Handbook of Early Language Education (Springer International Handbooks of Education)

This is the first international and interdisciplinary handbook to offer a comprehensive and an in-depth overview of findings from contemporary research, theory, and practice in early childhood language education in various parts of the world and with different populations. The contributions by leading scholars and practitioners are structured to give a survey of the topic, highlight its importance, and provide a critical stance. The book covers preschool ages, and looks at children belonging to diverse ethno-linguistic groups and experiencing different histories and pathways of their socio-linguistic and socio-cultural development and early education. The languages under the scope of this handbook are identified by the contributors as immigrant languages, indigenous, endangered, heritage, regional, minority, majority, and marginalized, as well as foreign and second languages, all of which are discussed in relation to early language education as the key concept of the handbook. In thisvolume, “early language education” will refer to any kind of setting, both formal and informal (e.g. nursery, kindergarten, early childhood education centers, complementary early schooling etc.) in which language learning within a context of children's sociolinguistic diversity takes place before elementary school. Preface Acknowledgments Contents About the Editor Contributors 1 Early Language Education as a Distinctive Research Area Introduction Recent Developments in Early Language Education Research The Current Handbook Handbook Structure and Content Part I: General Foundations in Early Language Education Part II: Diversity of Contexts in Early Language Education Part III: Caregivers in Interaction in Early Language Pedagogy Agents in Interaction in Early Language Education Pedagogical Aspects in Early Language Education Part IV: Early Language Education in Different Countries Conclusions References Part I: General Foundations in Early Language Education 2 Cognition and Young Learners ́ Language Development Introduction Main Theoretical Concepts Major Contributions Executive Functions Theory of Mind Metalinguistic Awareness New Projects Neuroscience Research on Children ́s Cognitive and Language Development Children ́s Cognitive and Language Development in a Changing Digital Environment Critical Issues and Topics Issues Related to Measurement The Role of Environmental Factors Future Research Directions Gaining a Better Understanding of Interrelational and Developmental Mechanisms Focusing on the Role of Instruction and Social Interaction Paying Greater Attention to Variability Across and Within Individuals Conclusions Cross-References References 3 Vocabulary Development in Early Language Education Introduction Main Theoretical Concepts Psycholinguistic Base of Bilingual Education Psycholinguistic Base of Vocabulary Education in Bilingual Programs Major Contributions Early Bilingual Programs and Children ́s Breadth of Vocabulary Knowledge Early Bilingual Programs and Children ́s Depth of Vocabulary Knowledge Instructional Principles and Strategies in Early Bilingual Programs New Projects Critical Issues and Topics Future Research Directions Conclusions Cross-References References 4 Grammatical Development Within a Context of Early Bilingual Education and Language Support Programs Introduction Main Theoretical Concepts Language Development in Monolinguals and Bilinguals Grammatical Development in Bilingual Preschoolers Bilingual Grammatical Development: Myths, Current Research, and Controversies Factors Affecting Grammatical Development in L2 Do Bilingual Children Close the Gap in L2 Grammar? Summary Major Contributions Language Support Programs Language Support Programs: Strong and Weak Types Europe: Language Support Programs and Their Impact on Early Bilingual Grammatical Development The USA and Canada: Language Support Programs and Their Impact on Grammatical Development in L2 The Canadian Context The USA Context Summary of the Impact of Language Support Programs Around the World Critical Issues and Topics Future Research Directions Conclusions Cross-References References Bilingual Offers und Programs: English-German: Russian-German: Europa Kitas: 5 Emergent Literacy Development in Early Language Education Introduction Main Theoretical Concepts Emergent Literacy and Biliteracy Metalinguistic Awareness Major Contributions Socio-Linguistic Contexts and Educational Settings of Emergent Biliteracy Cross-Sectional and Longitudinal Perspectives The Level of the Acquisition of Emergent Literacy Skills in Both Languages (Cross-Sectional Perspective) The Process of the Acquisition of Emergent Literacy in Both Languages (Longitudinal Perspective) Literacy Policies and Practices Metalinguistic Awareness and Transfer of Literacy Skills