Early Language Learning in School Contexts Series – Looking Back, Looking Forward

It’s two years since the first book in our Early Language Learning in School Contexts series was published. In this post the series editor, Janet Enever, reflects on how the series began and what the future holds.

The inspiration for this book series began a long time ago – working as a language teacher educator in eastern Europe in the mid-1990s I found it very difficult to identify any research collections which focused on the 3-12 years age group, despite the needs of my students. Bringing the series to fruition however, has spread over a long period of gestation – teaching MA students in London, leading the ELLiE research project in Europe, then taking up a professorial position in Sweden where it became possible to work with colleagues to launch a conference event focusing on Early Language Learning: Theory and Practice in 2014. The event proved seminal, precipitating my proposal to AILA for the launch of a global research network in early language learning (ELL-ReN) and my proposal to Multilingual Matters for the launch of the Early Language Learning in School Contexts series (launched in 2015).

I’m thrilled now to be able to say that the Multilingual Matters book series Early Language Learning in School Contexts has really taken off, with three titles already published, at least one more expected in 2019 and a further four being written as we speak!

The aim of the series from the start has been to take a very global look at how early foreign, second and additional language learning is developing in many parts of the world. We have really fulfilled this promise with publications on:

Mixed methods research: Early Language Learning: Complexity and Mixed Methods (Eds. Janet Enever & Eva Lindgren, 2017);

Pre-school language learning: Early Instructed Second Language Acquisition: Pathways to Competence (Eds. Joanna Rokita-Jaśkow & Melanie Ellis, 2019);

Teacher education: Early Language Learning and Teacher Education (Eds. Subhan Zein & Sue Garton, 2019);

Coming in August 2019: Integrating Assessment into Early Language Learning and Teaching (Eds. Danijela Prošić-Santovac & Shelagh Rixon, 2019).

Other themes in the pipeline include: assessment for learning, issues in researching young language learners in school contexts, and policy – no promises as to when these will be published yet though!

Looking back and looking forward:

Reflecting on the three years since the series was launched, I can remember initial questions about whether such a series was needed. Some suggested that a separate strand of publications focusing only on language learners from 3-12 years was unnecessary. However, for teachers, teacher educators and researchers working in this field it has been difficult to know where to look for research which really focuses entirely on young children’s foreign/ second and additional language learning experiences. With the ELLSC series we have at last established a ‘home’ for this specialist area.

The series has proved timely, as more and more young children begin their journey of learning additional languages in schools and kindergartens around the world, so teachers and teacher educators are seeking research-based evidence to guide them in implementing age- and context-appropriate approaches to teaching and learning. With every new volume published in the series we are aiming to provide this support.

However, we still need much more! There are still many gaps in the collection! So, if you have an idea that you would like to discuss – either formally or informally, do get in touch with the Multilingual Matters editor, Laura Longworth at: laura@multilingual-matters.com. Alternatively, contact me directly at: j.h.enever@reading.ac.uk.


For more information about this series please see our website.

Using a Narrative Approach to Explore Teaching Practice

This month we are publishing Narratives of Adult English Learners and Teachers by Clarena Larrotta. In this post the author discusses her choice to use narratives to present a picture of adult language learning.

Working as a university professor of adult education and TESOL (teaching English to speakers of other languages), I came to realize there was not a book that could help the graduate students in my classes to grasp the reality of teaching English and literacy related subjects to adult learners. Similarly, interacting with volunteer adult educators who did not have language/pedagogy training and who volunteer as ESL instructors because they know the language and have time to do so, I realized there was not a book I could recommend for them to read and that captured the voices of both adult language learners and teachers. Therefore, this book was born as a response to these two groups of people when they asked, ‘what can I read to get a good picture of what is going on with regards to teaching adult language learners and non-traditional adult learners?’

Considering this audience, narratives and storytelling seemed to be the perfect medium to transmit a powerful and memorable message to them. I wanted them to understand that we need to go beyond theory and outside the classroom walls to include community and envision adult learners as whole human beings. Older learners are among the least studied groups in the literature and many of them take on new challenges as they migrate to a new country, and as they face the need to learn a new language-culture.

Providing an account of both narratives (adult learners’ and teachers’) aimed to inspire trainee teachers and practitioners in the field of adult education to become better and more reflective teachers. The book supports the idea of preparing trainee teachers for actual scenarios they are likely to encounter with adult language learners and colleagues in adult education programs. Likewise, the volume invites actual adult educators to reflect on their practices and contemplate the realities of the learners they serve. In summary, the book aims to honor the work of language learners and TESOL practitioners and to share highlights from their learning/teaching journeys.

The narratives in this book make accessible the stories shared by learners and teachers as they lived them in real-life settings. The book chapters and their respective stories contain a beginning, middle and end. The beginning provides the context and supporting theory, the middle presents the main issues to be considered and the end gives clo­sure to the reader. As a result, each chapter introduces (1) the participants in the story – teachers’ and learners’ experiences and their interactions; (2) the context, socio-political, and socio-cultural dimensions; and (3) the physical settings where the story is located -the program, the course, the language-culture and country of origin. The learners’ stories allow teachers to gain empathy and cultural knowledge. A narrative approach to exploring one’s teaching practice leads to a better understanding of that context and hopefully sharing this learning will promote change and encourage other teachers to make sense of and reflect on their personal teaching stories as well.

