Second Language Learning in the Early School Years: Trends and Contexts. Victoria A. Murphy
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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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      © Oxford University Press 2014

      The moral rights of the author have been asserted

      First published in 2014

      2018 2017 2016 2015 2014

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      ISBN: 978 0 19 434885 0

      Printed in China

      This book is printed on paper from certified and well-managed sources

      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.

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