

      MACKEY: Input, Interaction, and Corrective Feedback

      MACKEY (ed.): Conversational Interaction and Second Language Acquisition

      MEINHOF: Language Learning in the age of Satellite Television

      NATTINGER and DECARRICO: Lexical Phrases and Language Teaching

      PHILLIPSON: Linguistic Imperialism

      SEIDLHOFER (ed.): Controversies in Applied Linguistics

      SEIDLHOFER: Understanding English as a Lingua Franca

      SELIGER and SHOHAMY: Second Language Research Methods

      SKEHAN: A Cognitive Approach to Language Learning

      STERN: Fundamental Concepts of Language Teaching

      STERN (eds. P. Allen and B. Harley): Issues and Options in Language Teaching

      TARONE and BIGELOW: Focus on the Language Learner

      WIDDOWSON: Aspects of Language Teaching

      WIDDOWSON: Defining Issues in English Language Teaching

      WIDDOWSON: Practical Stylistics

      WIDDOWSON: Teaching Language as Communication

      WRAY: Formulaic Language

      Great Clarendon Street, Oxford, OX2 6DP, United Kingdom

      Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries

      © Oxford University Press 2014

      The moral rights of the author have been asserted

      First published in 2014

      2018 2017 2016 2015 2014

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      All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above

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      ISBN: 978 0 19 434885 0

      Printed in China

      This book is printed on paper from certified and well-managed sources

      ACKNOWLEDGEMENTS

      The author and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material: pp.77–8 Figures from OECD (2006), Where Immigrant Students Succeed: A Comparative Review of Performance and Engagement in PISA 2003, PISA, OECD Publishing, http://dx.doi.org/10.1787/9789264023611-en. Reproduced by permission. pp.105–6 Figures from Dual Language Development & Disorders: A Handbook on Bilingualism & Second Language Learning, Second Edition (2011) by J. Paradis, F. Genesee, and M.B. Crago, Paul H Brookes Publishing Co., Inc., Baltimore. Reprinted by permission.

      Acknowledgements

      I have hugely enjoyed the process of preparing this volume, and have learned a tremendous amount. I have been so inspired by all the exciting research that is being conducted around the world addressing key issues in the area of child L2 learning and I feel very privileged to be a part of such a vibrant research community.

      Most things worth doing are rarely possible without the help and support of a number of people, and writing a book is by no means an exception. There are so many people to thank who supported me throughout the process of putting this volume together that I fear the acknowledgements section itself could be as long as one of the chapters! However, there are some individuals who absolutely must be identified, for without them this book would never have been completed.

      I would first like to thank Julia Bell, Sophie Rogers, and Ann Hunter from the Oxford University Press for the enormous support they have given to me throughout the entire process of getting this volume to print. Julia in particular has been a constant source of encouragement, from the earliest stages and throughout, and I have very much enjoyed our discussions. I am exceedingly grateful for Ann’s patience and skill, not to mention her positive words of wisdom. Other friends and colleagues to whom I owe a debt of gratitude and who have been generally supportive include Ernesto Macaro, Kathy Sylva, Robert Vanderplank, Catherine Walter, Robert Woore, and the lovely Kate Nation. I cannot express adequately the appreciation I feel towards Janet Enever, Fred Genesee, Johanne Paradis, and Silvina Montrul, all of whom kindly reviewed chapters and offered excellent advice and critical commentary (though of course all errors are my own!). Additionally, I owe a great debt to Nick Ellis, Patsy Lightbown, Nina Spada, and Lydia White for setting me on my current path and generally being both positively influential and supportive.

      On a more personal note, I would like to thank my friends and family for being a steady source of encouragement; Miles Davis, Bill Evans, Oscar Peterson, and Nina Simone who were constant companions throughout the writing; and lastly but most importantly, Evan and Cameron who have taught me the most important lessons of all, and Robin, the breath of my life.

      Preface

      One


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