Clarena Larrotta, PhD
Texas State University


For more information about this book please see our website.

If you found this interesting, you might also like Educating Refugee-background Students edited by Shawna Shapiro, Raichle Farrelly and Mary Jane Curry.

Self and Identity in Adolescent Foreign Language Learning

Florentina Taylor, author of the recently published Self and Identity in Adolescent Foreign Language Learningwrites here about the inspiration for her book.

Imagine for a moment a group of medics debating the best cure for a condition that a patient appears to be suffering from. They have ordered several tests and, based on the results, they are quite confident they can cure the condition with the medicines that, to the best of their knowledge, are considered to be the most effective at the time. How likely is it that they can recommend a successful treatment without including the patient in the discussion? Could there be something in the patient’s medical history they’re not aware of? Could the patient be allergic to some of the substances in the recommended pills? Is the patient taking other medicines that may affect the effectiveness of the intended treatment? Ultimately, does the patient understand the benefits of the proposed cure, and is he or she committed to swallowing three pills a day with plenty of water, before each main meal, in order for the treatment to be successful?

Self and Identity in Adolescent Foreign Language LearningAs language educators dedicated to bringing out the best in our students, we spend huge amounts of time thinking, reading and writing about the best teaching methods, the best materials, the best tests, the best motivational techniques. We debate, we argue, we question and we persist in the obstinate belief that one day we will succeed in engaging the disengaged, enabling the not-yet-able and retaining the so-far-engaged-and-able. Yet, we sometimes resemble a group of medics trying to cure real or imaginary conditions without actually consulting the patient.

In language education, such a condition can take many forms. In English-speaking countries, there is a generalised perception that nobody wants to learn foreign languages because ‘everybody speaks English nowadays’, although there is evidence that English is losing ground as the language of international communication and, clearly, not everybody speaks English. While more and more worrying statistics show how low interest in languages leads to university departments closing down and how businesses are losing out on the global market due to poor language skills, we language educators know that instrumental, means-to-an-end reasons to study languages are less important than intrinsic, personally fulfilling drives. After all, how many of us become interested in languages and are prepared to spend a significant amount of time and effort working on our skills for fear a language department or an international business might close down otherwise?

In non-English speaking countries, where foreign language study is often compulsory at school, or in English-speaking contexts that make foreign language study compulsory, we may find different symptoms of – I would argue – a very similar ‘condition’. Whether or not to study a language may not be an option for many such students, but there is always the option whether or not to engage with the language classes one has to attend. There’s also the option whether to really engage, to sort-of engage or to just put in as little effort as necessary to give the impression that you are engaged so you are left alone to see to your own personally relevant agenda. In such an environment, the teacher is often fighting a losing battle, as few signs may be giving away the fact that many students are not actually as interested in the language lesson as they appear to be and they are not working as hard as they would have us believe.

Does it matter? Well, research shows that it does. The recently published Self and Identity in Adolescent Foreign Language Learning depicts language learners as caught between contradictory expectations (e.g., teacher versus peers) resulting in complex identity negotiations that enable them to please both the teacher, ’who gives the marks’, and the peers, who would otherwise punish nonconformity with ostracism. The learners’ own expectations and wishes are often muted in an effort to please (or, for that matter, irritate) other people. And, if formal achievement measures are anything to go by, there is evidence that students who feel they need to undertake such strategic negotiation and display of identity have lower foreign language scores than those who do not. Students who feel appreciated as real persons by the language teacher, who do not feel the need to pretend they are what they are not, appear to obtain the highest language scores. Moreover, they feel respected and, in turn, respect their teacher, they are prepared to work hard in and out of class, they feel they are real stakeholders in their own education.

Based on the data discussed in this book, several ways in which teachers can show they value their students as ‘real persons’ are:

  • helping them understand how what is happening today in the classroom will one day be of use to them in real life;
  • being understanding and caring when students struggle with a particularly difficult concept;
  • providing supporting and informative feedback that allows students to learn and make progress;
  • not punishing or ridiculing mistakes (e.g., pronunciation, grammar);
  • allowing for a degree of student initiative and autonomy in organising group activities and projects;
  • expecting that their students achieve their best and helping them to do so;
  • accepting that students may sometimes disagree with the teacher, which is perfectly normal in any social group;
  • believing in students’ potential and intrinsic value as human beings;
  • ultimately, respecting them as we would (should?) any other person.

Self and Identity in Adolescent Foreign Language Learning presents numerous direct quotations from student interviews, as well as statistical analyses to support these suggestions, arguing that caring for students as individuals does have a number of benefits, from better classroom dynamics to better achievement. The book proposes a new model of identity based on educational psychology concepts and theories applied to foreign language learning. The project reported in this book tested the model with 1,045 adolescents learning English as a foreign language in Romania. The model has also been tested, with very similar results, with learners of English as a foreign language and Mathematics in four other European countries. Although in a different context and using a different theoretical framework, similar insights were also obtained when researching the perceived relevance of Modern Foreign Languages in England.

