Search results

1

Parental visions of their children’s future as a motivator for an early start in a foreign language

100%

Rokita-Jaśkow J.

Studies in Second Language Learning and Teaching

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2015

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vol. 5

|

issue 3

455-472

EN

This paper reports on the qualitative part of a project investigating parental educational aspirations as manifested by enrolling their children (aged 3-6) into very early L2 instruction. The concept of educational aspirations is widely studied in educational psychology as well as in sociology and pedagogy. In SLA, these aspirations can fit in the new framework of imagery and creating visions as they are a part of an ideal L2 self. Data analysis concludes that parental visions towards their children’s achievement reflect self-efficacy beliefs; in other words, those parents who were unsuccessful foreign language (FL) learners themselves hoped that by starting early their children would learn lingua franca English well and this would help them achieve educational and vocational success, which indicates an instrumental motive. By contrast, those parents who were successful language learners were positive about their children’s future plurilingual attainment, not necessarily voicing the necessity of “an early start.” They believe languages contribute to overall emotional and cognitive growth, which shows more intrinsic and integrative motives. These findings suggest that the differences in ultimate FL attainment may start very early and are rooted in the socia (family) context.

2

Parental visions of their children’s future as a motivator for an early start in a foreign language

100%

Rokita-Jaśkow J.

Studies in Second Language Learning and Teaching

|

2015

|

vol. 5

|

issue 3

455-472

EN

This paper reports on the qualitative part of a project investigating parental educational aspirations as manifested by enrolling their children (aged 3-6) into very early L2 instruction. The concept of educational aspirations is widely studied in educational psychology as well as in sociology and pedagogy. In SLA, these aspirations can fit in the new framework of imagery and creating visions as they are a part of an ideal L2 self. Data analysis concludes that parental visions towards their children’s achievement reflect self-efficacy beliefs; in other words, those parents who were unsuccessful foreign language (FL) learners themselves hoped that by starting early their children would learn lingua franca English well and this would help them achieve educational and vocational success, which indicates an instrumental motive. By contrast, those parents who were successful language learners were positive about their children’s future plurilingual attainment, not necessarily voicing the necessity of “an early start.” They believe languages contribute to overall emotional and cognitive growth, which shows more intrinsic and integrative motives. These findings suggest that the differences in ultimate FL attainment may start very early and are rooted in the social (family) context.

3

The effectiveness of early foreign language learning in Netherlands

88%

de Bot K.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 3

409-418

EN

This article reports on a number of projects on early English teaching in the Netherlands. The focus of these projects has been on the impact of English on the development of the mother tongue and the development of skills in the foreign language. Overall the results show that there is no negative effect on the mother tongue and that the gains in English proficiency are substantial. Given the specific situation in the Netherlands where English is very present, in particular in the media, a real comparison of the findings with those from other countries is problematic.

4

The effectiveness of early foreign language learning in the Netherlands

88%

de Bot K.

Studies in Second Language Learning and Teaching

|

2014

|

vol. 4

|

issue 3

409-418

EN

This article reports on a number of projects on early English teaching in the Netherlands. The focus of these projects has been on the impact of English on the development of the mother tongue and the development of skills in the foreign language. Overall the results show that there is no negative effect on the mother tongue and that the gains in English proficiency are substantial. Given the specific situation in the Netherlands where English is very present, in particular in the media, a real comparison of the findings with those from other countries is problematic.

5

Der frühe Sprachunterricht muss umkehren – ein Plädoyer für eine „neue” Didaktik. Early language teaching has to change – arguments for introducing “new” didactics.

75%

Olpińska-Szkiełko M.

Glottodidactica

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2016

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vol. 43

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issue 1

135-145

DE

The objective of the article is to present some valid arguments for a “new” didactics of early foreign language teaching. The foreign language teaching in Poland has become an obligatory part of the curriculum in kindergartens and pre-schools (for 5 years-olds), and from the beginning of Sept. 2017 it will also concern all 3 and 4 years old children in pre-school education. Didactic principles and materials for teaching foreign languages that are applied in kindergartens are designed mainly for grade 1-3 of the primary school and cannot be automatically adopted for the earlier educational stages. The didactic process must be founded on linguistic and glottodidactic study of natural language acquisition, bilingualism and bilingual education. In the article some most important differences between the language learning process in the primary school and kindergarten are discussed and conclusions for the shaping of the language teaching and learning situation in pre-schools are drawn. In the last part some selected examples of the “new” teaching forms and activities will be presented.

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4 Studies in Second Language Learning and Teaching

1 Glottodidactica

2 Rokita-Jaśkow J.

2 de Bot K.

1 Olpińska-Szkiełko M.

1 2016

2 2015

2 2014

Parental visions of their children’s future as a motivator for an early start in a foreign language

Parental visions of their children’s future as a motivator for an early start in a foreign language

The effectiveness of early foreign language learning in Netherlands

The effectiveness of early foreign language learning in the Netherlands

Der frühe Sprachunterricht muss umkehren – ein Plädoyer für eine „neue” Didaktik. Early language teaching has to change – arguments for introducing “new” didactics.