Exploring the Uniqueness of Child Second Language Acquisition (SLA): Learning, Teaching, Assessment, and Practice

Philp, Jenefer; Borowczyk, Margaret; Mackey, Alison

doi:10.1017/s0267190517000174

Cited by 9 publications

(8 citation statements)

References 41 publications

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“…Although child language acquisition has been approached from several perspectives (Philp, Borowczyk & Mackey, 2017;Philp, Oliver & Mackey, 2008), it is clear that there is a lack of empirical research on what actually goes in the FL classroom when children work in dyads while completing communicative tasks. In FL settings, where exposure to target input is limited, it is crucial to provide learners with as many learning opportunities as possible and interaction clearly plays a crucial role in this process.…”

Section: The Role Of Interactionmentioning

confidence: 99%

Child task-supported interaction in the Spanish EFL setting. Research and challenges

Mayo

2018

ijes

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Task-based language teaching research has expanded substantially in foreign language (FL) contexts but most research studies have been carried out with young adults in university settings, despite the fact that FL programs for children are on the increase worldwide. However, there is a clear lack of research-based evidence of what children actually do while performing tasks, which is crucial in order to make decisions about appropriate educational provision, to inform policy makers, and to maximize children's learning opportunities. This paper focuses on current research on children in task-supported programs both in mainstream English as a Foreign Language (EFL) and Content and Language Integrated Learning (CLIL) contexts. It reviews studies carried out within interactional and sociocultural frameworks and shows how children successfully negotiate to make language meaningful, how they engage with the tasks and how they collaborate in different ways during task performance. Challenges and future research directions will be highlighted.

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Section: The Role Of Interactionmentioning

confidence: 99%

Child task-supported interaction in the Spanish EFL setting. Research and challenges

Mayo

2018

ijes

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“…Most studies on the impact of bi-/multilingualism on cognitive abilities focused on bi-/multilinguals who learned two or more languages during infancy or early childhood (i.e., before age 5, as is a common definition in Second Language Acquisition (SLA); see [51]. This group will be referred to as simultaneous bi-/multilinguals (e.g., [52]).…”

Section: Introductionmentioning

confidence: 99%

“…Interestingly, newer work on the role of age in SLA puts forward a similar perspective when it challenges the traditional view of “the earlier the better” or a “critical period” [62], as it seems that the amount and quality of input plus the opportunities to practice the language play a major role in L2 development and success, in particular, in foreign language contexts (e.g., [51,63,64]; see Oliver and Azkarai [65] for a review). Another related aspect of SLA, that might be relevant but that has not figured prominently in research into cognitive abilities, is that language learning in the four modalities (i.e., speaking, listening, writing, and reading) takes different developmental paths.…”

Section: Introductionmentioning

confidence: 99%

Sequential Multilingualism and Cognitive Abilities: Preliminary Data on the Contribution of Language Proficiency and Use in Different Modalities

Boumeester

Michel

Fyndanis

2019

Behavioral Sciences

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This exploratory study focuses on sequential bi-/multilinguals (specifically, nonimmigrant young Dutch native speakers who learned at least one foreign language (FL) at or after the age of 5) and investigates the impact of proficiency-based and amount-of-use-based degrees of multilingualism in different modalities (i.e., speaking, listening, writing, reading) on inhibition, disengagement of attention, and switching. Fifty-four participants completed a comprehensive background questionnaire, a nonverbal fluid intelligence task, a Flanker task, and the Trail Making Test. Correlational and regression analyses considering multilingualism related variables and other variables that may contribute to the cognitive abilities under investigation (e.g., years of formal education, socioeconomic status, physical activity, playing video-games) revealed that only proficiency-based degrees of multilingualism impacted cognitive abilities. Particularly, mean FL writing proficiency affected inhibition (i.e., significant positive flanker effect) and L2 listening proficiency influenced disengagement of attention (i.e., significant negative sequential congruency effect). Our findings suggest that only those speakers who have reached a certain proficiency threshold in more than one FL show a cognitive advantage, which, in our sample, emerged in inhibition only. Furthermore, our study suggests that, regarding the impact of proficiency-based degrees of multilingualism on cognitive abilities, for our participants the writing and listening modalities mattered most.

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“…. improve children's educational experiences and illuminate the social and cognitive processes that underlie child language development” (Philp et al, 2017, p. 11). It is not about comparing programs or outcomes since each region of the world has its own distinct challenges, variables and limitations, hence there is a reluctance to compare apples to oranges; instead researchers such as Marzano (2003) have identified key themes that can be compared, to look into certain elements of effective schools.…”

Section: Language Education: An International Perspectivementioning

confidence: 99%

A Canadian Perspective: French Language Learning

Ryan

Sinay²

2020

International Journal of Educational Reform

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In Canada, language learning is viewed as an international, national and local need. Herein an international perspective is provided that guides the reader into a National language perspective which is uniquely Canadian. For instance, within Ontario there are concerns about French language education and the multiple entry points for students and inequities in most school boards in Ontario. The fact that School Boards across the province have identified the supply and demand for Ontario elementary and secondary teachers as variable especially in certain subjects such as French Language is unsettling. Future recruitment needs to cast a wide net and move deep into Faculties of Education in a proactive manner. Having the necessary French teachers and support staff is very important yet the need to retain students and educators in French programs is equally essential since retention and attrition rates impact program viability. Recent history in Ontario Core French (CF) programs demonstrate reduced enrollments over time therefore the government of Ontario has acknowledged a need to increase FSL student retention via improved access, training, relationships and special programs, to ensure students are enrolled and retained as long as possible.

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Exploring the Uniqueness of Child Second Language Acquisition (SLA): Learning, Teaching, Assessment, and Practice

Cited by 9 publications

References 41 publications

Child task-supported interaction in the Spanish EFL setting. Research and challenges

Child task-supported interaction in the Spanish EFL setting. Research and challenges

Sequential Multilingualism and Cognitive Abilities: Preliminary Data on the Contribution of Language Proficiency and Use in Different Modalities

A Canadian Perspective: French Language Learning

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