Introducing very young children to English as a foreing language

dc.contributor.authorScheffler, Paweł
dc.date.accessioned2017-09-27T12:07:45Z
dc.date.available2017-09-27T12:07:45Z
dc.date.issued2015
dc.description.abstractThis article describes how two very young Polish children were introduced to English through children’s animation series, with meaning being made clear through translation. The children were first exposed to English input at the age of 21 months, and when they were four years and three months old, all their English utterances were collected over a period of six weeks. The children’s use of language is compared with utterances produced by children attending monolingual English instruction in a formal setting. The comparison shows a more spontaneous and creative use of English by the children in this study. This indicates that a bilingual approach in which children simply experience a foreign language at home may be more effective than monolingual teaching in a formal setting.pl_PL
dc.identifier.citationInternational Journal of Applied Linguistics vol. 25 (1), 2015, pp. 1-22.pl_PL
dc.identifier.urihttp://hdl.handle.net/10593/19345
dc.language.isoengpl_PL
dc.publisherWileypl_PL
dc.rightsinfo:eu-repo/semantics/openAccesspl_PL
dc.subjectlearning English with Peppa Pigpl_PL
dc.subjectco-viewing animated programs with young learners of Englishpl_PL
dc.subjectpreschool learners of Englishpl_PL
dc.subjectvery young learners of Englishpl_PL
dc.titleIntroducing very young children to English as a foreing languagepl_PL
dc.typeArtykułpl_PL

Files

Original bundle

Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
Introducing very young children to English.pdf
Size:
112.76 KB
Format:
Adobe Portable Document Format

License bundle

Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
license.txt
Size:
1.47 KB
Format:
Item-specific license agreed upon to submission
Description: