Teaching Languages to Young Learners: Frontmatter

By Lynne Cameron. 2001

393 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/3f5ba39f924c1441b8d8c256a6edfba675c25c6d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Language and Linguistics

1. R. Lyster
2. Olcay Sert
3. Ofra Inbar-Lourie
4. M. Wyatt
5. N. Millington
6. Susan Ballinger
7. A. Pinter
8. R. Dekeyser

In Literature and Literary Theory

1. Susan Ballinger
2. Ofra Inbar-Lourie
3. M. Wyatt
4. N. Millington
5. A. Pinter
6. R. Lyster
7. R. Dekeyser
8. Olcay Sert

Citations in the corpus

• The interactional management of claims of insufficient knowledge in English language classrooms (2013, background): “As suggested by one of the referees, such utterances are also referred to as ‘ski-jump questions’ (Cameron 2001, 46).”
• Age Effects in Second Language Learning: Stepping Stones Toward Better Understanding (2013, background): “…to understand what the age effects that have been documented so often with immigrants imply for the teaching of foreign languages: not simply starting at a younger age, but perhaps more importantly providing different instructional processes at different ages (Cameron, 2001; Muñoz, 2007).”
• Context-appropriate crosslinguistic pedagogy: Considering the role of language status in immersion education (2017, background): “Students are more likely to remember a word in the L2 if they have been pushed to think about its meaning through the L2 than if they are simply told the L1 equivalent in English (Cameron, 2001).”
• Challenges for ELT from the expansion in teaching children (2003, background): “I have written at greater length elsewhere about the development of literacy skills in English (Cameron 2001).”
• Some benefits of peer–peer interaction: 10-year-old children practising with a communication task (2007, background): “For example, when faced with ambiguity, even 10–11 year olds can be reluctant to clarify messages (Cameron, 2001: 52 and Patterson and Kister, 1981).”
• Using Songs Effectively to Teach English to Young Learners (2011, methodology): “Although this alone will not help teachers develop a greater repertoire of songs, it can help turn a song into a useful tool for language learning and teaching (Cameron, 2001, p. 31).”
• First language and target language in the foreign language classroom (2009, neutral): “The aim, then, is not to open the floodgates of L1 use but to use it in a principled way by developing ‘deliberate tactics . . . chosen to maximize learning opportunities’ (Cameron 2001: 213).”
• English only? The linguistic choices of teachers of young EFL learners (2010, methodology): “…language teaching approaches for young learners advocate the integration or embedding of the TL with the topics and concepts from the general curriculum (Johnstone, 2000), using task-based methodology (Cameron, 2001; Curtain, & Dahlberg, 2004; Driscoll Jones, Martin, & Graham-Matheson, 2004).”
• Towards a re-conceptualization of teachers' self-efficacy beliefs: tackling enduring problems with the quantitative research and moving on (2014, methodology): “Is the teacher using techniques to support reading skills (e.g. as discussed by Cameron 2001) that involve sensitivity to feelings, careful diagnosis and interactive support in a one-to-one situation or is the teacher using dreary, demotivating reading aloud around the class techniques (e.g. as…”