The Effect of ``Fine-Grain ́ ́ Skills on Emergent Biliteracy: Phonological and Morphological Awareness The Effect of ``Coarse-Grain ́ ́ Skills on Emergent Biliteracy: Vocabulary, Grammar, and Syntax The Limitations of the Cross-Linguistic Effect of the Literacy Skills Individual and Environmental Factors Affecting Emergent Biliteracy New Projects Translanguaging in Preschool Settings Emergent Biliteracy and Technology Critical Issues and Topics Future Research Directions Conclusion Cross-References References 6 Early Language Education and Language Socialization Introduction Main Theoretical Concepts Language Socialization in Early Childhood Socialization into Second Language Use Dynamic and Bidirectional Character of Language Socialization into L2 Use Peer Language Socialization and L2 Learning Methodological Considerations Major Contributions New Projects Language Ecologies in Early Childhood Education: A Role of Context Language Ideologies and Local Language Practices in Early Education Children ́s Peer Interactions and Structuring of Linguistic Hierarchies Critical Issues and Topics Future Research Directions Conclusions Cross-References References 7 Language Education Policies and Early Childhood Education Introduction The Northern European Context The UK Context Main Theoretical Concepts Major Contributions Analyses of ECE Language Policy Documents Northern Europe The UK ECE Language Policy Agents and Power: An Ecological Perspective Northern Europe The UK Critical Issues and Topics New Projects Future Research Directions Conclusions Cross-References References 8 Ethical Issues in Research with Young Children in Early Second Language Education Introduction Early Language Learning Research Chapter Overview Main Theoretical Concepts Sociocultural Theory Ethical Praxis Situated Ethics Ethical Symmetry Major Contributions Children ́s Roles in Research Roles of Adults in Research Relationships Ethical Guidelines and Regulations Consent, Assent, and Dissent Ongoing Consent Confidentiality and Anonymity Access to Research Participation New Projects Critical Reflexivity Cultural Expectations About Consent Cultural Values and Norms Critical Issues and Topics Ownership of Ideas, Practices, and Academic Discussion Languages in Fieldwork Language of Publication Translation Power Relations Positionality: Insider Versus Outsider Status Child Language Learning Time and Familiarization Methodologies Data Analysis and Report Writing Further Research Directions Ethical Issues and Approaches Key Points for Consideration Conclusions References 9 A Critical Overview of Research Methods Used in Studies on Early Foreign Language Education in Preschools Introduction Main Theoretical Concepts Major Contributions Experimental Studies Quasi-Experimental Studies Combined Research Design: Large-Scale Studies Using Surveys and Other Instruments Combined Research Design: Small-Scale Studies Using Tests and Other Instruments Combined Research Design: Action Research Case Studies Using Observation of Teachers ́ Collaboration Case Studies Using Interviews to Explore Teacher Cognition and Practice A Case Study Using Interviews with Children Case Studies in Homeschooling Environments Ethnographies Critical Issues and Topics Lack of Unified Theory of Early FL Learning Realistic Age-Appropriate Outcomes and Continuity Ethical Challenges Future Research Directions Conclusions Cross-References References Part II: Diversity of Contexts in Early Language Education 10 Early Years Education and the Reversal of Language Shift Introduction Main Theoretical Concepts An Ecological Approach to Language Diversity: Endangerment and Vitality Collective Language Rights in Hegemonic Historical Contexts The Role of Early Years Education in Language Revitalization Major Contributions The Role of Kindergartens in the Revitalization of Hebrew Language Nests and the Revitalization of Indigenous Languages Early Years Education and the Revitalization of Minoritized Languages in Europe New Projects Critical Issues and Topics The Uneven Impact of Regional Language and Educational Policies Overcoming the Lingering Effects of Historical Hegemony Increasing Linguistic Diversity Future Research Directions Conclusion Cross-References References 11 Indigenous Languages in Early Childhood Education in Chile Introduction Early Language Education: A Brief Historical Overview Language Education in Early Childhood Centers Indigenous Language Revitalization in Chile The Political Context The Sociolinguistic Situation Early Childhood and Intercultural Bilingual Education Summary Main Theoretical Concepts Major Contributions Supra- and MacroLevels: Progress at National and Institutional Levels Inter-Agency Collaboration Teacher Education Programs Consideration of Communities Family Involvement Curriculum and Pedagogical Resources Micro- and InfraLevel: Projects