Chapters in this book

1. Frontmatter i
2. Contents vii
3. Acknowledgement ix
4. Abbreviations xi
5. Introduction 1
6. 1 The Child’s Biosystem: How Children Learn to Communicate in Their First and Foreign Languages
7. 1.1 Learning to Communicate in the First Language 9
8. 1.2 Children’s Ways of Learning 13
9. 1.3 How First Language Development Impacts Early Foreign Language Learning 15
10. Summary 30
11. 2 Microsystem: The Educational Institution
12. 2.1 Children’s Attitude to and Motivation for FL Learning 31
13. 2.2 Defining Quality in Very Early FL Instruction 34
14. 2.3 Organisation of Instruction, Institution Type and Curriculum 35
15. 2.4 Methodology 38
16. 2.5 The Teacher 48
17. 2.6 The Role of Peers in FL Instruction 57
18. 2.7 Teacher Agency 58
19. Summary 59
20. 3 Mesosystem: Family Environment
21. 3.1 Parental Involvement in Child FL Education 60
22. 3.2 Factors Affecting Parental Involvement 73
23. 3.3 Parental Agency 77
24. Summary 78
25. 4 Exosystem: The Affordances of the Linguistic Landscape
26. 4.1 Globalisation, Englishisation and Neoliberalism as Drivers of Early FL Education 79
27. 4.2 Affordances of Linguistic Landscapes 84
28. 4.3 Affordances of Screen Media 88
29. 4.4 Agency and the Linguistic Landscape 94
30. Summary 94
31. 5 Macrosystem: Early Language Learning Policy and Planning
32. 5.1 An Early Start in a FL in European Language-in-Education Policy 96
33. 5.2 Early Language Learning Policies Outside Europe 104
34. 5.3 Early Language Learning Policy Implementation 111
35. 5.4 Access Policy and Equity 115
36. 5.5 Evaluation Policies 118
37. 5.6 Agency and Policy 121
38. Summary 123
39. 6 The Chronosystem
40. 6.1 A Very Early Start in an FL as Utilising ‘a Window of Opportunity’ 124
41. 6.2 FL Learning Continuity From Pre-Primary to Primary School 131
42. 6.3 Agency and Time 132
43. Summary 133
44. Concluding Remarks 134
45. References 142
46. Subject Index 165
47. Author Index 168