Chapters in this book

1. Prelim pages i
2. Table of contents v
3. Notes on the contributors vii
4. Introduction
5. Chapter 1 Early language education in instructed contexts 2
6. Part I Assessment and teaching practices
7. Chapter 2 Child-centered assessment research and practice 20
8. Chapter 3 Primary school learners benefit from captioned video viewing 43
9. Chapter 4 On teachers’ use of the L1 in primary English classrooms in Germany 64
10. Part II Emerging L2 literacy in instructed contexts
11. Chapter 5 Paving the way for from the start — raising phonographic awareness in the primary English language classroom 94
12. Chapter 6 L2 spelling predictors of young German learners of English 118
13. Chapter 7 Faktör — factoure — facteure? 140
14. Chapter 8 Young learners’ verbal reports of their writing strategies when composing an explanatory text in CLIL science 160
15. Part III Teaching and learning materials
16. Chapter 9 Speech acts in English language textbooks for young language learners in Croatia 186
17. Chapter 10 Intercultural and citizenship objectives through picturebooks in early language learning 208
18. Chapter 11 An English listening comprehension learning game and its effect on phonological awareness 233
19. Part IV Teacher, parent and learner views of early language education
20. Chapter 12 Student teachers’ and mentors’ perceptions of effective teaching techniques in the primary L2 English classroom 260
21. Chapter 13 Starting early or late? 286
22. Chapter 14 The transition from primary school bilingual programmes to regular foreign language lessons in secondary school 306
23. Index 329