Publications
NEW JOURNAL LAUNCH IN 2019
Language Teaching for Young Learners
Editors: Dingfang Shu & Rod Ellis/Shanghai International Studies University/Curtin University, Australia
Associate Editor: Yan Zhu (Fudan University); Book review editor: Jonathan Newton (Victoria University of Wellington, New Zealand
A journal focusing on the teaching of second or foreign languages for young learners and the learning that results (includes both children and adolescents)
Open call for papers, visit: http://benjamins.com/catalog/ltyl Or contact the editors: screle.ltyl@outlook.com
Conference Book of Abstracts (2015). Teaching English to Young Learners: Assessment and Learning.
University of Kragujevac, Faculty of Education in Jagodina, Serbia.
Language Teaching for Young Learners
Editors: Dingfang Shu & Rod Ellis/Shanghai International Studies University/Curtin University, Australia
Associate Editor: Yan Zhu (Fudan University); Book review editor: Jonathan Newton (Victoria University of Wellington, New Zealand
A journal focusing on the teaching of second or foreign languages for young learners and the learning that results (includes both children and adolescents)
Open call for papers, visit: http://benjamins.com/catalog/ltyl Or contact the editors: screle.ltyl@outlook.com
Conference Book of Abstracts (2015). Teaching English to Young Learners: Assessment and Learning.
University of Kragujevac, Faculty of Education in Jagodina, Serbia.
Journal articles
Zein, M. S. (2014). Factors affecting the professional development of elementary English teachers. Professional Development in Education, doi:10.1080/19415257.2015.1005243
Sayer, P. (2015). “More & Earlier”: Neoliberalism and Primary English Education in Mexican Public Schools. L2 Journal, Vol.7/3: 40-56. http://escholarship.org/uc/item/9fr9w0gv
Prosic-Santovac, Danijela (2015) Making the Match: Traditional Nursery Rhymes and Teaching English to Modern Children. CLELE Journal, Vol. 3/1: 25-48. http://clelejournal.org/article-2-3/
Kearney, E. & Barbour, A. (2015). Embracing, contesting and negotiating new languages: Young children’s early socialization into foreign language learning. Linguistics and Education, 31, 159-173.
Mourão, S. (2015). ‘Fostering affective responses to picturebooks in the young learner classroom’, Humanising Language Teaching, August 2015.
García Mayo, M.P. & Lázaro Ibarrola, A. (2015). Oral interaction strategies among EFL and CLIL children in task-based pair work. System 54: 40-54.
Zein, M. S. (2015). Preparing elementary English teachers: Innovations at pre service level. Australian Journal of Teacher Education, 40(6), 104-120. doi:
10.14221/ajte.2015v40n6.6
Zein, M. S. (2016). Professional development needs of primary EFL teachers: Perspectives of teachers and teacher educators. Professional Development in
Education. doi:10.1080/19415257.2016.1156013
Zein, M. S. (2016). Government-based training agencies and the professional development of Indonesian English for Young Learners teachers: Perspectives from complexity theory. Journal of Education for Teaching: International Research and Pedagogy, 42(2), 205-223. doi:10.1080/02607476.2016.1143145
Zein, M. S. (2016). Pre-service education for primary school English teachers in Indonesia: Policy implications. Asia Pacific Journal of Education, 36(S1), 119-134. doi:10.1080/02188791.2014.961899
Ramirez-Romero, J-L. & Sayer, P. (2016) (Guest Editors). Journal Special Issue. English Language Teaching in Public Primary Schools in Latin America. EPAA/AAAPE Vol. 24. See attachment. Also downloadable at: : http://epaa.asu.edu/ojs/issue/view/vol24
Bland, J. (2016). English Language Education and Ideological Issues: Picturebooks and Diversity. Children’s Literature in English Language Education.4/2, 41-64.
http://clelejournal.org/article-3-picturebooks-and-diversity/
Enever, J. & Lindgren, E. (2016). Early language learning in instructed contexts - Editorial introduction. Education Inquiry. Vol. 7, No. 1, pp. 1-8.