from Mapuche Organizations and Communities Kimeltuwe Initiative Pocoyo in Mapudungun Initiative Walüng Chillkatuwe Mapudungun Summary New Projects Critical Issues and Topics Bilingualism Is Not a Goal Over-Demand of the Role of Indigenous Language and Culture Educators Scant Consideration of Communities and Context Future Research Directions Conclusions Cross-References References 12 Heritage Language Early Years ́ Immersion: Irish-Medium Preschools in Ireland Introduction Historical Sociolinguistic Context of Irish Sociolinguistic Context of the Establishment of Irish-Medium Preschools Main Theoretical Concepts Heritage Languages Heritage Language (HL) Immersion in the Early Years High-Quality Early Years ́ Education Family Language Policy Language-Conducive Pedagogical Strategies Grouping Heritage Speakers (HSs) and Heritage Language Learners (HLLs) in Early Years ́ Immersion Teacher Agency and Beliefs Parent Agency and Beliefs Major Contributions Research on Outcomes of Irish Language Policy Current Role and Functioning of Irish-Medium Preschools (Naíonraí) Evaluation of Outcomes from Irish-Medium Preschooling Parents and Early Immersion: The Impact on Home Language Use Pedagogical Strategies in Early Years ́ Immersion and Teacher Beliefs New Projects Critical Issues and Topics Quality Provision for Early Years ́ Heritage Language Immersion: Addressing Different Needs Intergenerational Transmission Future Research Directions Conclusions Cross References References 13 Early Immersion in Minority Language Contexts: Canada and Finland Introduction Early Immersion in Canada Early Immersion in Finland Main Theoretical Concepts Major Contributions Diversity in the Early Immersion Learner Population Supporting Early Immersion Learners with Learning Exceptionalities Early Immersion Teacher Training New Projects Finland Canada Critical Issues and Topics Future Research Directions Conclusions Cross-References References 14 Russian as a Home Language in Early Childhood Education Introduction Sources of Russian as a Diasporic Language The Case of the Former Soviet Republics Variety of Existing Approaches to Early Language Teaching Main Theoretical Concepts Maintenance, Transition, or Learning? The Family Language Policy Models of Russian Language Education Major Contributions Variety of Approaches Three Models of Early Russian Education in Estonia A Window on Latvia France: Balanced Bilingualism Germany: Expanding the Offer Plurilingualism in Turkey Several Types of Russian Preschools in the United States Structured Communication in Finland New Projects Critical Issues and Topics Future Research Directions Conclusion Cross-References References 15 Dual Language Education Models and Research in Early Childhood Education in the USA Introduction National Language Policies and Dual Language Education Main Theoretical Concepts Major Contributions Educational Outcomes of Children in DL Programs Program Type: Amount of Exposure to English/Target Language New Projects Critical Issues and Topics Model Design Instructional Practices Family Involvement Future Research Directions Conclusions Cross-References References 16 Vocabulary and Grammar Development in Young Learners of English as an Additional Language Introduction Main Theoretical Concepts Major Contributions EAL Learners ́ Vocabulary EAL Learners ́ Grammar Discussion of the Evidence New Projects Online Measures Implicit Measures Critical Issues and Topics Future Research Directions Conclusion Cross-References References 17 English as a Foreign Language in Early Language Education Introduction English Language Teaching at Preprimary Level Rationale for Growing Tendency in Teaching English in Early Years Models of EFL Education at Preprimary Level Early Foreign Language Education Policy Main Theoretical Concepts Very Young Learners and Foreign Language Teaching Play and Language Learning Children ́s Literature and Language Learning Technology, Media, and Motivation Major Contributions Early English as a Foreign Language Teaching Programs Current Trends in Early Foreign Language Learning New Projects Innovative Methodological Approaches The Makerspace Method The Story-Based Method Critical Issues and Topics Contextual Factors Quality Teacher Education Evaluation and Assessment Future Research Directions Conclusions Cross-References References 18 Content and Language Integrated Learning in European Preschools Introduction The Origins of CLIL CLIL and Early Language Learning Defining CLIL at Preschool Level and Its Distinctive Features Differentiating CLIL from Other Language Programs at Preschool The Portrait of the CLIL Preschool Teacher Main Theoretical Concepts The Integration of Content and Language Learning Communication Integrating Cognitive Challenges Facilitating Interaction Cognition and the Role of the L1 Culture Major Contributions Country