LINGUIST List 30.164
Fri Jan 11 2019
Calls: Applied Linguistics / EuroAmerican Journal of Applied Linguistics and Languages (Jrnl)
Editor for this issue: Sarah Robinson <srobinsonlinguistlist.org>
Elisa Gironzetti <elisag
Applied Linguistics / EuroAmerican Journal of Applied Linguistics and Languages (Jrnl) E-mail this message to a friend
Full Title: EuroAmerican Journal of Applied Linguistics and Languages
Linguistic Field(s): Applied Linguistics
Subject Language(s): English; Italian; Spanish
Call Deadline: 01-May-2019
Special Issue of the E-JournALL - Learners' outcomes and effective strategies in early second language learning
Guest Editors: Francesca Costa and Elisabet Pladevall-Ballester
In an increasingly interconnected global context, early second language (L2) learning and teaching at pre-primary and primary school levels are viewed by both educational institutions and parents as an asset for the future of today's students (Edelenbos, Johnstone, & Kubanek, 2007; Nikolov & Mihaljevic Djigunovic, 2011). This has led to a drive towards the implementation of this approach in school contexts (Edelenbos, Johnstone, & Kubanek, 2007). The object of this drive towards early language learning and teaching is often English; however, many documents highlight the importance of focusing also on other languages.
Research on early language learning and teaching at pre-primary and primary school levels is on the rise. To date, researchers have examined the pedagogical, affective, and cognitive affordances of early second language learning, such as intercultural advantages, development of motivation, positive attitudes toward language learning, increased brain plasticity, ease of transition from preschool to primary to secondary school, and the capacity to recognize and reproduce the sounds of the L2 (Enever, 2011). However, considering the variety of school contexts across the world in which early second language learning takes place, with a wide range of the approaches, onset ages, and programme length and intensity, there are still too few studies. More work is needed to determine the efficiency and appropriateness of early second language teaching and the most effective teaching-learning strategies (Enever & Lindgren, 2017; Murphy, 2014) as well as insights into approaches to and experiences of early language teaching and learning across contexts.
This special issue will focus on studies in the teaching-learning field of children ages 0 to approximately 12. We invite both quantitative and longitudinal studies that seek to assess the effects of teaching strategies on learners' outcomes, as well as qualitative studies aiming at describing strategies and contexts. Such studies should aim to bridge the gap between research and school practice and inform the development of effective educational practices and policies.
We welcome any manuscript submissions related to teaching strategies and learners' outcomes and experiences, including the following subtopics:
- Teacher discourse and its effects on language learning outcomes
- Effective teaching strategies with a focus on reading aloud and drama activities
- Systematic synthetic phonics outcomes
- Textbooks and materials analysis
- Diversity in teaching pedagogies according to different cultural contexts
- Strategies for special needs students
- Assessment with a particular focus on assessment for learning and error correction
- Content and language integrated learning (CLIL) in early learning contexts
- Bilingual education in early learning
As a multilingual venue, EuroAmerican Journal of Applied Linguistics and Languages welcomes submissions in any and about any of its three working languages (English, Italian, and Spanish).
E-JournALL is an ANVUR Classe A scientific journal indexed in the Directory of Open Access Journals, MLA International Bibliography, Open Access Scholarly Publishers Association, and Open-Access Research in English Language Teaching.
Page Updated: 11-Jan-2019