This book is the first volume devoted to mindset theory and practice in language education, offering interdisciplinary investigations into the motivation, competencies, emotions and wellbeing of language learners and teachers. Presenting studies from a vast array of language learning environments, the chapters explore topics such as students'…

Because most real-life foreign language speech is naturally unpredictable, spontaneous speech should be practiced in the foreign language classroom. Student teachers of English as a foreign language (EFL) may benefit from practising methodology for spontaneous speech practice. This article reports the findings for a study into EFL student…

The present study investigated whether parent--child interactions during shared reading in a diverse sample of 91 three- to five-year-old dual language learners (DLLs) in Norway supported the development of the children's first (L1) and second language (L2) vocabulary skills. The dyads spoke 11 different L1s (i.e., Arabic, Polish, Somali, and…

While it is established that parental "wh"-questions, as a high-quality language input, are associated with child language outcome, less is known about the role of children's "wh"-questions in their language development. This study examines whether children's "wh"-questions during a dinnertime conversation are…

Despite huge investments in interventions designed to support oral language skills in early childhood and beyond, many of the interventions fail to identify impacts on children's language learning. Programmes may have limited impact because they do not sufficiently succeed in supporting teachers' instructional talk, and thus, more efficiently…

From a socio-cultural perspective, language offers a means for children to communicate with and learn from others through interaction: language is the medium through which young children are provided cognitive, social, and emotional support in interactions with caregivers, siblings, and peers; and children characterized as dual language learners…

This cluster-randomized controlled study examined dual language learners (DLLs) in Norway who received a book-based language intervention program. About 464 DLLs aged 3-5 years in 123 early childhood classrooms participated in the study. The children were acquiring Norwegian as their second language in preschool and spoke a variety of first…

This edited book documents practices of learning-oriented language assessment through practitioner research and research syntheses. Learning-oriented language assessment refers to language assessment strategies that capitalise on learner differences and their relationships with the learning environments. In other words, learners are placed at the…

Second-language learners display poorer general language skills in the language used at school than their monolingual peers, which is a concern because general language skills (vocabulary, grammar, language expression, and comprehension) provide the foundation for later academic success. In a randomized controlled trial, we examined the efficacy…

This study examined the vocabulary development of Norwegian second language (L2) learners with Urdu/Punjabi as their first language (L1) at two time-points from kindergarten to primary school, and compared it to the vocabulary development of monolingual Norwegian children. Using path models, the associations between number of picture books in the…

Little research has explored how preschools can support children's second-language (L2) vocabulary development. This study keenly followed the progress of twenty-six Turkish immigrant children growing up in Norway from preschool (age five) to fifth grade (age ten). Four different measures of preschool talk exposure (amount and diversity of…

"The EUROCALL Review" is EUROCALL's open access online scientific journal. Regular sections include: (1) Reports on EUROCALL Special Interest Groups: up-to-date information on SIG activities; (2) Projects: reports on on-going CALL or CALL-related R&D projects; (3) Recommended websites: reports and reviews of examples of good practice…

The classroom is an important context of second language learning for language minority children. Teachers are responsible for creating good learning opportunities by securing language use well adjusted to the children's level of comprehension. Thus, teachers should have realistic expectations of this. The purpose of the research is to increase…

This paper presents language learners as social networkers and describes and discusses the types of users that can be identified by analysing the content created by them using a situated mobile language learning app, LingoBee, based on the idea of crowd sourcing. Borrowing ideas from other studies conducted on social network users, we can identify…

Within the context of multicultural education process, bilingual students face the risk of failure due to the problems they experience while using their mother language. One of the groups that have similar problems is Turkish students in Norway; these students also have many problems in learning and using their mother language, Turkish. Some of…