Teaching Languages to Young Learners: Preface

By Lynne Cameron. 2001

302 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/78d06564efdfab60c6cac30b25d130ae6f7a4bfe

How researchers see this paper

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

In Cognitive Neuroscience

1. Baohua Yu
2. Susan Ballinger
3. R. Lyster
4. W. Littlewood

In Education

1. Baohua Yu
2. Susan Ballinger
3. R. Lyster
4. Jorge Quiroga
5. W. Littlewood
6. Zhenhui Rao

In Literature and Literary Theory

1. Susan Ballinger
2. Jorge Quiroga
3. R. Lyster
4. W. Littlewood
5. Baohua Yu
6. R. Ellis
7. Masatoshi Sato
8. Younghee Sheen

Citations in the corpus

• First language and target language in the foreign language classroom (2009, background): “Messages which support using the L1 are often accompanied by a warning that if we ‘license’ the use of the L1 in the foreign language classroom by taking away positive pressures to use the TL, this might ‘lead to an overuse of the L1 by many teachers’ (Turnbull 2001: 536, referring also to Cook 2001”
• The effects of biliteracy instruction on morphological awareness (2013, background): “Specifically with respect to young learners, Cameron (2001) suggests shifting the focus of lexical instruction away from “just learning more words” and towards “expanding and deepening word knowledge” (p. 81); to do so, she further suggests instruction that exposes young learners to new words both…”