Snapshots New Projects Greece Lithuania Italy Spain Finland Critical Issues and Topics Future Research Directions Conclusions Cross-References References Part III: Caregivers in Interaction in Early Language Pedagogy 19 Caregivers ́ Linguistic Interaction in Early Language Learning and Education Introduction Main Theoretical Concepts Major Contributions Theories of Language Acquisition The Nativist Perspective Challenges to the Nativist Perspective A Usage-Based Theory of Language Development Input and Output Language Development in Simultaneous Bilingual Children What is the Role of the Input in Simultaneous Bilingual Upbringing? Consecutive Bilingualism - What Are the Issues Here? Recent Research and Projects Changing Perspectives So What Does a Plurilingual Pedagogy Look Like? Ecology Parents Language-Conducive Contexts Critical Issues and Topics Future Research Directions Conclusions Cross-References References 20 The Interaction Between Family Language Policy and Educators in Early Language Education Introduction Main Theoretical Concepts Reversing Language Shift Family Language Policy and Its Components Language Planning and Intergenerational Language Transmission Happylingual Family Approach Translanguaging and FLP Community Language Ideology Parent-Teacher Partnerships for Bilingualism Major Contributions FLP and Mainstream Early Childhood Institutions FLP and Dual-Language Early Education FLP and Complementary Classes New Projects Critical Issues and Topics Future Research Directions Conclusions Cross-References References 21 Educational Partnerships of Teachers, Parents, and Children in Multilingual Preschool Contexts Introduction Main Theoretical Concepts Educational Partnerships of Schools and Families Critical Multicultural Education and Culturally Responsive Pedagogy Bilingualism, Multilingualism, and Social Justice Major Contributions New Research Projects Critical Issues and Topics Future Research Directions Conclusion Cross-References References 22 Preparing Teachers for Early Language Education Introduction Increasing Focus on Teacher Knowledge and Professional Development Variations in ECEC Professional Qualifications and Standards Different Organizational Structures for ECEC and Teacher Education Main Theoretical Concepts The Scope of Teacher Education Domains, Forms, and Aspects of Teacher Knowledge About Language Domains of Teacher Knowledge Knowledge, Beliefs, and Assumptions About Language Declarative Knowledge, Procedural Knowledge, and Practical Wisdom Major Contributions Theoretical Underpinnings for Language Teaching and ECEC Teacher Education Sociocultural and Critical Approaches and Declarative Knowledge Psychological-Pedagogical Knowledge Base Versus Linguistic Knowledge Base Preservice ECEC Teachers and Teacher Education Preservice Teachers ́ Conceptualizations of Language and Emergent Literacy Innovative Course Designs In-Service ECEC Teacher ́s Knowledge, Beliefs, and Language Teaching Practices Language Choices in Multilingual Settings Monolingual Settings and Multilingual/L2 Development Teachers ́ Perspectives on Language Learning Activities Teachers ́ Role in Children ́s Emergent Literacy Professional Development of In-Service ECEC Teachers New Projects The Sociopolitical Context of ECEC Teacher Education Interventions in Professional Development Critical Issues and Topics The Scope of Language in ECEC Teacher Education The Level of Education and Status for the ECEC Teacher Education The Complexity of ECEC Teacher Education Teacher Training Versus Teaching Education The Knowledge Base in ECEC Language Teacher Education: Curriculum and Syllabus The Underlying Norms and Implicit Definitions of Language The Particularity and Complexity of Language Teaching in ECEC Contexts The ECEC Language Teacher Educators Future Research Directions Conclusions Cross-References References 23 From Preprimary to Primary Learning of English as a Foreign Language: Coherence and Continuity Issues Introduction Main Theoretical Concepts Major Contributions The Teaching Policy Domain The Curriculum and School Domain The Classroom Domain The Teacher Domain Parental Domain The Young Learners ́ Domain New Projects Critical Issues and Topics Future Research Directions Conclusions Cross-References References 24 Language-Conducive Strategies in Early Language Education Introduction Main Theoretical Concepts Overuse of Socially Dominant Language and Fixation of Receptive Bilingual Skills Language-Conducive Strategies Input-Interaction-Output Hypothesis Intentional Teacher as a Proactive Agent Major Contributions Didactic Strategies Elicitation Ritual Repetition Use of Body Movement and Total Physical Response Management Strategies Explicit Request to Use a Target Language Teacher-Mediated Sociodramatic Play Creating a Language Area Providing Time and Facilities for Intergroup Peer Interaction