Preschool world language learners’ engagement with language: what are the possibilities?

Kearney, Erin; Ahn, So-Yeon

doi:10.1080/09658416.2013.804831

Cited by 52 publications

(11 citation statements)

References 18 publications

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“…In principle, the early introduction of FL in primary schools could be beneficial because children are given the opportunity to learn about other cultures, to develop positive attitudes about languages (Nikolov, 1999) and to develop language awareness strategies (Kearney & Ahn, 2014). In addition, there are certain capacities that children bring to the language classroom (Halliwell, 1992) such as the ability to grasp meaning by drawing on paralinguistic features (intonation, gesture and facial expressions), their willingness to focus on communication rather than accuracy and their instinct for play and fun as well as for interaction and talk.…”

Section: Why Early Language Learning?mentioning

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: Why Early Language Learning?mentioning

confidence: 99%

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

Mayo

2018

ijes

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“…learners of English as an additional language) often include CLA themes, such as the relationship between language and culture (e.g. Dooly, 2006;Kearney & Ahn, 2014), appreciation for linguistic diversity (e.g. Curzan, 2013;Godley et al, 2015), and promotion of multilingualism and multiliteracies (e.g.…”

Section: Critical Language Awareness (Cla) In the Higher Education Cu...mentioning

confidence: 99%

Sociolinguistics as a pathway to global citizenship: critically observing ‘self’ and ‘other’

Abe

Shapiro

2021

Language Awareness

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In this article, we discuss how sociolinguistics can serve as an entryway into conversations about diversity, equity, and social justice, as part of education for global citizenship. Our approach, informed by Critical Language Awareness (CLA) theory, engages students with both unfamiliar and familiar linguistic forms, in order to promote critical reflection on 'self' and 'other' , a crucial component of global citizenship development in higher education. We draw on our experience teaching crossand intra-linguistic variation in linguistics courses, using a curricular sequence that involves three central concepts: Descriptivism, Indexicality, and Language Ideology. Through this sequence, students become more aware of their implicit biases and learn to argue against pervasive linguistic stereotypes and misconceptions. We reference examples of student work and comments from course evaluations showing how students internalise and apply course learning. This study adds to the growing body of research on how CLA is taught and learned within the higher education curriculum.

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“…This model has been used by a number of researchers including Kearney and Ahn (2013), Baralt, Gurzynski-Weiss, and Kim (2016) and Nguyen (2017). Kearney and Ahn (2013) examined pre-school learners' engagement with language in an 'early world language learning' program. In their study, they use 'engagement with language' episodes as units of analysis.…”

Section: Engagement With Languagementioning

confidence: 99%

“…On the other hand, they went further than that by incorporating more than just what was being said (e.g., paralinguistic features), which is largely based on the criteria provided by Svalberg to identify learners' engagement with language. These criteria are claimed by Kearney and Ahn (2013, p. 331) to be "highly practical and flexible", and that which was proposed by Kearney and Ahn (2013) as 'engagement with language' episodes also provide insights into both the way learners reflect on language aspects and non-verbal cues. Baralt et al (2016), which compared the engagement of adult Spanish foreign language learners during task-based interaction in either face-to-face classroom interaction or computer-mediated communication, also used language-related episodes as a primary unit of analysis for both cognitive and social engagement with language.…”

Section: Engagement With Languagementioning

confidence: 99%

Engagement With Language: A Potential Construct in Peer Interaction Research

Hien¹

2020

JFS

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Language learners spend a considerable amount of time interacting with other learners in both second and foreign language classrooms. The idea that peer interaction has increasingly been considered a context for language learning has been matched by a growing body of research examining different aspects of peer talk. Previous literature has provided important insights into various aspects of learner-learner interaction including the provision of interactional feedback, output production, modifications in the process of negotiation for meaning, the attention paid by language learners to language forms, as well as the collaboration among learners in the construction of the language knowledge. However, no comprehensive framework has been established to enable the integration of various features. Recently, engagement with language, proposed by Svalberg (2009) has emerged as a more encompassing concept which integrates cognitive, social and affective aspects of learner-learner interaction. This paper aims to propose this newly emerged construct as a potential for research into peer interaction among language learners.

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Preschool world language learners’ engagement with language: what are the possibilities?

Cited by 52 publications

References 18 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

Sociolinguistics as a pathway to global citizenship: critically observing ‘self’ and ‘other’

Engagement With Language: A Potential Construct in Peer Interaction Research

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