Early Years Second Language Education

Sandie Mourão is an independent scholar, teacher educator, author and educational consultant specializing in early years language education.Mónica Lourenço is an Invited Assistant Professor at the Department of Education, University of Aveiro, Portugal, with a special interest in early years plurilingualism.

'This book is in fact densely packed with accounts of a wide variety of approaches to early years second language learning. For this reason, read cover to cover it may be somewhat overwhelming. Its format is well organised and its strength is its gathering together of so many significant research findings, making it an excellent resource for practitioners, researchers and graduate students to dip into. It is both comprehensive and accessible and offers a great deal of interesting data from a variety of research projects in Europe and beyond.' - Olivia Mair, Universita Cattolica del Sacro Cuore, System 'This is a pioneering volume, which brings together actual and sometimes conflicting theories on bilingualism and multilingualism (namely by the adoption of monoglossic stances in many contributions), on language acquisition and language learning, on attitudes and identity, and on desiderata, practices and policies. Whilst covering mainly European contexts and being centred in English as a foreign language, the research and teaching practices described along the book, as well as the theoretical assumptions underlying them are borderless and they may inform and inspire teachers, teacher educators, stakeholders and parents around the world.' - Sílvia Melo-Pfeifer, University of Hamburg, International Journal of Bilingual Education and Bilingualism

• Foreword Madalena Cruz-Ferreira Introduction Sandie Mourão and Mónica Lourenço Part 1: Focus on the Child Cognitive and Linguistic Aspects of Learning a Second Language in the Early Years Belma Haznedar Bilingual Pre-primary Schools: Language Acquisition, Intercultural Encounters and Environmental Learning Kristin Kersten Perceptions of Identity in Trilingual 5-year-old Twins in Diverse Pre-primary Educational Contexts Nayr Ibrahim Response to Picturebooks: A Case for Valuing Children’s Linguistic Repertoires During Repeated Read Alouds Sandie Mourão Multilingual Becoming in Reading: A Picture Storybook-reading-assemblage in Early Years Education Anna Bylund and Polly Björk-Willén Part 2: Focus on the Classroom Approaches Early Language Learning in Cyprus: Voices from the Classroom Sophie Ioannou-Georgiou Introducing French to Pre-primary Children in the North East of England: The Narrative Format Approach Jim McElwee Languages and Diversity in Pre-primary Education: Towards a Broader and Integrated Approach Mónica Lourenço and Ana Isabel Andrade Active Listening for Second Language Learning in the Early Years Teresa Fleta The Role of Technology in Early Years Language Education Barbara Hoskins Sakamoto Part 3: Focus on Teachers and Parents Pre-primary English Language Learning and Teacher Education in the Czech Republic Monika Černá Pre-primary Second Language Education in Slovakia and the Role of Teacher Training Programmes Zuzana Portiková Measuring Empathy and Teachers’ Readiness to Adopt Innovations in Second Language Learning Ekaterina Sofronieva Family Involvement in Second Language Learning: The Bilfam Project Sabine Pirchio, Traute Taeschner, Anca Cristina Colibaba, Elza Gheorghiu and Zlatica Jursová Zacharová Supporting Parents in Building Learning Activities in Another Language Alexander Sokol and Edgar Lasevich