and Supporting Peer Language Learning Encouraging Parental Engagement New Projects Critical Issues and Topics Future Research Directions Conclusions Cross-References References 25 Multilingual Children with Special Needs in Early Education Introduction Main Theoretical Concepts Language Disorders Among Children with Developmental Disorders No Double Deficits for Multilingual Children with Special Needs Advantage of Maintaining the Heritage Language: Beyond Language Capacity Crosslinguistic Transfer Major Contributions: Assessment, Diagnosis, and Intervention Assessment of Multilingual Children Intervention of Multilingual Children New Projects Critical Issues and Topics The Effect of Therapy in the Societal Language on the Heritage Language Therapy in Both Languages Does Not Slow Progress in the Societal Language The Value of Treating the Heritage Language Directions for Future Research Conclusions Cross-References References Part IV: Early Language Education in Different Countries 26 Early Language Education in Australia Introduction Australia: A Multicultural Society Non-mainstream Language Education in the Australian Context: A Brief Historical Overview Setting the Stage National Language Policies and Initiatives Early Childhood Education in Australia Main Theoretical Concepts: Framing Early Language Education Initiatives Major Contributions: Formal and Non-formal Initiatives in Australia ́s Early Language Education Supra Macro Planning Macro Planning Micro Planning Playgroups Community Language (Pre)Schools Infra Micro Planning Recruiting Target Language Speakers Educational Sojourning Summary New Projects: Treading Carefully in the Right Direction Critical Issues: Assimilationism and the Mainstream Society ́s Monolingual Mindset Future Research Directions: A Systematic Mapping of Early Language Education Initiatives Conclusions Cross-References References 27 Perspectives on Heritage Language Programs in Early Childhood Education in Canada Introduction Main Theoretical Concepts Clarifying Terms and Theories in the Literature Theoretical Support for Promoting HL Maintenance Major Contributions National Frameworks for Early Learning Canadian Paediatric Society ́s Perspective Early Learning in Ontario The ELECT Framework Ontario ́s Pedagogy for the Early Years The Child Care and Early Years Act (CCEYA) Public HL/IL Programs in Ontario HL Programs in the Private Sector Quebec: A Unique Situation Meeting Early Childhood Needs in Quebec Allophones and Multilingual Education in Quebec HLE in Other Provinces Manitoba Saskatchewan Alberta and British Columbia The Society for the Advancement of International Languages Early Mandarin Bilingual Program Southern Alberta Heritage Language Association The Atlantic Provinces Linguistically Appropriate Practice Critical Issues and Topics Professional Development Maintaining the Commitment Future Research Directions Conclusion Cross-References References 28 Early Language Education in Israel Introduction Main Theoretical Concepts Major Contributions Research into the History of Jewish Kindergartens in Israel Bilingual Preschools in Modern Israel Hebrew-Arabic Bilingual Preschools: Two Ethnic Groups Learning Together and from Each Other Russian-Hebrew Preschools: Commitment to Family Heritage and Integration into the Dominant Society English-Hebrew Bilingual Preschools Extracurricular Activities Sustaining Early Bilingual Education Recent Leading Research Projects in the Field of Language Impairments in Bilingual Children Bridging the Gap Between Theoretical Sociolinguistic Research and Actual Educational Practices: Research Desiderata Family, Community, and Parents ́ Education Critical Issues and Topics Future Research Directions Conclusions Cross-References References 29 Early Language Education in Luxembourg Introduction The Language Situation in Luxembourg Languages in the Luxembourgish Education System The Luxembourgish System of Early Childhood Education and Care Recent Changes in Early Language Education Policy Main Theoretical Concepts Language Education Policy in Practice Translanguaging as Part of a More Inclusive and Socially Just Pedagogy The Role of Professional Development in Early Multilingual Education Major Contributions A Review of Research on Early Language Education Prior to the 2017 Legal Changes A Pilot Study on Multilingual Education in Non-formal Early Years Settings Prior to the 2017 Legal Changes Aims and Design of the Pilot Study Professional Learning Outcomes Mandatory Professional Development in Formal and Non-formal Early Education Aims and Design of the Professional Development in Formal Early Education Aims and Design of the Professional Development in Non-formal Early Education New Projects Developing Multilingual Practices Through the Project MuLiPEC Aims and Design of the Professional Development Professional Learning