Enever, J. (2016). What can we expect of an early start to foreign language learning in Europe today? Gyermeknevelés, No. 1: 1-9.
Jaekel, N., Schurig, M., Florian, M. & Ritter, M. (2017). From Early Starters to Late Finishers? A Longitudinal Study of Early Foreign Language Learning in School. Language Learning, pp. 1-34. http://onlinelibrary.wiley.com/doi/10.1111/lang.12242/abstract
Courtney, L., Graham, S., Tonkyn, A. and Marinis, T. (2015) Individual differences in early language learning: a study of English learners of French. Applied Linguistics. ISSN 1477-450X http://centaur.reading.ac.uk/45952/
Graham, S., Courtney, L., Tonkyn, A. and Marinis, T. (2016) Motivational trajectories for early language learning across the primary-secondary school transition. British Educational Research Journal, 42 (4). pp. 682-702. ISSN 1469-3518 http://centaur.reading.ac.uk/50473/
Graham, S., Courtney, L., Marinis, T. and Tonkyn, A. (2017) Early language learning: the impact of teaching and teacher factors. Language Learning. ISSN 0023-8333 (In Press) http://centaur.reading.ac.uk/70107/
Courtney, L. (2017) Transition in modern foreign languages: a longitudinal study of motivation for language learning and second language proficiency. Oxford Review of Education. ISSN 0305-4985 (In Press) http://centaur.reading.ac.uk/68977/
Rymarczyk, J. (2016). Early reading and writing in the foreign language classroom – maybe not as controversial as one might think. Babylonia. 2, 53-57.
Ibrahim, N. (2016). Enacting identities: children’s narratives on person, place and experience in fixed and hybrid spaces. Education Inquiry, 7(10), pp. 69-91
Zein, M. S. (2017). To postpone or not to postpone? Examining access policy on early foreign language learning from second language acquisition and language planning and policy perspectives. Applied Linguistics Review. doi:10.1515/applirev-2016-1044
Zein, M. S. (2017). Professional development needs of primary EFL teachers: Perspectives of teachers and teacher educators. Professional Development in Education, 43(2), 293-313.
Zein, M. S. (2017). Elementary English education in Indonesia: Policy developments, current practices, and future prospects. English Today, 33(1), 53-59.
Zein, M. S. (2017). The pedagogy of teaching English to Young Learners: Implications for teacher education. Indonesian Journal of English Language Teaching, 9(1), 1-14.
Zein, M. S. (In Press). Access policy on English language education at primary school level in the ASEAN Plus Three member states: Motivations, challenges and future directions. Asian Englishes, 18(3).
Books
Bland, J. (Ed.) (2015). Teaching English to Young Learners: Critical Issues in Language Teaching with 3-12 Year Olds. London: Bloomsbury Academic.
Robinson, P., Mourão, S. & Kang, N-J (2015). English Learning Areas in pre-primary classrooms: an investigation of their effectiveness. London: British Council.
Mourão, S. & Lourenço, M. (Eds.) (2015). Early Years Second Language Education: International Perspectives on Theories and Practice. Abingdon: Routledge
Murphy, V. & Evangelou, M. (Eds.) (2016). Early Childhood Education in English for Speakers of Other Languages. London: British Council.
Wilden, E., & Porsch, R. (Eds.). (2017). The professional development of primary EFL teachers: National and international research. Münster, Germany: Waxmann.
García Mayo, M. P. (Ed.) (2017). Learning foreign languages in primary school: Research insights. Bristol: Multilingual Matters.
Enever, J. & Lindgren, E. (Eds.) (2017). Early language learning: complexity and mixed methods. Bristol: Multilingual Matters.
Bland, J. (Ed.) (2015). Teaching English to Young Learners: Critical Issues in Language Teaching with 3-12 Year Olds. London: Bloomsbury Academic.
Robinson, P., Mourão, S. & Kang, N-J (2015). English Learning Areas in pre-primary classrooms: an investigation of their effectiveness. London: British Council.
