Young Learners' Oracy Acquisition and Development in International Foreign Language Learning Contexts

Dimitra Karoulla-Vrikki is Associate Professor of Linguistics at European University Cyprus. Her research investigates language policy and planning, English as a medium of instruction in higher education, early foreign language learning, government translation and interpretation, and the linguistic landscape in Cyprus.Lucilla Lopriore is a teacher and teacher educator and was Professor of English Linguistics at Roma Tre University, Italy until 2022. She has led Italian research teams in international projects including ELLiE, ENRICH and the 1999 Italian National Survey of young learners’ FL achievement. Her research includes CLIL, early foreign language acquisition, ELF, language policy and plurilingualism.

This timely volume addresses the development of oracy in young learners, emphasizing the need to support speaking and listening skills in the classroom. Insightful and informative, it provides practical strategies and valuable guidance for educators aiming to enhance students' communication skills, while also offering implications for teacher training and suggestions for future research.

• ContributorsDimitra Karoulla-Vrikki and Lucilla Lopriore: Introduction Chapter 1. Lucilla Lopriore: Young Foreign Language Learners’ Oracy Development in Multilingual ContextsPart 1: Language Policy and Oracy   Chapter 2. Dimitra Karoulla-Vrikki and Sophie Ioannou-Georgiou: EFL Oracy Acquisition and Language-In-Education Policy at Pre-Primary and Early Primary Stages: The Case of CyprusChapter 3. Sandie Mourão, Carolyn E. Leslie, Maria Alfredo Moreira and Estela Monteiro: From (Mis)Perceptions to (Mis)Practices: The Assessment of Oral Skills in Primary English Education in Portugal  Part 2: Oracy Acquisition Through Learners’ Collaborative Learning and Learning StrategiesChapter 4. María Ángeles Hidalgo and Amparo Lázaro-Ibarrola: Talking to Write: Insights into the Oral Interactions of Young EFL Writers Repeating a Collaborative TaskChapter 5. Hatice Ergul and Hacer Hande Uysal: Negotiation of Errors in Form-Focused Oral Interaction Sequences in Young Learner ClassroomsChapter 6. Carolyn E. Leslie: Comparing Primary and Lower Secondary EFL Learners’ Oral Collaboration  Chapter 7. Areti-Maria Sougari and Sophia Batsari: Motivation and Learning Strategies in the Development of Primary School Learners’ Oral Skills across an EFL Context in Greece  Part 3: Oracy Promotion Through Teacher Intervention  Chapter 8. Jasenka Čengić: Young FL Learners’ Oral Production Skills: Does Vocabulary Learning Ability Count?Chapter 9. Anastasia Georgountzou and Natasha Tsantila: Prioritizing Young Learners’ Pronunciation Needs in the Greek Multicultural Classroom  Chapter 10. Eleni Griva and Eleni Korosidou: A Multimodal Approach in an Early FL Classroom for Oracy Skills Development: Insights from a Longitudinal Study  Chapter 11. Yuko Goto Butler, Yeting Liu, Heejin Kim and Katherine I. Kang: The Development of the Use of Articles in Oral Narratives among Young English Learners in ChinaChapter 12. Nayr Correia Ibrahim: Translanguaging as Inclusive Pedagogy and Multilingual OracyDimitra Karoulla-Vrikki and Lucilla Lopriore: Concluding ThoughtsIndex