Embracing, contesting and negotiating new languages: Young children's early socialization into foreign language learning

Kearney, Erin; Barbour, Amanda

doi:10.1016/j.linged.2015.07.005

Cited by 14 publications

(12 citation statements)

References 22 publications

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“…Accordingly, it can be said that interest of children towards knowledge of foreign languages increase with their ages. As a matter of fact, in their research conducted with pre-school children: Kearney and Barbour (2015), Adzija and Sindik (2014) and Ekizoğlu and Ekizoğlu (2011) found that skills and knowledge of children aged 3, 4, 5 and 6 getting pre-school foreign language education improved positively as their ages increase.…”

Section: Discussionmentioning

confidence: 99%

“…Bu durumda çocuk-ların yaşla birlikte yabancı dillere karşı ilgilerinin arttığı ifade edilebilir. Nitekim Kearney ve Barbour (2015), Dooly ve Masats (2015), Adzija ve Sindik (2014), Brumen (2011), Ekizoğlu ve Ekizoğlu (2011 küçük çocuklarla yapmış oldukları çalışmalarda da okul öncesinde yabancı dil eğitimi alan 3, 4, 5 ve 6 yaşındaki çocukların yaşları büyüdükçe yabancı dilde kazandıkları bilgi ve becerilerinin olumlu gelişme gösterdiğini tespit etmişlerdir. 6 yaş grubundaki çocukların 5 yaş grubundakilere göre öğrenmeye daha açık oldukları, öğrenme konusunda daha kararlı, istekli ve ilgili oldukları düşünü-lebilir.…”

Section: Sonuç Tartışma Ve öNerilerunclassified

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60-72 Aylık Çocukların Yabancı Dillere Karşı İlgilerinin Çeşitli Değişkenlere Göre Farklılaşmasının İncelenmesi

Balaba¹

2017

kalem

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ÖzBu çalışmanın amacı 60-72 aylık çocukların yabancı dillere olan ilgilerinin hangi değişkenlere göre farklılaştığını belirlemektir. Araştırmanın amacına ulaşabilmek için ilişkisel tarama modeli kullanılmıştır. Araştırmanın örneklemi; İstanbul Anadolu yakasının merkez ilçelerinde yabancı dil eğitimi veren, Millî Eğitim Bakanlığı'na bağlı resmî ve özel okul öncesi kurumlarına devam eden çocuklardan oluşmuştur. Araştırmaya 60-72 aylık 221 çocuk katılmıştır. Veri toplama aracı olarak okul öncesi dönem çocuklarının yabancı dillere karşı ilgilerini değerlendirebilmek için Şa-henk-Erkan ve Balaban-Dağal'ın (2016) hazırladıkları 5'li likert tipi "60-72 Aylık Çocukların Yabancı Dillere Karşı İlgi Ölçeği" kullanılmıştır. Verilerin analizinde nicel analiz yöntemlerinden varyans analizi, bağımsız grup t testi ve ilişki analizi olarak pearson analiz yöntemi kullanılmıştır. Araştırma sonucunda okul öncesi dö-nem çocuklarının yabancı dillere karşı ilgilerinde cinsiyetlerinin ve okul türünün fark

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Section: Discussionmentioning

confidence: 99%

Section: Sonuç Tartışma Ve öNerilerunclassified

60-72 Aylık Çocukların Yabancı Dillere Karşı İlgilerinin Çeşitli Değişkenlere Göre Farklılaşmasının İncelenmesi

Balaba¹

2017

kalem

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“…The entailment for explanation: "Learn English is like foreigners, because English is spoken by foreigners, they are different from us; Learn English is like Barbie because Barbie has yellow hair." Early children were sensitive to the differences between their mother tongues and English, knew what differences in two languages, and show strong identification and self-identity (Kearney & Barbour, 2015). Children' attitudes towards English learning is divided into two levels, either for the positive attitude of tolerance and acceptance, such as "Learning English is like Altman because he is a foreigner, I am going to play abroad"; or for the negative attitude of rejection, isolation, such as "learning English is like Santa Claus, because he is foreign and isolated from us".…”

Section: Character Metaphor: the Sensitivity Of Identity Recognition-differencesmentioning

confidence: 99%

Do Early Children Learn English in China?—A Study of Early EFL Children’s Attitude from Cognitive Perspective through Metaphor Analysis

Hu¹

2021

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Researchers can predict future academic development through research on children' behavioral observation and investigation of bilingual learning attitudes and tendencies, but it is difficult to probe the "underlying" cognitive processes of bilingual learning. This study aims to explore the early children's cognitive nature of English language learning, which uses Elicited Metaphor Analysis (EMA) to study Chinese children's attitudes and tendency towards English learning in early childhood. Through the analysis of 736 metaphor texts, it is found that early childhood has a positive attitude towards English learning. The cognitive experience towards English learning of early childhood is derived from their perception and experience, which come from the contact and interaction between themselves and the environment. It can bring out the embodied philosophy thinking of "taken from body nearly and materials far". English learning of early childhood is influenced by native culture, Native language has a transfer effect on English learning. It is recommended that our country, kindergartens and parents support early childhood English learning and development; to clarify early English teaching objectives and improve the quality of early English teaching; develop English and bicultural thinking of early children to prepare for the future security of the country.

