30.164, Calls: Applied Linguistics / EuroAmerican Journal of Applied Linguistics and Languages (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-30-164. Fri Jan 11 2019. ISSN: 1069 - 4875.

Subject: 30.164, Calls:  Applied Linguistics / EuroAmerican Journal of Applied Linguistics and Languages (Jrnl)

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Date: Fri, 11 Jan 2019 16:47:39
From: Elisa Gironzetti [elisag at umd.edu]
Subject: Applied Linguistics / EuroAmerican Journal of Applied Linguistics and Languages (Jrnl)

 
Full Title: EuroAmerican Journal of Applied Linguistics and Languages 


Linguistic Field(s): Applied Linguistics 

Subject Language(s): English (eng)
                     Italian (ita)
                     Spanish (spa)

Call Deadline: 01-May-2019 

Special Issue of the E-JournALL - Learners' outcomes and effective strategies
in early second language learning

Guest Editors: Francesca Costa and Elisabet Pladevall-Ballester
earlyllejournall at gmail.com

In an increasingly interconnected global context, early second language (L2)
learning and teaching at pre-primary and primary school levels are viewed by
both educational institutions and parents as an asset for the future of
today's students (Edelenbos, Johnstone, & Kubanek, 2007; Nikolov & Mihaljevic
Djigunovic, 2011). This has led to a drive towards the implementation of this
approach in school contexts (Edelenbos, Johnstone, & Kubanek, 2007). The
object of this drive towards early language learning and teaching is often
English; however, many documents highlight the importance of focusing also on
other languages.

Research on early language learning and teaching at pre-primary and primary
school levels is on the rise. To date, researchers have examined the
pedagogical, affective, and cognitive affordances of early second language
learning, such as intercultural advantages, development of motivation,
positive attitudes toward language learning, increased brain plasticity, ease
of transition from preschool to primary to secondary school, and the capacity
to recognize and reproduce the sounds of the L2 (Enever, 2011). However,
considering the variety of school contexts across the world in which early
second language learning takes place, with a wide range of the approaches,
onset ages, and programme length and intensity, there are still too few
studies. More work is needed to determine the efficiency and appropriateness
of early second language teaching and the most effective teaching-learning
strategies (Enever & Lindgren, 2017; Murphy, 2014) as well as insights into
approaches to and experiences of early language teaching and learning across
contexts.

This special issue will focus on studies in the teaching-learning field of
children ages 0 to approximately 12. We invite both quantitative and
longitudinal studies that seek to assess the effects of teaching strategies on
learners' outcomes, as well as qualitative studies aiming at describing
strategies and contexts. Such studies should aim to bridge the gap between
research and school practice and inform the development of effective
educational practices and policies. 

We welcome any manuscript submissions related to teaching strategies and
learners' outcomes and experiences, including the following subtopics:
- Teacher discourse and its effects on language learning outcomes
- Effective teaching strategies with a focus on reading aloud and drama
activities
- Systematic synthetic phonics outcomes
- Textbooks and materials analysis
- Diversity in teaching pedagogies according to different cultural contexts
- Strategies for special needs students
- Assessment with a particular focus on assessment for learning and error
correction
- Content and language integrated learning (CLIL) in early learning contexts
- Bilingual education in early learning

As a multilingual venue, EuroAmerican Journal of Applied Linguistics and
Languages welcomes submissions in any and about any of its three working
languages (English, Italian, and Spanish).

E-JournALL is an ANVUR Classe A scientific journal indexed in the Directory of
Open Access Journals, MLA International Bibliography, Open Access Scholarly
Publishers Association, and Open-Access Research in English Language Teaching.




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