Second Language Acquisition and the Younger Learner

Child's play?

Jenefer Philp | University of Auckland
Rhonda Oliver | Edith Cowan University, Bunbury
Alison Mackey | Georgetown University
ISBN 9789027219848 | EUR 105.00 | USD 158.00
ISBN 9789027219855 | EUR 36.00 | USD 54.00
ISBN 9789027290564 | EUR 105.00/36.00*
| USD 158.00/54.00*
Google Play logo
This new volume of work highlights the distinctiveness of child SLA through a collection of different types of empirical research specific to younger learners. Characteristics of children’s cognitive, emotional, and social development distinguish their experiences from those of adult L2 learners, creating intriguing issues for SLA research, and also raising important practical questions regarding effective pedagogical techniques for learners of different ages. While child SLA is often typically thought of as simple (and often enjoyable and universally effortless), in other words, as “child’s play”, the complex portraits of young second language learners which emerge in the 16 papers collected in this book invite the reader to reconsider the reality for many younger learners. Chapters by internationally renowned authors together with reports by emerging researchers describe second and foreign language learning by children ranging from pre-schoolers to young adolescents, in home and school contexts, with caregivers, peers, and teachers as interlocutors.
[Language Learning & Language Teaching, 23] 2008.  viii, 334 pp.
Publishing status: Available
Table of Contents
“This is a highly valuable and timely collection of studies examining various aspects of child SLA. It especially directs our attention to the crucial role of the learning context in the acquisition process.”
“This outstanding collection of articles should forever silence those who still cling to the notion, repeated ad nauseam, that child first and second language acquisition are 'child's play', simple, enjoyable and effortless. It's primary aim is, as the editors state, 'to stimulate reflection about the unique nature of child SLA , as well as consideration of differences between younger children, older children and adolescents' (p.4). In this, they and their fellow authors succeed brilliantly. [...] The value of this collection lies in bringing together research, some of it previously published, in a number of areas to provide support for a thesis involving differential second language development in early, middle and older childhood, which has increasing relevance in terms of language learning policy and practice. Not only should this book be read by all those involved in SLA teaching and research, but also by teachers of foreign languages and those who decide on foreign and second language learning in our schools.”
Cited by

