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Second Language Learning in the Early School Years
Published in this series
BACHMAN: Fundamental Considerations in Language Testing
BACHMAN and PALMER: Language Assessment in Practice
BACHMAN and PALMER: Language Testing in Practice
BATSTONE: Sociocognitive Perspectives on Language Use and Language Teaching
BRUMFIT: Individual Freedom and Language Teaching
BRUMFIT and CARTER (eds.): Literature and Language Teaching
CANAGARAJAH: Resisting Linguistic Imperialism in Language Teaching
COOK: Language Play, Language Learning
COOK: Translation in Language Teaching
COOK and SEIDLHOFER (eds.): Principle and Practice in Applied Linguistics
DÖRNYEI: Research Methods in Applied Linguistics
DÖRNYEI: The Psychology of Second Language Acquisition
ELLIS: SLA Research and Language Teaching
ELLIS: Task-based Language Learning and Teaching
ELLIS: The Study of Second Language Acquisition
ELLIS: Understanding Second Language Acquisition
ELLIS and BARKHUIZEN: Analysing Learner Language
FOTOS and NASSAJI (eds.): Form-focused Instruction and Teacher Education
HOLLIDAY: The Struggle to Teach English as an International Language
HOWATT: A History of English Language Teaching
JENKINS: The Phonology of English as an International Language
JENKINS: English as a Lingua Franca: Attitude and Identity
KERN: Literacy and Language Teaching
KRAMSCH: Context and Culture in Language Teaching
KRAMSCH: The Multilingual Subject
LANTOLF (ed.): Sociocultural Theory and Second Language Learning
LANTOLF and THORNE: Sociocultural Theory and the Genesis of Second Language Development
MACKEY: Input, Interaction, and Corrective Feedback
MACKEY (ed.): Conversational Interaction and Second Language Acquisition
MEINHOF: Language Learning in the age of Satellite Television
NATTINGER and DECARRICO: Lexical Phrases and Language Teaching
PHILLIPSON: Linguistic Imperialism
SEIDLHOFER (ed.): Controversies in Applied Linguistics
SEIDLHOFER: Understanding English as a Lingua Franca
SELIGER and SHOHAMY: Second Language Research Methods
SKEHAN: A Cognitive Approach to Language Learning
STERN: Fundamental Concepts of Language Teaching
STERN (eds. P. Allen and B. Harley): Issues and Options in Language Teaching
TARONE and BIGELOW: Focus on the Language Learner
WIDDOWSON: Aspects of Language Teaching
WIDDOWSON: Defining Issues in English Language Teaching
WIDDOWSON: Practical Stylistics
WIDDOWSON: Teaching Language as Communication
WRAY: Formulaic Language
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ACKNOWLEDGEMENTS
The author and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material: pp.77–8 Figures from OECD (2006), Where Immigrant Students Succeed: A Comparative Review of Performance and Engagement in PISA 2003, PISA, OECD Publishing, http://dx.doi.org/10.1787/9789264023611-en. Reproduced by permission. pp.105–6 Figures from Dual Language Development & Disorders: A Handbook on Bilingualism & Second Language Learning, Second Edition (2011) by J. Paradis, F. Genesee, and M.B. Crago, Paul H Brookes Publishing Co., Inc., Baltimore. Reprinted by permission.
Acknowledgements
I have hugely enjoyed the process of preparing this volume, and have learned a tremendous amount. I have been so inspired by all the exciting research that is being conducted around the world addressing key issues in the area of child L2 learning and I feel very privileged to be a part of such a vibrant research community.
Most things worth doing are rarely possible without the help and support of a number of people, and writing a book is by no means an exception. There are so many people to thank who supported me throughout the process of putting this volume together that I fear the acknowledgements section itself could be as long as one of the chapters! However, there are some individuals who absolutely must be identified, for without them this book would never have been completed.
I would first like to thank Julia Bell, Sophie Rogers, and Ann Hunter from the Oxford University Press for the enormous support they have given to me throughout the entire process of getting this volume to print. Julia in particular has been a constant source of encouragement, from the earliest stages and throughout, and I have very much enjoyed our discussions. I am exceedingly grateful for Ann’s patience and skill, not to mention her positive words of wisdom. Other friends and colleagues to whom I owe a debt of gratitude and who have been generally supportive include Ernesto Macaro, Kathy Sylva, Robert Vanderplank, Catherine Walter, Robert Woore, and the lovely Kate Nation. I cannot express adequately the appreciation I feel towards Janet Enever, Fred Genesee, Johanne Paradis, and Silvina Montrul, all of whom kindly reviewed chapters and offered excellent advice and critical commentary (though of course all errors are my own!). Additionally, I owe a great debt to Nick Ellis, Patsy Lightbown, Nina Spada, and Lydia White for setting me on my current path and generally being both positively influential and supportive.
On a more personal note, I would like to thank my friends and family for being a steady source of encouragement; Miles Davis, Bill Evans, Oscar Peterson, and Nina Simone who were constant companions throughout the writing; and lastly but most importantly, Evan and Cameron who have taught me the most important lessons of all, and Robin, the breath of my life.
Preface
One