This book comprises eleven contributions dealing with various aspects of age and the age factor in the acquisition and teaching of second languages, particularly English and Spanish. The articles chosen for this monograph have been written by expert researchers in the field from Spain, Great Britain and the USA. The advances put forward in this book will certainly be of interest to researchers, scholars, and graduate students working on this topical issue in the fields of bilingualism, multilingualism, and second language teaching and learning. The book is divided into three parts. Part one deals with theoretical issues related to age and their pedagogical implications. Part two centers on age and L2 learning in school and family settings. Part three focuses on age and the relationship between aptitude and child/adult L2 learning.
Rezensionen / Stimmen
«All of the chapters of the volume are carefully and competently written, and one can also not help but notice how well formatted and copyedited the book is. One of its additional strengths is how reader-friendly it is. All of the chapters are relatively brief and to the point, and this makes the work ideal for students, practitioners, and scholars who want a quick but competent overview of the burning issues in this area of research. Most of the chapters also include insightful and genuinely well-rounded pedagogical recommendations.» (Scott Jarvis, Studies in Second Language Acquisition)
«... this is a wide-ranging and highly engaging collection, one that should find a place on the bookshelf of anyone interested in age effects in language learning, in early L2 instruction, and / or in bilingual language acquisition. [...] I wish the book well, and I recommend it heartily.» (David Singleton, Multilingual & Multicultural Development)
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Maße
Gewicht
ISBN-13
978-3-03910-668-4 (9783039106684)
Schweitzer Klassifikation
The Editors: Christián Abello-Contesse is Associate Professor at the University of Seville, Spain, where he teaches undergraduate and graduate courses in foreign language teaching methodology, second language acquisition, and bilingualism.
Rubén Chacón-Beltrán is Associate Professor at the UNED (Universidad Nacional de Educación a Distancia), Madrid, Spain, where he teaches undergraduate courses in English as a foreign language and English sociolinguistics, and a graduate course in vocabulary teaching and learning.
M. Dolores López-Jiménez is a doctoral student at the University of Seville, Spain. Her dissertation deals with vocabulary and textbooks for the teaching of English and Spanish as second languages.
M. Mar Torreblanca-López is Associate Professor at the University of Seville, Spain, where she teaches undergraduate courses in English as a foreign language and discourse analysis and graduate courses in pragmatics and discourse analysis.
Contents: Christián Abello-Contesse/Rubén Chacón-Beltrán/M. Dolores López-Jiménez/M. Mar Torreblanca-López: Introduction and overview - Thomas Scovel: Age, acquisition, and accent - Robert DeKeyser: A critique of recent arguments against the critical period hypothesis - Paul Michael Chandler: Critical period or language learning difficulties: Are there two types of adult foreign language learners? - Carmen Muñoz: The BAF Project: Research on the effects of age on foreign language acquisition - Christián Abello-Contesse: Does interaction help or hinder oral L2 development in early English immersion? - Francisco Gallardo del Puerto/María Luisa García Lecumberri: Age effects on single phoneme perception for learners of English as a foreign language - Carmen Pérez-Vidal: Family multilingualism and multilingual education - Gloria Ruiz-González: Promoting the productive use of the weak language in family bilingualism - James Milton/Thomaï Alexiou: Language aptitude development in young learners - Pedro Guijarro-Fuentes/Kimberly Geeslin: Interpretation of Spanish copula choice by Portuguese near-native speakers.