The consistent, albeit circular, message that many studies conducted in Europe and elsewhere seem to give is that low foreign language uptake and lack of interest in language classes are mainly due to acute student demotivation. My own work with adolescents learning languages in Bulgaria, Germany, the Netherlands, Romania, Spain and the UK has shown that young learners are actually very motivated and interested in languages, that they understand the value of knowing other languages and are willing to invest time and effort in becoming (more) able to do so. But, in all these different contexts, many students appear to feel left out of their own education and, if they are indeed suffering from a condition that needs addressing urgently, I believe it is the need to feel they matter as individuals. Education is meant to inspire future generations to be better than us and do greater things than we have. But inspiration, like education, is not something that we can do to our students. Truly inspiring and educating our students is not possible without giving them a very clear message through our words, attitudes and actions: you matter.

The Importance of Online Communication in Language Learning

Following the recent publication of Online Communication in a Second Language we asked the book’s author, Sarah E. Pasfield-Neofitou, to explain the importance of online communication in language learning.

Online Communication in a Second Language
“Online Communication in a Second Language”

The inspiration to research learners’ uses of online communication in a second language outside of the classroom came from my own experiences of using email, chat, forums, and other online tools as a language learner, over a decade prior. In the years since my own initial forays into the online world in a second language in the late 1990s, the internet has exploded with online videos, mobile content, massively open online games, blogs, and social networking, and in undertaking the research for Online Communication in a Second Language, I had the opportunity to analyse over 2,000 such instances of interaction in Japanese, English, and other languages from 12 language learners.

Although many studies have shown the benefits and drawbacks of using ICT in classroom or laboratory settings for language learning purposes, I was interested in finding out how other language learners were actually using their second language online – how they developed networks, managed their communication and identities, how they maintained interest – and what happens when they lose interest? I was also very interested in the organisation of online communication at both the micro and macro level, particularly when two or more languages are involved, and the opportunities for language learning that online communication might facilitate. While there is an extensive and growing body of research on young people’s use of CMC, much of it tends to focus on monolingual contexts, particularly English.

Launch Display of "Online Communication in a Second Language"
Launch display of “Online Communication in a Second Language”

One of the most often cited advantages of online communication for second language learners is that it provides access to native speaker peers, can help develop literacy, and enhance formal learning. And indeed, I found that computer mediated communication provided exciting and important opportunities for language acquisition through the availability of contextual resources, authentic communication, repair, and peer feedback. However, as my study tracing learners’ online engagement for up to four years shows, access is not always easy or automatic. Students reported that they perceived language-specific ‘domains’ in the online environment – a sense that certain online ‘spaces’ were ‘owned’ or primarily designed ‘for’ particular groups. Thus, I became interested in what factors promote the establishment and maintenance of relationships online and participation in online communities, and what factors might conversely encourage ‘lurking’ behaviours, where negative experiences (or a fear of them) left learners too shy to contribute.

Although it is often assumed that only intermediate to advanced language students will have the capacity to engage in online communication, in my interviews with language learners who ranged in proficiency level from beginner to upper advanced levels, I found that often, online communication held an even more important place in the language use of beginner students. Those who had not yet had the opportunity to travel to Japan, host an exchange student, or share classes with native speakers of Japanese, often reported that the online environment was actually their primary or only use of Japanese outside of the classroom. Those students who had undertaken such activities reported that online communication was a way of maintaining those relationships they formed in face-to-face settings, and very advanced learners reported use of online communication in their occupational uses of Japanese as they transitioned to the workforce.

A small sample of kaomoji
A small sample of kaomoji

Despite their active engagement in online communication across the different levels of proficiency, and the central role that this communication played in terms of students’ overall use of their second language, I found that learners encountered a number of challenges in their online interaction. Some encountered differences in genre in terms of the kinds of messages they sent, and what they received, and expressed dissatisfaction, or felt excluded from certain online spaces, or were overwhelmed by the dazzling array of intricate and nuanced Japanese emoticons (emoji/kaomoji). A factor as seemingly basic as typing proficiency was found to greatly affect student’s language choice and participation in online communication in their second language.

Developing typing literacy is important
Developing typing literacy is important

I argue that the central role that online communication plays in language learners’ day-to-day lives and their holistic use of their second language, coupled with the challenges that exist, demonstrates the importance not only online of communication, but of learning how to communicate effectively online. This means fostering technical literacy, typing proficiency (which, especially in the case of a non-alphabetic language like Japanese, is not reducible to typing speed alone), and the ability to use tools like online dictionaries, glossaries and translators effectively, among other skills.

Keyboard and MouseNow, I am interested in concepts of ‘ownership’ of online domains, identity tourism (where playing online games, for example, can allow students to ‘try on’ different identities), and notions of what counts as a ‘conversation’ online, as well as how we can support and scaffold students’ use of online communication in out-of-class contexts.

For further information, please see Sarah’s website: http://www.sarahpasfieldneofitou.com