Teaching Languages to Young Learners

By Giovanna Donzelli. 2003

1,120 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/479e4b2edb7d1bce81747cc24ed4bacbc8fe1da8

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In Language and Linguistics

Citations in the corpus

THE ATTITUDES OF TEACHERS AND STUDENTS TOWARDS USING ARABIC IN EFL CLASSROOMS IN SAUDI PUBLIC SCHOOLS- A CASE STUDY (2010, background): “A similar view is taken by Cameron (2001) who mentions that learners prefer using L1 when seeking help from peers or teachers.”
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…”
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).”
The importance of vocabulary in language learning and how to be taught (2015, background): “…a list of words to learn. j. Translation Even though translation does not create a need or motivation of the learners to think about word meaning (Cameron, 2001), in some situations translation could be effective for teachers, such as when dealing with incidental vocabulary (Thornbury, 2002),…”
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).”
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).”
Issues in Teachers´ Reinterpretation of a Task- Based Innovation in Primary Schools. (2004, background): “Some of the features, for example, language goals, process and product (TOC), or beginning and end (Cameron, 2001), are useful for defining tasks, but they are not exclusive to task-based teaching (Widdowson, 1998).”