Outcomes Major Accomplishments of the Professional Development Initiatives Critical Issues and Topics Reflexivity Sustainability Future Research Directions Conclusions Cross-References References 30 Early Language Education in Russia Introduction The Linguistic Situation in Russia Preschool Education Teaching Russian to Migrants Minority Education Teaching Foreign Languages Main Theoretical Concepts Major Contributions Multilingual Education in Siberia: Sakha (Yakutia) Tatarstan The Komi Republic Mordovia Udmurtia Chuvashia Projects in Progress The Case of the Enets Language on Taymyr The Language Nest in Karelia The Case of Nivkh on Sakhalin German as a Heritage Language Critical Issues and Topics Future Research Directions Conclusions Cross-References References 31 Early Language Education in Malta Introduction The Sociolinguistic Situation Early Childhood Education in Malta Bilingualism in Policy Documents Main Theoretical Concepts Major Contributions The Development of Curriculum and Pedagogy in the Early Years Research on Language Use in ECE Teacher Agency in Early Years Bilingual Education Bilingual Education Strategies in Early Language Education Multilingual Classrooms New Projects Promoting a Literacy-Rich Environment and Family Literacy Practices Research into the Nature of Bilingual Education in the Early Years The Creation of Story-Apps and Animated Features in Maltese Critical Issues and Topics A Shift in Pedagogy and Implications for Language Education Conceptualizing Bilingualism Multilingual Realities The Professional Development of Educators Agency in ECE Settings Future Research Directions Conclusion Cross-References References 32 Early Language Education in Singapore Introduction Main Theoretical Concepts Bilingual Education Framework Nurturing Early Learners Framework Major Contributions Linguistic and Orthographic Overlap Between Languages English Language and Literacy Development Sociolinguistic Factors and Mother Tongue Language Development Teacher Preparation Recent Projects Critical Issues and Topics Aligning the Bilingual Curriculum Ideology and Research Findings Challenges of Maintaining Mother Tongues Socioemotional Competencies and Language and Emergent/Early Literacy Practical Solution for Incorporating Learning through Play and Explicit Instruction Adequacy of Teacher Preparation Future Research Directions Conclusions Cross-References References 33 Early Language Education in the United Arab Emirates Introduction Structure of Early Childhood Education Demographic, Socioeconomic, and Linguistic Factors Private Nurseries State Kindergartens Main Theoretical Concepts Arabic Diglossia The Child-at-Home The Maid Phenomenon Major Contributions Curricular Choice Bilingual Development in the Early Years Multilingual Preschool Education New Projects and Research Translanguaging Public Literacy Events and Children ́s Literature Other Government Initiatives Language-Based Community Playgroups Critical Issues and Topics Home Language and Literacy Practices MSA Versus Home Dialect in Early Years Education Teacher Quality Limited Focus on the Early Years Other Critical Issues Future Research Directions The Impact of Arabic Diglossia Optimal Conditions for Emergent Biliteracy Education Technology in Early Language and Literacy Development Conclusions Cross-References References Correction to: Indigenous Languages in Early Childhood Education in Chile Correction to: Indigenous Languages in Early Childhood Education in Chile in M. Schwartz (ed.) Handbook of Early Language Educ... Index This is the first international and interdisciplinary handbook to offer a comprehensive and an in-depth overview of findings from contemporary research, theory, and practice in early childhood language education in various parts of the world and with different populations. The contributions by leading scholars and practitioners are structured to give a survey of the topic, highlight its importance, and provide a critical stance. The book covers preschool ages, and looks at children belonging to diverse ethno-linguistic groups and experiencing different histories and pathways of their socio-linguistic and socio-cultural development and early education. The languages under the scope of this handbook are identified by the contributors as immigrant languages, indigenous, endangered, heritage, regional, minority, majority, and marginalized, as well as foreign and second languages, all of which are discussed in relation to early language education as the key concept of the handbook. In this volume,"early language education" will refer to any kind of setting, both formal and informal (e.g. nursery, kindergarten, early childhood education centers, complementary early schooling etc.) in which language learning within a context of children's sociolinguistic diversity takes place before elementary school