Global Challenges Facing Early Language Teaching

Exploring English Language Learning in Diverse Plurilingual Contexts
1. Auflage 2026
ISBN: 978-1-041-08017-6
Verlag: Taylor & Francis Ltd

Buch, Englisch, 218 Seiten, Format (B × H): 156 mm x 234 mm

Reihe: Routledge Research in Language Education

Acknowledging the differing motivations between multilingual and monolingual societies in advocating for the adoption of a second language amongst (pre)primary school children, this book discusses universal challenges in implementing early language teaching in various international contexts.

Effectively teaching additional languages to young learners requires an understanding of their learning capacities, as well as their socio-linguistic backgrounds and linguistic repertoires. Demonstrating findings from global contexts such as those from Japan, Cyprus, Spain, Poland, Slovenia, Germany, South Korea, Croatia, Indonesia, Canada, and the UK, the book provides valuable means to support additional language acquisition that have garnered local success, focussing on plurilingual contexts, migrant populations, and the need for samples of ELL syllabi, outcomes, and assessment. Through cross-sectional surveys, ethnographic small-scale studies, and experimental empirical research reports, the book looks to foster future plurilingual individuals who can communicate successfully.

This book will be of interest to scholars, researchers, and postgraduate students in the fields of Bilingualism / ESL, teaching and learning, early childhood education, and education policy. Curriculum designers working in international language education contexts may also find the volume of use.

Zielgruppe

Academic and Postgraduate

Autoren/Hrsg.

Rokita-Jaskow, Joanna

Ellis, Melanie

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik

Inhaltsverzeichnis

Contents

Foreword: Children, teachers and languages in context  Marianne Nikolov

Introduction: Challenges in introducing early language learning

Joanna Rokita-Jaskow and Melanie Ellis

Part I Setting the scene: Challenges in early pluri/multilingual development in education across the globe

Chapter 1. Navigating Multilingual Education: Challenges, Solutions, and Collaborative Success

Victoria A. Murphy

Chapter 2. Diversity in English as Foreign Language Classrooms in Germany: L2 and L3 Learners' Attitudes Towards English

Nils Jaekel, Nadine Kolb and Luz de la Paz de la Garma

Chapter 3. The challenges of introducing EFL in early childhood multilingual settings: insights from Catalonia

Alexandra Bos-Solé and Julie Waddington

Chapter 4. English for young learners (EYL) in Indonesia: Challenges and innovations in a superdiverse context

Subhan Zein

Chapter 5. Foreign language learner self-concept in the transition period from lower- to upper-primary level

Werona Król-Gierat

Part II Challenges and solutions in early foreign language teaching and teacher education

Chapter 6. Language specialists and generalist teachers of EFL to young learners: Two sides of the same coin?

Mirna Erk and Ksenija Bencina

Chapter 7. Institutional challenges in teacher development in private early childhood English education: The case of English Kindergartens in South Korea

Inchull Jang and Jinsuk Yang

Chapter  8. Dual Language Tandem Teaching: Teachers’ Cross-Language Collaborations to Promote ESL Learning

Sunny Man Chu Lau, Zeina Maatouk and Geneviève Brisson

Chapter 9. Enhancing pre-service teacher training in CLIL through project-based learning

Tomáš Kos and Grit Bergner

Chapter 10. Preparing pre-service teachers for integrating virtual exchange into early language teaching

Mateja Dagarin Fojkar, Katarzyna Brzosko-Barratt, Žan Korošec, Nurjona Pinguri and Tina Rozmanic

Part III: Insights from the early language classroom

Chapter 11. The role of pre-task planning in developing young learners’ grammar accuracy

María del Pilar García Mayo and María Luquin

Chapter 12. The effectiveness of local instructional strategies for early reading: An exploratory study in Japan

Yuko Goto Butler and Eiichi Okazawa

Part IV: Looking Ahead

Chapter 13. Mapping the routes for future solutions in effective early language learning and teacher education.

Melanie Ellis and Joanna Rokita-Jaskow

Über Autor(innen)

Joanna Rokita-Jaskow is Associate Professor and Head of the Faculty of Linguistics, University of the National Education Commission, Poland. She is a founder member of the Early Language Learning Research Association (ELLRA).

Melanie Ellis is Associate Professor, Department of Applied Linguistics and Law, Faculty of Organization and Management, Silesian University of Technology, Poland. She is a founder member of the Early Language Learning Research Association (ELLRA).