Making the most of an early start to L2 instruction

Abstract

Research over more than forty years has shown consistently that earlier L2 starters do not in the long term maintain the linguistic advantage of an early start over older starters. What, then, in the light of the widespread setting aside of the evidence regarding the apparent uselessness of an early start, is one to advise in respect of early L2 instruction? In this paper we discuss four factors which emerge as perhaps having relevance in this regard: the role of (bi)literacy skills, the role of language learning motivation, the role of factors relating to the transition from primary to secondary school, and the role of intensity of L2 instruction. We suggest that there are a number of broader macro-institutional factors, such as the impact of classroom experiences, that may impede the goal sought by the offering of numerous years of continued FL instruction.

Examining the qualitative aspects of language use in English teaching for young learners

“…The TTI was developed to highlight dimensions of quality in classroom interaction that are conducive to the holistic goals of primary education. Furthermore, these goals resonate well with an increased scholarly understanding that the aims for the English subject should revolve more around positive attitudes, confidence, and agency among learners, rather than specific linguistic outcomes (Nikolov & Mihaljević Djigunović, 2019;Pfenninger & Singleton, 2019). However, these emotional and cognitive dimensions are not conflicting priorities.…”

“…Moreover, in the context of foreign language instruction, previous assumptions about children as language learners have been questioned. Indeed, TL-only approaches have been found to ignite anxiety among YLLs Nikolov & Mihaljević Djigunović, 2019;Nilsson, 2019;Pfenninger & Singleton, 2019). Butzkamm and Lynch (2018) claim that the monolingual approach, that looked to L1 acquisition in natural settings to inspire instructed language learning in primary school, is actually "absurd" and "impossible" (p. 3).…”

“…Interestingly, another shift in the field of English for YLLs relates to goals and the definition of quality in primary language education, and aligns with the concerns voiced by teachers in studies from around the world, as they justify their L1 use. In the last decade, scholars have underscored the importance of sustaining motivation and creating positive classroom experiences for learners, with teaching that counteracts foreign language anxiety and fosters learners' confidence in using the TL (Copland & Ni, 2019;Enever, 2018;Fenyvesi, 2018;Pfenninger & Singleton, 2019). Oga-Baldwin and Nakata (2014) define quality in terms of scaffolded teaching with clear instructions in a warm, supportive and orderly classroom.…”

“…In classrooms with heterogeneous proficiency levels, one can expect to find some learners who experience frustration while more proficient learners are bored (Pfenninger & Singleton, 2019). Providing safe conditions for learners to practice their oral TL skills, and experience successful interaction at their level, are qualitative aspects that strongly impact learners' attitudes and motivation, which may otherwise be short-lived (Pfenninger & Singleton, 2019). Moreover, pair work easily opens up for the possibility to differentiate tasks and allows for elements of choice according to learners' proficiency and interests.…”

Mind the Gap: Age-Related Differences in Students’ Perceptions of English Foreign Language Teacher and Motivation

“…We may assume that students who experience difficulties in mastering the content would probably perceive their language teacher as too demanding and strict and the use of his methods and procedures as inappropriate. This may further be enhanced by the critical attitude towards adults and education in general which usually appears around puberty (Pfenninger & Singleton, 2019) and potentially leads to, as Mihaljević Djigunović and Nikolov (2019) argue, demotivation.…”