New Trends in Early Foreign Language Learning: The Age Factor, CLIL and Languages in Contact. Bridging Research and Good Practices

Maria González Davies

Jan 2012 · Cambridge Scholars Publishing

About this ebook

This volume is the result of the presentations and discussions carried out at the Conference on “Early Foreign Language Learning in Educational Contexts. Bridging Good Practices and Research” organized by the University Ramon Lull, the University of Bari and LEND (Lingua e Nuova Didattica) in March 2010.

At the Conference, both teachers and researchers met to examine recent language teaching theories and practices from a transnational and intercultural perspective, on the one hand, and on the other, to fill the gap in the field of English as a Foreign Language (EFL) in schools and to pave the way for a wider platform of discussion between School and University. Since these two institutions have often had little contact and, as there is excellent work carried out in both, our attempt was to build more solid bridges across their contexts, engaging school teachers in ongoing research and bringing everyday classroom practice nearer to university theoreticians in an open exchange forum so that the reflection on teaching and learning becomes relevant and rewarding for the participants involved in Early Foreign Language Learning in 21st century contexts.

Drawing on the main topics presented throughout the Conference, this book has been structured around three main thematic areas: 1) the Age Factor, 2) CLIL and Content-based research and practices, and 3) developing intercultural competence: use of the L1 and translation as mediation skills.

Each of these sections encompasses high quality contributions, all informed by salient and recent research, clear and justified theoretical standpoints and good practices which are appealing to an international audience and setting.

The editors sincerely hope that this volume contributes to widen the field of foreign language teaching and learning to include studies on young learners’ perceptions and performance. At the same time, they would like to highlight the decisive new focus on language learning adopted in the 21st century: the inclusion of a wider vision of language acquisition, one that highlights the relevance of using languages not only to communicate but, more relevantly, to mediate between cultures, as a means to bring together the plurilingual and pluricultural citizens of our future.

About the author

Maria González Davies is Head of the Modern Languages Department of the Faculty of Psychology, Education and Sports Sciences, Blanquerna, Ramon Llull University and of the research group CILCEAL (“Interlinguistic and Intercultural Competence in Language Learning”). She has taught English in primary schools, and English and Translation at the Universities of Barcelona and Vic. She has published on translation and foreign language learning, translator training, and children’s and young adult’s literature.

Annarita Taronna is a Researcher in English and Translation Studies at the Faculty of Education, University of Bari. Her main research areas include gender in/and translation studies, cultural and postcolonial studies, African American and Chicana literatures and languages, contrastive linguistics and the teaching of English as a Second Language (ESL).