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Gloria Vickov; Eva Jakupcevic – Novitas-ROYAL (Research on Youth and Language), 2025
Writing is an important skill, often neglected at the beginning of formal L2 learning due to the perception that it might be difficult or interfere with acquiring L1 literacy skills. However, there are benefits to teaching writing early on, such as raising awareness of the English spelling system, which is particularly important given its…
Descriptors: Grade 1, Grade 2, Elementary School Students, English (Second Language)
Maddamsetti, Jihea – Pedagogies: An International Journal, 2023
This year-long multiple case study examines how three elementary-level ESL teachers understood their advocacy for emerging bilinguals, what tensions arose during their advocacy, and how they dealt with those tensions. Interviews, teaching artefacts, and observations were analyzed using a theoretical model informed by third space theory and…
Descriptors: English (Second Language), Language Teachers, Elementary School Teachers, Advocacy
Llorenç Comajoan-Colomé; Cristina Illamola; Montserrat Sendra; F. Xavier Vila i Moreno – International Journal of Multilingualism, 2025
This study investigates the longitudinal development of language attitudes towards Catalan and Spanish over a five-year period in the transition from primary to secondary education of a sample of students (N = 1,143) in Catalonia and Aragon. Two research questions were investigated: (1) How do language attitudes develop over time? and (2) How do…
Descriptors: Language Attitudes, Spanish, Romance Languages, Longitudinal Studies
Ida Chavoshan; Talar Kaloustian; Brett David Wells – Foreign Language Annals, 2024
An important first step to globalizing and decentralizing foreign language education is to clarify current language teachers' perceptions of language varieties and how these perceptions influence their pedagogy. The present study looked at English and French language classrooms in K-12 and university settings in the United States to compare…
Descriptors: Teacher Attitudes, Language Variation, French, English (Second Language)
Christina Maligkoudi; Giorgos Mavrommatis – Diaspora, Indigenous, and Minority Education, 2025
Minority schools in Greek Thrace implement a model of bilingual education in primary and secondary education, where half of the lessons of the curriculum is taught in Greek and the other half, in Turkish. Although, at an institutional level, the bilingual character of the minority schools in Thrace is clearly defined regarding both legal…
Descriptors: Bilingual Education, Native Language, Second Language Learning, Greek
Fred Dervin; Kaisa Hahl – Current Issues in Language Planning, 2025
This paper addresses 'distractions' in the way English language education is discussed and practiced in one of the most debated systems of education in the world today: Finnish primary education. Distractions are considered as 'makers of disturbance' in educational ideologies by the authors. Examining the 2014 National Core Curriculum and…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), National Curriculum
Silva Bratož; Tina Štemberger; Anja Pirih – International Journal of Multilingualism, 2024
The main aim of the article is to identify Slovenian children's attitudes towards foreign languages (FL), their motivation for learning languages, the influence of different significant others (teachers, parents, peers) on their language attitudes, and the ways they perceive languages which they are exposed to. The focus is on FLs in general…
Descriptors: Slavic Languages, Elementary School Students, Multilingualism, Second Language Learning
Marianthi Oikonomakou; Dimitrios Kokkinos; Anthippi Potolia – Issues in Educational Research, 2024
This research focuses on the impact of language autobiographies in promoting multilingualism practices and fostering the cultivation of respect towards linguistic and cultural diversity at educational contexts. It aims at investigating how language autobiographies, as a reflective practice, promote the development of students' critical linguistic…
Descriptors: Second Language Learning, Autobiographies, Multilingualism, Preservice Teacher Education
Teacher Perception of Language Differences: Challenging the Normative Futurity and Native Speakerism
Lee, Sun Young; Kim, Jieun – Language, Culture and Curriculum, 2023
While teachers value cultural and linguistic diversity, they see the benefits of speaking different languages "in the future tense," feeling it hard to specify how language differences positively impact students' learning in the present. This study explores teachers' temporal perceptions of language differences, specifically focusing on…
Descriptors: Teacher Attitudes, Native Language, Immigrants, Classroom Communication
Koen Van Gorp; Steven Verheyen – Modern Language Journal, 2024
For many children in Flanders, Belgium, the language of instruction is not their first language. Allowing children to use their heritage languages in the classroom has been argued to have functional and socioemotional benefits. In two exploratory studies, we introduced a multilingual task in four classrooms across three linguistically and socially…
Descriptors: Foreign Countries, Elementary School Students, Multilingualism, Emotional Response
Mikel Gartziarena; Jon Altuna – Journal of Language, Identity, and Education, 2025
This quantitative research focuses on exploring and describing the beliefs of 418 in-service teachers on language teaching approaches and multilingualism in the South of the Basque Country. The findings report key factors and features of multilingual education in the region where Basque (minority language), Spanish (majority language), English…
Descriptors: Teacher Attitudes, Multilingualism, Teaching Methods, Second Language Learning
Marie Rickert – International Journal of Multilingualism, 2023
This study examines how language ideologies are negotiated and navigated in a linguistically diverse kindergarten group in Germany, focusing on the multilingual language practices of teachers and children. Drawing on data generated during 3months of focused linguistic ethnographic fieldwork, I analyse situations in which children and teachers…
Descriptors: Polish, German, Kindergarten, Foreign Countries
Xiaoyan, Hu; Jing, Zhou; Jin, Lixian; Huiping, Liu; Zhang, Li – Cogent Education, 2022
This study focuses on the experiences and feelings of pre-school children in two different regions about English learning to identify attitudinal differences in these attitudes between remote and urban areas. The research adopted the elicited metaphor analysis (EMA) to investigate the interest and preferences for English learning of 160 Chinese…
Descriptors: Foreign Countries, Preschool Children, Language Attitudes, Rural Urban Differences
An Ex-Post Facto Study on the Affective Domain of the 5th Grade English Language Teaching Curriculum
Güngör, Murat; Geçikli, Merve – Journal of Theoretical Educational Science, 2021
The primary purpose of this study was to analyze the affective domain of the fifth-grade intensive English curriculum. The study sample was 366 fifth-grade students from seven schools selected through convenience sampling from 1803 students in 47 secondary schools in Igdir. We used "The Scale of Affective Objectives of Teaching English to…
Descriptors: Foreign Countries, Curriculum Evaluation, Second Language Instruction, Second Language Learning
Melissa van der Elst-Koeiman; Eliane Segers; Ronald Severing; Ludo Verhoeven – Journal of Multilingual Education Research, 2025
This study examined how Papiamento and Dutch attitude and home literacy environment of 168 children in fourth grade of the post-colonial Dutch Caribbean, predicted L1 and L2 reading literacy in sixth grade. Overall, children had higher scores for reading literacy in L1 Papiamento as compared with L2 Dutch. They showed more positive attitudes…
Descriptors: Sociocultural Patterns, Indo European Languages, Literacy, Native Language