Cited by 33 other publications

Mohammad Javad Ahmadian & Michael H. Long
2021. The Cambridge Handbook of Task-Based Language Teaching, DOI logo
Azkarai, Agurtzane, María del Pilar García Mayo & Rhonda Oliver
2020. The effect of task repetition on the patterns of interaction of ESL children. ITL - International Journal of Applied Linguistics 171:1  pp. 90 ff. DOI logo
Behney, Jennifer & Susan Gass
2021. Interaction, DOI logo
Brumen, Mihaela
2011. The perception of and motivation for foreign language learning in pre‐school. Early Child Development and Care 181:6  pp. 717 ff. DOI logo
Bushati, Bora, Gayannée Kedia, Daniela Rotter, Alexander P. Christensen, Georg Krammer, Katja Corcoran & Sabine Schmölzer-Eibinger
2023. Friends as a language learning resource in multilingual primary school classrooms. Social Psychology of Education 26:3  pp. 833 ff. DOI logo
Butler, Yuko Goto
2015. English language education among young learners in East Asia: A review of current research (2004–2014). Language Teaching 48:3  pp. 303 ff. DOI logo
Butler, Yuko Goto
2022. Learning through digital technologies among pre-primary school children. Language Teaching for Young Learners 4:1  pp. 30 ff. DOI logo
Carmel, Rivi
2022. Parents’ discourse on English for young learners. Language Teaching Research 26:1  pp. 141 ff. DOI logo
Cekaite, Asta
2017. What Makes a Child a Good Language Learner? Interactional Competence, Identity, and Immersion in a Swedish Classroom. Annual Review of Applied Linguistics 37  pp. 45 ff. DOI logo
Costa, Francesca & Elisabet Pladevall-Ballester
2020.  Introduction to the Special Issue: Learners’ outcomes and effective strategies in early second language learning. EuroAmerican Journal of Applied Linguistics and Languages 7:1  pp. 1 ff. DOI logo
Dalle, Teresa & Gabriela Kleckova
2018. Young Learners. In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. DOI logo
DeKeyser, Robert M.
2017. Age in Learning and Teaching Grammar. In The TESOL Encyclopedia of English Language Teaching,  pp. 1 ff. DOI logo
Englezou, Eliana & Elpiniki Fragkouli
2014. Literacy in the early years and English as an additional language: The case of a British international school. Journal of Research in International Education 13:1  pp. 46 ff. DOI logo
García Mayo, Maria del Pilar & Ainara Imaz Agirre
2016. Task repetition and its impact on EFL children’s negotiation of meaning strategies and pair dynamics: an exploratory study. The Language Learning Journal 44:4  pp. 451 ff. DOI logo
Guo, Karen & Noella Mackenzie
2015. Signs and Codes in Early Childhood: An Investigation of Young Children's Creative Approaches to Communication. Australasian Journal of Early Childhood 40:2  pp. 78 ff. DOI logo
Ha, Xuan Van & Jill C. Murray
2023. Corrective feedback: Beliefs and practices of Vietnamese primary EFL teachers. Language Teaching Research 27:1  pp. 137 ff. DOI logo
Kultti, Anne
2013. Singing as language learning activity in multilingual toddler groups in preschool. Early Child Development and Care 183:12  pp. 1955 ff. DOI logo
Kultti, Anne
2015. Adding learning resources: a study of two toddlers' modes and trajectories of participation in early childhood education. International Journal of Early Years Education 23:2  pp. 209 ff. DOI logo
Le Bouthillier, Josée, Renée Bourgoin & Joseph Dicks
2022. L’acquisition de la langue orale par l’entremise de tâches de centres d’apprentissage de littératie dans des classes d’immersion française. The Canadian Modern Language Review 78:2  pp. 91 ff. DOI logo
Martínez, Dunia & Christine Appel
2022. Emotional and social engagement of teenager and young adult students of EFL using MIM (Mobile Instant Messaging). In Intelligent CALL, granular systems and learner data: short papers from EUROCALL 2022,  pp. 258 ff. DOI logo
Mayo, María del Pilar García
2021. Child Interaction in Task-Supported EFL/CLIL Contexts. In The Cambridge Handbook of Task-Based Language Teaching,  pp. 397 ff. DOI logo
2015. The influence of learning a second language in primary school on developing first language literacy skills. Applied Psycholinguistics 36:5  pp. 1133 ff. DOI logo
Oliver, Rhonda & Agurtzane Azkarai
2017. Review of Child Second Language Acquisition (SLA): Examining Theories and Research. Annual Review of Applied Linguistics 37  pp. 62 ff. DOI logo
Philp, Jenefer, Margaret Borowczyk & Alison Mackey
2017. Exploring the Uniqueness of Child Second Language Acquisition (SLA): Learning, Teaching, Assessment, and Practice. Annual Review of Applied Linguistics 37  pp. 1 ff. DOI logo
Pinter, Annamaria
2022. Child-centred ethics in second language education. Language Teaching for Young Learners 4:1  pp. 4 ff. DOI logo
Routarinne, Sara & Maria Ahlholm
2021. Developing Requests in Multilingual Classroom Interaction: A Case of Second Language Development in Middle Childhood. Applied Linguistics 42:4  pp. 765 ff. DOI logo
SÜER, Sedef
2022. A Content Analysis of English Curriculum Evaluation Studies in Turkey (Between 2005-2021). e-Kafkas Eğitim Araştırmaları Dergisi 9:2  pp. 528 ff. DOI logo
Trube, Mary Barbara, Rong Yan & Lei Zhang
2013. Young Dual Language Learners in China. In Common Characteristics and Unique Qualities in Preschool Programs [Educating the Young Child, 5],  pp. 139 ff. DOI logo
Waldmann, Christian & Kirk P. H. Sullivan
2019. How the Materiality of Mobile Video Chats Shapes Emergent Language Learning Practices in Early Childhood. In Emergent Practices and Material Conditions in Learning and Teaching with Technologies,  pp. 217 ff. DOI logo
Yin, Chia-Hsin
2023. Research Methods for Understanding Child Second Language Development. Applied Linguistics DOI logo
[no author supplied]
2009. INDEX OF BOOKS RECEIVED 2009. Journal of Child Language 36:5  pp. 1173 ff. DOI logo
[no author supplied]
2012. References. In Language Teaching Research and Language Pedagogy,  pp. 349 ff. DOI logo
[no author supplied]

This list is based on CrossRef data as of 14 february 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.


Main BIC Subject

CFDM: Bilingualism & multilingualism

Main BISAC Subject

LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2008030302 | Marc record