| |
| |
Preface | |
| |
| |
Acknowledgements | |
| |
| |
| |
Children learning a foreign language | |
| |
| |
| |
Taking a learning-centred perspective | |
| |
| |
| |
Piaget | |
| |
| |
| |
Vygotsky | |
| |
| |
| |
Bruner | |
| |
| |
| |
From learning to language learning | |
| |
| |
| |
Advantages to starting young with foreign languages | |
| |
| |
| |
The foreign language: describing the indivisible | |
| |
| |
| |
Summary of key learning principles | |
| |
| |
| |
Learning language through tasks and activities | |
| |
| |
| |
The task as an environment for learning | |
| |
| |
| |
Task demands | |
| |
| |
| |
Task support | |
| |
| |
| |
Balancing demands and support | |
| |
| |
| |
The importance of language learning goals | |
| |
| |
| |
Defining 'task' for young learner classrooms | |
| |
| |
| |
Stages in a classroom task | |
| |
| |
| |
Hani's Weekend: Possible preparation and follow-up activities | |
| |
| |
| |
Task-as-plan and task-in-action | |
| |
| |
| |
Learning the spoken language | |
| |
| |
| |
Learning the spoken language: guiding principles | |
| |
| |
| |
Discourse and discourse events | |
| |
| |
| |
Meaning first | |
| |
| |
| |
Analysis of a task-in-action | |
| |
| |
| |
Discourse skills development in childhood | |
| |
| |
| |
Effective support for children's foreign language discourse skills | |
| |
| |
| |
Short activities for learning the spoken language | |
| |
| |
| |
Supporting the spoken language with written language | |
| |
| |
| |
Using dialogues | |
| |
| |
| |
Summary | |
| |
| |
| |
Learning words | |
| |
| |
| |
Introduction | |
| |
| |
| |
Vocabulary development in children's language learning | |
| |
| |
| |
Organisation of words in a language | |
| |
| |
| |
Learning and teaching vocabulary | |
| |
| |
| |
Children's vocabulary learning strategies | |
| |
| |
| |
Summary | |
| |
| |
| |
Learning grammar | |
| |
| |
| |
A place for grammar? | |
| |
| |
| |
Different meanings of 'grammar' | |
| |
| |
| |
Development of the internal grammar | |
| |
| |
| |
A learning-centred approach to teaching grammar: background | |
| |
| |
| |
Principles for learning-centred grammar teaching | |
| |
| |
| |
Teaching techniques for supporting grammar learning | |
| |
| |
| |
Summary | |
| |
| |
| |
Learning literacy skills | |
| |
| |
| |
Introduction | |
| |
| |
| |
Literacy skills in English | |
| |
| |
| |
Factors affecting learning to read in English as a foreign language | |
| |
| |
| |
Starting to read and write in English as a foreign language | |
| |
| |
| |
Continuing to learn to read | |
| |
| |
| |
Developing reading and writing as discourse skills | |
| |
| |
| |
Summary and conclusion | |
| |
| |
| |
Learning through stories | |
| |
| |
| |
Stories and themes as holistic approaches to language teaching and learning | |
| |
| |
| |
The discourse organisation of stories | |
| |
| |
| |
Language use in stories | |
| |
| |
| |
Quality in stories | |
| |
| |
| |
Choosing stories to promote language learning | |
| |
| |
| |
Ways of using a story | |
| |
| |
| |
Developing tasks around a story | |
| |
| |
| |
Summary | |
| |
| |
| |
Theme-based teaching and learning | |
| |
| |
| |
Issues around theme-based teaching | |
| |
| |
| |
Theme-based teaching of a foreign language | |
| |
| |
| |
Planning theme-based teaching | |
| |
| |
| |
Learning language through theme-based teaching | |
| |
| |
| |
Increasing target language use in theme-based teaching | |
| |
| |
| |
Summary | |
| |
| |
| |
Language choice and language learning | |
| |
| |
| |
Introduction | |
| |
| |
| |
Patterns of first language use in foreign language classrooms | |
| |
| |
| |
Dynamics of language choice and use | |
| |
| |
| |
Taking responsibility, making choices | |
| |
| |
| |
Summary | |
| |
| |
| |
Assessment and language learning | |
| |
| |
| |
Issues in assessing children's language learning | |
| |
| |
| |
Principles for assessing children's language learning | |
| |
| |
| |
Key concepts in assessment | |
| |
| |
| |
Teacher assessment of language learning | |
| |
| |
| |
Self-assessment and learner autonomy | |
| |
| |
| |
Use of assessment information | |
| |
| |
| |
Messages from assessment | |
| |
| |
| |
Issues around teaching children a foreign language | |
| |
| |
| |
Review of ideas | |
| |
| |
| |
The need for research | |
| |
| |
| |
The need to develop pedagogy | |
| |
| |
| |
Teaching foreign languages to children | |
| |
| |
References | |
| |
| |
Index | |