Overview

This book synthesises research on very early language learning in pre-primary organised instruction settings such as kindergarten, nursery or afternoon classes. Using a framework of ecological development, it investigates the nested systems in which very young learners operate, the other agents involved in each of these systems and the influence these agents have on children’s foreign language learning. It explores the ecosystems of the individual learner and their family, educational institutions, general social climate and language education policies, resulting in a holistic view of early language learning and the key transitions into and out of pre-primary formal instruction settings. This is the first book to gather research to date on very young learners in formal settings, offering a comprehensive state of the art to researchers and graduate students in early language learning, second language acquisition and early years pedagogy.

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9781800417847

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Reviews

Joanna Rokita-Jaśkow uses a critical ecological perspective in her exploration of foreign-language programs in pre-schools, presenting research both in support and against their implementation. The book offers valuable guidance to policymakers, parents, and teachers, outlining contextual conditions that they must consider. The key takeaway is that very young children’s progress is slow, and early exposure to a new language does not necessarily ensure long-term success. * Marianne Nikolov, Professor Emerita, University of Pécs, Hungary * This ambitious volume provides a contemporary overview of foreign language acquisition in young learners. Situated within an ecological framework that emphasizes key concepts of human development, it offers new insights into the various factors influencing children's foreign language learning. It is an essential read that underscores the significance and advantages of early foreign language education. * Victoria A. Murphy, University of Oxford, UK *

Joanna Rokita-Jaśkow uses a critical ecological perspective in her exploration of foreign-language programs in pre-schools, presenting research both in support and against their implementation. The book offers valuable guidance to policymakers, parents, and teachers, outlining contextual conditions that they must consider. The key takeaway is that very young children’s progress is slow, and early exposure to a new language does not necessarily ensure long-term success. * Marianne Nikolov, Professor Emerita, University of Pécs, Hungary *

Author Information

Joanna Rokita-Jaśkow is Associate Professor of Applied Linguistics and Head of ELT at the University of the National Education Commission (UKEN), Poland. Her research explores foreign language education at pre-primary and primary levels, multilingualism in schools and teacher education, and she is the Vice-Chair of the Early Language Learning Research Association.

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