Sandie Mourão – författare

The age for early language learning has dropped dramatically in the past decade to include children under 6 years old, yet very little published research exists to support the implementation of such programmes. Drawing on a synthesis of theory, research and practice, this edited volume makes an innovative contribution to literature concerning language education for very young children. It explores language learning in a wide range of geographical contexts with reference to second and foreign language learning, bilingualism and plurilingualism with children under the age of 6 years old. Chapters present discussion around teacher education, policy-making, international case studies, school and home-based projects, code switching and language use, and methodologies and approaches. Early Years Second Language Education: International perspectives on theory and practice will be essential reading for researchers, academics, teacher trainers, and post-graduate students in the fields of early years education, foreign and second language education, language didactics and teacher education.

Recognising the urgent need for further progress in teacher education and preparation for the success of early language learning, this volume presents research on the education and professional development of teachers, exploring how they can foster multilingual spaces in the early years of formal education.Investigating a range of European contexts, the book examines the effectiveness of teacher education for early language learning, covering contexts of multilingualism and English as a foreign language (EFL) with children under the age of 12. Split into three parts examining research into teacher practices, education, and curricula, chapters cover emerging topics such as teacher education and local linguistic encounters; global citizenship and transcultural education; linguistic landscapes and visual narratives; mixed-age classrooms and literacy skills; pre-service and in-service teacher education; and teacher and teacher educator competencies and beliefs.Offering a unique combination of foci on teachers, teacher education and classroom practice, this book will be of great interest to researchers and postgraduate students in the fields of early language education, multilingualism, EFL and teacher education more broadly. Student teachers and teachers working in early language learning contexts may also find the volume of interest.Introduction, Chapters 7, 11, 12 and 13 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Recognising the urgent need for further progress in teacher education and preparation for the success of early language learning, this volume presents research on the education and professional development of teachers, exploring how they can foster multilingual spaces in the early years of formal education.Investigating a range of European contexts, the book examines the effectiveness of teacher education for early language learning, covering contexts of multilingualism and English as a foreign language (EFL) with children under the age of 12. Split into three parts examining research into teacher practices, education, and curricula, chapters cover emerging topics such as teacher education and local linguistic encounters; global citizenship and transcultural education; linguistic landscapes and visual narratives; mixed-age classrooms and literacy skills; pre-service and in-service teacher education; and teacher and teacher educator competencies and beliefs.Offering a unique combination of foci on teachers, teacher education and classroom practice, this book will be of great interest to researchers and postgraduate students in the fields of early language education, multilingualism, EFL and teacher education more broadly. Student teachers and teachers working in early language learning contexts may also find the volume of interest.Introduction, Chapters 7, 11, 12 and 13 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This collection critically examines the notion of mediation as it manifests itself at the intersection of multimodal literature, education, and translation studies, bringing together perspectives from established and early career scholars.The volume seeks to synthesize the fields of education and translation by exploring points of difference and commonality through multimodal communication, which has grown increasingly crucial in both fields, and how these intersect in picturebooks and graphic narratives, including graphic novels, illustrated books, and other related genres. The book begins with considerations on the multimodal as mediator and how multimodal forms mediate their messages for educational contexts. Next, the exploration of translation as mediation and mediation as translation contemplates the ways in which picturebooks serve as intersemiotic translations of previously verbal texts and as a means of translating abstract concepts into tangible forms. Finally, there is a showcase of empirical research on the mediation of multimodal literature in diverse education settings from around the world. Taken together, the collection makes the case for further study of mediation and multimodality as a valuable concept for advancing research in translation and education.This book will be of particular interest to students and scholars in multimodality, children’s literature, translation studies, and educational research.Chapter 8 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC BY-NC-ND) 4.0 license.

This collection critically examines the notion of mediation as it manifests itself at the intersection of multimodal literature, education, and translation studies, bringing together perspectives from established and early career scholars.The volume seeks to synthesize the fields of education and translation by exploring points of difference and commonality through multimodal communication, which has grown increasingly crucial in both fields, and how these intersect in picturebooks and graphic narratives, including graphic novels, illustrated books, and other related genres. The book begins with considerations on the multimodal as mediator and how multimodal forms mediate their messages for educational contexts. Next, the exploration of translation as mediation and mediation as translation contemplates the ways in which picturebooks serve as intersemiotic translations of previously verbal texts and as a means of translating abstract concepts into tangible forms. Finally, there is a showcase of empirical research on the mediation of multimodal literature in diverse education settings from around the world. Taken together, the collection makes the case for further study of mediation and multimodality as a valuable concept for advancing research in translation and education.This book will be of particular interest to students and scholars in multimodality, children’s literature, translation studies, and educational research.Chapter 8 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC BY-NC-ND) 4.0 license.

The age for early language learning has dropped dramatically in the past decade to include children under 6 years old, yet very little published research exists to support the implementation of such programmes. Drawing on a synthesis of theory, research and practice, this edited volume makes an innovative contribution to literature concerning language education for very young children. It explores language learning in a wide range of geographical contexts with reference to second and foreign language learning, bilingualism and plurilingualism with children under the age of 6 years old. Chapters present discussion around teacher education, policy-making, international case studies, school and home-based projects, code switching and language use, and methodologies and approaches. Early Years Second Language Education: International perspectives on theory and practice will be essential reading for researchers, academics, teacher trainers, and post-graduate students in the fields of early years education, foreign and second language education, language didactics and teacher education.

In this fully revised second edition of Teaching English to Young Learners, leading international scholars explore the critical issues shaping English language education for children aged five to twelve. Moving beyond narrow debates about early language learning, they foreground the complex realities of teaching English in diverse, multilingual, and rapidly changing educational contexts.Contributors examine key themes including high-quality language input, teacher education, formative assessment, picturebooks, storytelling, drama, CLIL, task-based learning, intercultural citizenship education, inclusion, translanguaging, and extramural English. Combining research, critical pedagogy, and classroom practice, the book highlights how English language teaching with young learners is deeply connected to broader educational goals such as empathy, creativity, critical thinking, multilingual awareness, and social responsibility.With chapters spanning policy, teacher preparation, and classroom practice, this volume offers both theoretical insight and practical guidance for researchers, teacher educators, pre-service and in-service teachers, undergraduate and postgraduate students. A comprehensive glossary of key concepts and terminology further supports readers in navigating the interdisciplinary field of English language teaching with young learners. This is a compelling vision of English language education that is child-centred, ethically grounded, and attentive to the linguistic and cultural diversity of today’s classrooms.

In this fully revised second edition of Teaching English to Young Learners, leading international scholars explore the critical issues shaping English language education for children aged five to twelve. Moving beyond narrow debates about early language learning, they foreground the complex realities of teaching English in diverse, multilingual, and rapidly changing educational contexts.Contributors examine key themes including high-quality language input, teacher education, formative assessment, picturebooks, storytelling, drama, CLIL, task-based learning, intercultural citizenship education, inclusion, translanguaging, and extramural English. Combining research, critical pedagogy, and classroom practice, the book highlights how English language teaching with young learners is deeply connected to broader educational goals such as empathy, creativity, critical thinking, multilingual awareness, and social responsibility.With chapters spanning policy, teacher preparation, and classroom practice, this volume offers both theoretical insight and practical guidance for researchers, teacher educators, pre-service and in-service teachers, undergraduate and postgraduate students. A comprehensive glossary of key concepts and terminology further supports readers in navigating the interdisciplinary field of English language teaching with young learners. This is a compelling vision of English language education that is child-centred, ethically grounded, and attentive to the linguistic and cultural diversity of today’s classrooms.