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“…Svalberg (2009) conceived the construct and, as such, used it to exemplify its validity. Kearney and Ahn (2013) and Kearney and Barbour (2015) made use of the EWL model to analyse pre-school children's discourse. Ahn (2016) focused on language play used as a metalinguistic tool by elementary school children.…”

Section: Research On Engagement With Languagementioning

confidence: 99%

“…When defining engagement as a multidimensional framework, the construct of Engagement with Language (Svalberg, 2009; is described as a clear example of a more holistic and dynamic approach to engagement. Svalberg's framework for engagement analysis has been tested in different contexts and levels, showing its validity as a point of reference for the study of language awareness and engagement (Svalberg, 2009;Kearney & Ahn, 2013;Kearney & Barbour, 2015;Ahn, 2016;Baralt et al 2016, Svalberg & Askham, 2020Toth, 2020, Zhang, 2021Zabihi & Grahramanzadeh, 2022). Finally, Section 1.4 summarises the main ideas from Chapter 1.…”

Section: Introduction Introductionmentioning

confidence: 99%

Pragmatic Awareness and Engagement with Language from a Multilingual Perspective

Martinez-Buffa¹

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List of abbreviationsALA -Association of Language Awareness CLA -Critical Language Awareness CLT -Communicative Language Teaching CP -Cooperative principle CR -Consciousness-raising DCT -Discourse completion test DST -Dynamic Systems Theory EAL -English as an Additional Language EFL -English as a Foreign Language EMI -English as a medium of instruction ENS -English native speaker ESL -English as a Second Language ESP -English for Specific Purposes EWL -Engagement with Language FL -Foreign language FTA -Face-threatening act GSP -Grand strategy of politeness KAL -Knowledge about Language L1 -First language L2 -Second language viii L3 -Third language L4 -Fourth language LA -Language Awareness LRE -Language-related episodes NAR -Negative affective requests NCLE -National Council for Language Education PAR -Positive affective requests PEPLI -Programa d'educació plurilingüe i intercultural PEV -Programa d'educació en valencià PIP -Programa d'incorporació progressiva PIV-Programa d'immersió lingüística PP -Principle of politeness PPEC -Programa plurilingüe d'ensenyament en castellà PPEV -Programa plurilingüe d'ensenyament en valencià PRE -Pragmatic-related episode QPT -Oxford Quick Placement Test SLA -Second Language Acquisition UJI -Universitat Jaume I UK -United Kingdom US -United States ZPD -Zone of proximal development negotiation (McConachy & Liddicoat, 2022). In an attempt to cover the above-mentioned research gaps, we have examined multilingual learners' awareness during the co-construction of request making exchanges by attending to their engagement with Spanish, Catalan and English in collaborative dialogue. In doing so, we intend to provide fresh insights into the way multilingual learners' engagement with the languages contribute to the negotiation of pragmatic-related notions and the development of their pragmatic awareness. practices to promote engagement and, in particular, pragmatic awareness and the development of sociopragmatic notions (McConachy, 2019;van Compernolle, 2019;Myrset, 2021). Finally, this study is also guided by the importance attributed to the learning of English in bilingual and multilingual communities, oftentimes neglected in second language acquisition research (Cenoz, 2009;Safont, 2017). This dissertation is grounded in three important and interrelated ideas. In the first place, the "multilingual turn" (May, 2015) and the way it has had an impact on the The second idea guiding the current study is multilingual learners' enhanced

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Embracing, contesting and negotiating new languages: Young children's early socialization into foreign language learning

Cited by 14 publications

References 22 publications

60-72 Aylık Çocukların Yabancı Dillere Karşı İlgilerinin Çeşitli Değişkenlere Göre Farklılaşmasının İncelenmesi

60-72 Aylık Çocukların Yabancı Dillere Karşı İlgilerinin Çeşitli Değişkenlere Göre Farklılaşmasının İncelenmesi

Do Early Children Learn English in China?—A Study of Early EFL Children’s Attitude from Cognitive Perspective through Metaphor Analysis

Pragmatic Awareness and Engagement with Language from a Multilingual Perspective

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