Full Description
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.
Contents
1. Introducing English language teaching with young language learners, Janice Bland (Nord University, Norway) and Sandie Mourão (Universidade NOVA de Lisboa, Portugal)
2. Critical issues in primary English education: A global perspective, Subhan Zein (Sunway University, Malaysia)
3. The role of reflection in teaching practice with young learners, Annett Kaminski (University of Kaiserslautern-Landau, Germany)
4. Formative assessment, Yuko Goto Butler (University of Pennsylvania, USA)
5. Chunky language: The role of formulaic sequences in the language development of young learners, Saskia Kersten (LMU München, Germany)
6. Playful language learning with the oral tradition of childhood: Nursery rhymes, singing games and storytelling, Janice Bland (Nord University, Norway)
7. Evolving CLIL, Kay Bentley (Norwich Institute for Language Education, UK)
8. Task-based interaction in virtual exchange with young learners, Shona Whyte (Université Côte d'Azur, France), Ciara Wigham Université Clermont Auvergne, France and Euline Cutrim Schmid (University of Education Schwäbisch Gmünd, Germany)
9. Global issues in the young learner classroom, Mónica Lourenço (University of Aveiro, Portugal)
10. Critical intercultural perspectives in the young learner classroom, Melina Porto (Universidad Nacional de La Plata, Argentina)
11. The potential of picturebooks with young learners, Sandie Mourão (Universidade NOVA de Lisboa, Portugal) and Gail Ellis (France)
12. Drama with young learners, Janice Bland (Nord University, Norway)
13. Child-centred language materials: An interplay of principles and practice, David Valente (University of Phnom Penh, Cambodia)
14. Inclusive practices in the young learner classroom, Michele Daloiso (University of Parma, Italy)
15. Navigating language-rich classrooms: Diversity, sensitivity, pluriversality and translanguaging, Nayr Ibrahim (Nord University, Norway)
16. The role of extramural English for young learners, Pia Sundqvist (University of Oslo, Norway)
Glossary: Discovering key terminology, Janice Bland (Nord University, Norway)
Index
