Routledge Early Years Second Language Education: International perspectives on theory and practice (Routledge Research in Early Childhood Education)

The age for early language learning has dropped dramatically in the past decade to include children under 6 years old, yet very little published research exists to support the implementation of such programmes. Drawing on a synthesis of theory, research and practice, this edited volume makes an innovative contribution to literature concerning language education for very young children. It explores language learning in a wide range of geographical contexts with reference to second and foreign language learning, bilingualism and plurilingualism with children under the age of 6 years old. Chapters present discussion around teacher education, policy-making, international case studies, school and home-based projects, code switching and language use, and methodologies and approaches. Early Years Second Language Education: International perspectives on theory and practice will be essential reading for researchers, academics, teacher trainers, and post-graduate students in the fields of early years education, foreign and second language education, language didactics and teacher education. Review 'This book is in fact densely packed with accounts of a wide variety of approaches to early years second language learning. For this reason, read cover to cover it may be somewhat overwhelming. Its format is well organised and its strength is its gathering together of so many significant research findings, making it an excellent resource for practitioners, researchers and graduate students to dip into. It is both comprehensive and accessible and offers a great deal of interesting data from a variety of research projects in Europe and beyond.' - Olivia Mair, Universita Cattolica del Sacro Cuore, System  'This is a pioneering volume, which brings together actual and sometimes conflicting theories on bilingualism and multilingualism (namely by the adoption of monoglossic stances in many contributions), on language acquisition and language learning, on attitudes and identity, and on desiderata, practices and policies. Whilst covering mainly European contexts and being centred in English as a foreign language, the research and teaching practices described along the book, as well as the theoretical assumptions underlying them are borderless and they may inform and inspire teachers, teacher educators, stakeholders and parents around the world.' -  Sílvia Melo-Pfeifer, University of Hamburg,  International Journal of Bilingual Education and Bilingualism About the Author Sandie Mourão is an independent scholar, teacher educator, author and educational consultant specializing in early years language education. Mónica Lourenço is an Invited Assistant Professor at the Department of Education, University of Aveiro, Portugal, with a special interest in early years plurilingualism.