Mourão, S. & Lourenço, M. (Eds.) (2015). Early Years Second Language Education: International Perspectives on Theories and Practice. Abingdon: Routledge
Murphy, V. & Evangelou, M. (Eds.) (2016). Early Childhood Education in English for Speakers of Other Languages. London: British Council.
Wilden, E., & Porsch, R. (Eds.). (2017). The professional development of primary EFL teachers: National and international research. Münster, Germany: Waxmann.
García Mayo, M. P. (Ed.) (2017). Learning foreign languages in primary school: Research insights. Bristol: Multilingual Matters.
Enever, J. & Lindgren, E. (Eds.) (2017). Early language learning: complexity and mixed methods. Bristol: Multilingual Matters.
Book chapters
Ibrahim, N. (2017). Children’s multimodal visual narratives as possible sites of identity performance. In P. Kalaja and Melo-Pfeiffer, S. (eds). More than words: The lives and worlds of multilinguals. Multilingual Matters.
Dausend, H. (2017). Theory and practice in English primary teacher education. A review of empirical research literature until 2015. In: Wilden, E. & Porsch, R. (Eds.), The professional development of in-service and pre-service primary EFL teachers. National and international research. Münster, Germany: Waxmann.
Ibrahim. N. 2016. Developing literacy, and identity, in multiple languages. In B. Street (ed.) Encyclopaedia of language and education. Volume 3: Literacies and language education. Switzerland: Springer International Publishing, pp. 1-14
Mourão, S. & Robinson, P. (2016). Facilitating the learning of English through collaborative practice. In V. Murphy, and M. Evangelou, (eds) Early Childhood Education in English for Speakers of Other Languages. London: British Council.
Wilden, E. & Porsch, R. (2016). Learning EFL from year 1 or year 3? A comparative study on children’s EFL listening and reading comprehension at the end of primary education. In M. Nikolov (Ed.). Assessing young learners of English: Global and local perspectives (pp. 191-212). New York: Springer.
Wilden, E. & Porsch, R. (2015). Die Hör- und Leseverstehensleistungen im Fach Englisch von Kindern am Ende der Grundschulzeit unter besonderer Berücksichtigung von lebensweltlicher Ein- und Mehrsprachigkeit (The EFL listening and reading competencies of pupils at the end of primary schooling with a special focus on mono- and multilingual backgrounds). In M. Kötter & J. Rymarczyk, J. (Eds.), Englischunterricht auf der Primarstufe: neue Forschungen – weitere Entwicklungen (Teaching English at primary level: recent research – further developments (pp. 59-80). Frankfurt: Peter Lang.
Wilden, E., & Porsch, R. (2015). The earlier the better? Empirical evidence on primary EFL instruction. In T. Pattison (Ed.), IATEFL 2014. Harrogate Conference Selections (p. 76-81). Faversham, UK: IATEFL.
Rymarczyk, J. (2015). Aussprachekompetenz im Schriftspracherwerb mit TING-Stiften und Bildwörterbüchern (Pronunciation competency in the context of literacy acquisition with TING-pencils and picture dictionaries). In: Böttger, H. & Schlüter, N. (Eds.). Fortschritte im Frühen Fremdsprachenlernen. Tagungsband zur 4. FFF-Konferenz (Progress in early language learning. Conference proceedings of the 4th FFF-Conference), (pp.152-161). Praxis Pädagogik, Westermann.
Ibrahim, N. (2017). Children’s multimodal visual narratives as possible sites of identity performance. In P. Kalaja and Melo-Pfeiffer, S. (eds). More than words: The lives and worlds of multilinguals. Multilingual Matters.
Dausend, H. (2017). Theory and practice in English primary teacher education. A review of empirical research literature until 2015. In: Wilden, E. & Porsch, R. (Eds.), The professional development of in-service and pre-service primary EFL teachers. National and international research. Münster, Germany: Waxmann.
Ibrahim. N. 2016. Developing literacy, and identity, in multiple languages. In B. Street (ed.) Encyclopaedia of language and education. Volume 3: Literacies and language education. Switzerland: Springer International Publishing, pp. 1-14
Mourão, S. & Robinson, P. (2016). Facilitating the learning of English through collaborative practice. In V. Murphy, and M. Evangelou, (eds) Early Childhood Education in English for Speakers of Other Languages. London: British Council.
Wilden, E. & Porsch, R. (2016). Learning EFL from year 1 or year 3? A comparative study on children’s EFL listening and reading comprehension at the end of primary education. In M. Nikolov (Ed.). Assessing young learners of English: Global and local perspectives (pp. 191-212). New York: Springer.
Wilden, E. & Porsch, R. (2015). Die Hör- und Leseverstehensleistungen im Fach Englisch von Kindern am Ende der Grundschulzeit unter besonderer Berücksichtigung von lebensweltlicher Ein- und Mehrsprachigkeit (The EFL listening and reading competencies of pupils at the end of primary schooling with a special focus on mono- and multilingual backgrounds). In M. Kötter & J. Rymarczyk, J. (Eds.), Englischunterricht auf der Primarstufe: neue Forschungen – weitere Entwicklungen (Teaching English at primary level: recent research – further developments (pp. 59-80). Frankfurt: Peter Lang.
Wilden, E., & Porsch, R. (2015). The earlier the better? Empirical evidence on primary EFL instruction. In T. Pattison (Ed.), IATEFL 2014. Harrogate Conference Selections (p. 76-81). Faversham, UK: IATEFL.
Rymarczyk, J. (2015). Aussprachekompetenz im Schriftspracherwerb mit TING-Stiften und Bildwörterbüchern (Pronunciation competency in the context of literacy acquisition with TING-pencils and picture dictionaries). In: Böttger, H. & Schlüter, N. (Eds.). Fortschritte im Frühen Fremdsprachenlernen. Tagungsband zur 4. FFF-Konferenz (Progress in early language learning. Conference proceedings of the 4th FFF-Conference), (pp.152-161). Praxis Pädagogik, Westermann.
Videos
The Language Learning Magician – a project co-funded by the Erasmus + programme of the European Union, including ten partners from four European countries. One of the main aims is the development of a computer game that can be used as an assessment tool for learning languages at primary school level. See more information and videos about the game at www.thelanguagemagician.net . Click on the trailer at the bottom right of the homepage for an overview of how the assessment works (submitted by ELL-ReN member Louise Courtney, a member of the Project).
Aspectos Culturales Ciclo 1 (Cultural Aspects in the first cycle of schooling)
The video aims to give English teachers working with children in the early grades ideas about how to incorporate cultural elements into their classes. The video is the result of a project carried out in the kindergartens of public schools in the state of Aguascalientes, Mexico. The project was completed by a team of researchers from the University of Texas at San Antonio, Barry University, USA and the ITESO Guadalajara in Mexico.
Lead investigators: Peter Sayer & Ruth Ban https://www.youtube.com/watch?v=Y1kcQPmez9A
The Language Learning Magician – a project co-funded by the Erasmus + programme of the European Union, including ten partners from four European countries. One of the main aims is the development of a computer game that can be used as an assessment tool for learning languages at primary school level. See more information and videos about the game at www.thelanguagemagician.net . Click on the trailer at the bottom right of the homepage for an overview of how the assessment works (submitted by ELL-ReN member Louise Courtney, a member of the Project).
Aspectos Culturales Ciclo 1 (Cultural Aspects in the first cycle of schooling)
The video aims to give English teachers working with children in the early grades ideas about how to incorporate cultural elements into their classes. The video is the result of a project carried out in the kindergartens of public schools in the state of Aguascalientes, Mexico. The project was completed by a team of researchers from the University of Texas at San Antonio, Barry University, USA and the ITESO Guadalajara in Mexico.
Lead investigators: Peter Sayer & Ruth Ban https://www.youtube.com/watch?v=Y1kcQPmez9A
