Young Learners' Oracy Acquisition and Development in International Foreign Language Learning Contexts

Edited by Dimitra Karoulla-Vrikki, Lucilla Lopriore

Publication date:

11 February 2025

Publisher

Multilingual Matters

Dimensions:

234x156mm
6x9"

ISBN-13: 9781800413665

This volume presents research on oracy development in early language learning, with a particular focus on the pedagogical implications for growingly plurilingual classrooms. The chapters offer empirical results from diverse international contexts which reveal common and differing experiences of teaching methodologies and assessment practices, learners’ attitudes and motivation, and young learners’ skill development processes. Together they explore the effects of language policy, collaborative learning and teacher intervention on the development of children’s listening and speaking skills in a second or foreign language. The book will be of interest to researchers in early second language acquisition as well as students on EFL, TESOL and ESL courses. It will be particularly useful to pre-primary and primary teachers in multilingual classrooms and can be used in teacher education and professional development programmes to promote reflection on current teaching practices.

Contributors

Dimitra Karoulla-Vrikki and Lucilla Lopriore: Introduction

Chapter 1. Lucilla Lopriore: Young Foreign Language Learners’ Oracy Development in Multilingual Contexts

Part 1: Language Policy and Oracy

Chapter 2. Dimitra Karoulla-Vrikki and Sophie Ioannou-Georgiou: EFL Oracy Acquisition and Language-In-Education Policy at Pre-Primary and Early Primary Stages: The Case of Cyprus

Chapter 3. Sandie Mourão, Carolyn E. Leslie, Maria Alfredo Moreira and Estela Monteiro: From (Mis)Perceptions to (Mis)Practices: The Assessment of Oral Skills in Primary English Education in Portugal

Part 2: Oracy Acquisition Through Learners’ Collaborative Learning and Learning Strategies

Chapter 4. María Ángeles Hidalgo and Amparo Lázaro-Ibarrola: Talking to Write: Insights into the Oral Interactions of Young EFL Writers Repeating a Collaborative Task

Chapter 5. Hatice Ergul and Hacer Hande Uysal: Negotiation of Errors in Form-Focused Oral Interaction Sequences in Young Learner Classrooms

Chapter 6. Carolyn E. Leslie: Comparing Primary and Lower Secondary EFL Learners’ Oral Collaboration

Chapter 7. Areti-Maria Sougari and Sophia Batsari: Motivation and Learning Strategies in the Development of Primary School Learners’ Oral Skills across an EFL Context in Greece

Part 3: Oracy Promotion Through Teacher Intervention

Chapter 8. Jasenka Čengić: Young FL Learners’ Oral Production Skills: Does Vocabulary Learning Ability Count?

Chapter 9. Anastasia Georgountzou and Natasha Tsantila: Prioritizing Young Learners’ Pronunciation Needs in the Greek Multicultural Classroom

Chapter 10. Eleni Griva and Eleni Korosidou: A Multimodal Approach in an Early FL Classroom for Oracy Skills Development: Insights from a Longitudinal Study

Chapter 11. Yuko Goto Butler, Yeting Liu, Heejin Kim and Katherine I. Kang: The Development of the Use of Articles in Oral Narratives among Young English Learners in China

Chapter 12. Nayr Correia Ibrahim: Translanguaging as Inclusive Pedagogy and Multilingual Oracy

Dimitra Karoulla-Vrikki and Lucilla Lopriore: Concluding Thoughts

Index

This timely volume addresses the development of oracy in young learners, emphasizing the need to support speaking and listening skills in the classroom. Insightful and informative, it provides practical strategies and valuable guidance for educators aiming to enhance students' communication skills, while also offering implications for teacher training and suggestions for future research.