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Teaching languages to young learners / Lynne Cameron

Author
Cameron, Lynne
Published
Cambridge : Cambridge University Press, 2001.
Physical Description
1 online resource (xvi, 258 pages) : digital, PDF file(s).
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Contents
Children learning a foreign language -- Taking a learning-centred perspective -- Piaget -- Vygotsky -- Bruner -- From learning to language learning -- Advantages to starting young with foreign languages -- The foreign language: describing the indivisible -- Summary of key learning principles -- Learning language through tasks and activities -- The task as an environment for learning -- Task demands -- Task support -- Balancing demands and support -- The importance of language learning goals -- Defining 'task' for young learner classrooms -- Stages in a classroom task -- Hani's Weekend: Possible preparation and follow-up activities -- Task-as-plan and task-in-action -- Learning the spoken language -- Learning the spoken language: guiding principles -- Discourse and discourse events -- Meaning first -- Analysis of a task-in-action -- Discourse skills development in childhood -- Effective support for children's foreign language discourse skills -- Short activities for learning the spoken language -- Supporting the spoken language with written language -- Using dialogues -- Learning words -- Vocabulary development in children's language learning -- Organisation of words in a language -- Learning and teaching vocabulary -- Children's vocabulary learning strategies -- Learning grammar -- A place for grammar? -- Different meanings of 'grammar' -- Development of the internal grammar -- A learning-centred approach to teaching grammar: background -- Principles for learning-centred grammar teaching.
Summary
Recent years have seen rapid growth in the numbers of children being taught foreign languages at younger ages. While course books aimed at young learners are appearing on the market, there is scant theoretical reference in the teacher education literature. Teaching Languages to Young Learners is one of the few to develop readers' understanding of what happens in classrooms where children are being taught a foreign language. It will offer teachers and trainers a coherent theoretical framework to structure thinking about children's language learning. It gives practical advice on how to analyse and evaluate classroom activities, language use and language development. Examples from classrooms in Europe and Asia will help bring alive the realities of working with young learners of English.
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ISBN
9780511733109 (ebook)
9780521773256 (hardback)
9780521774345 (paperback)
Note
Title from publisher's bibliographic system (viewed on 24 Feb 2016).
View MARC record | catkey: 34838893