How early can we efficiently start teaching a foreign language?

Dolean, Dacian Dorin

doi:10.1080/1350293x.2015.1104047

“…Otra propuesta similar son los programas de inmersión que tienen su origen en Canadá, donde los alumnos cuya L1 era inglés, recibían gran parte de la formación en francés (L2) (Murphy, & Evangelou, 2016). El éxito de estos programas de inmersión corrobora que es posible alcanzar un alto dominio de una LE si se empieza a una edad temprana, siempre y cuando se promuevan situaciones de aprendizaje que simulen los procesos naturales de adquisición de lenguas, ya que como sugiere Dolean (2015), los programas de inmersión en la etapa de Infantil pueden ayudar a los niños a adquirir destrezas en la LE, no siendo necesario aprender la LE de forma explícita. En este sentido, investigaciones recientes demuestran cómo la puesta en marcha de programas bilingües en Infantil no suponen ningún perjuicio para la L1 de los aprendices, sino todo lo contrario (Elvin, Maagero, & Simonsen, 2007;Kersten, 2015).…”

Section: Definiendo El Aprendizaje Temprano De Lenguas Extranjerasunclassified

“…En este sentido, investigaciones recientes demuestran cómo la puesta en marcha de programas bilingües en Infantil no suponen ningún perjuicio para la L1 de los aprendices, sino todo lo contrario (Elvin, Maagero, & Simonsen, 2007;Kersten, 2015). Por tanto, de acuerdo a Dolean (2015), ya que una L2 puede distinguirse desde la etapa prenatal, nunca es muy pronto para que un niño pueda ser expuesto a una LE.…”

Section: Definiendo El Aprendizaje Temprano De Lenguas Extranjerasunclassified

Aprendiendo inglés en Educación Infantil. Un relato de prácticas innovadoras

Pérez¹,

Andúgar-Soto²

2020

ReSed

5

0

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El presente artículo aborda el auge del aprendizaje de lenguas extranjeras en edades tempranas (ATLE), en concreto, en la etapa de Educación Infantil. Para ello analizaremos en primer lugar el concepto de aprendizaje temprano de las lenguas extranjeras (LE) como una innovación docente que emerge exponencialmente en el contexto educativo. A continuación, llevamos a cabo una investigación con una metodología de corte cualitativo basada en la técnica del análisis documental para seleccionar buenas prácticas que ilustren proyectos innovadores en este campo.

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“…Volume 5, Issue 1, April 2017, p. 90-100 young children learn a FL implicitly (DeKeysser, 2003;Dolean, 2015), few studies address the efficiency of formal (explicit) teaching of a foreign language during the early elementary school years. Among the first and most important steps to be taken towards formal teaching of a FL is teaching its vocabulary (Folse, 2004;Nation, 2001).…”

Section: International Journal Of Languages' Education and Teachingmentioning

confidence: 99%

Teaching New Vocabulary to Iranian Young FL Learners: Using Two Methods Total Physical Response and Keyword Method

Khorasgani¹

2017

ijlet

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Early language learning for children is increasingly common, and the majority of parents and the public do not see it as superfluous or overburdening children. Moreover, teaching a foreign language to very young children has been an increasingly dominant trend in most globalized societies. While there is abundant literature that supports teaching a foreign language at an early age through language immersion programs, little is known about the efficiency of strategies used to explicitly teach new vocabulary words in a foreign language to young learners. This empirical investigation aimed to assess and compare the efficiency of two mnemonics that have been traditionally used to explicitly teach new foreign language words: the Keyword Method (KWM) and the Total Physical Response (TPR). Results indicate that the KWM is more effective than TPR in teaching new vocabulary words in a foreign language to early elementary school children.

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“…Despite an abundance of literature supporting the effectiveness of language immersion programs (Gebauer, Zaunbauer, & Moller, 2013;Geneese & Jared, 2008;Hermanto, Moreno, & Bialystok, 2012) as a strategy to help young children learn a FL implicitly (DeKeyser, 2003;Dolean, 2015), few studies address the efficiency of formal (explicit) teaching of a foreign language during the early elementary school years. Among the first and most important steps to be taken towards formal teaching of a FL is teaching its vocabulary (Folse, 2004;Nation, 2001).…”

Section: Introductionmentioning

confidence: 99%

Teaching New Vocabulary to Iranian Young Fl Learners: Using Total Physical Response and Keyword Methods

Khorasgani

¹

,

Khanehgir²

2017

IJE

0

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Early language learning for children is increasingly common, and the majority of parents and the public do not see it as superfluous or overburdening children. Moreover, teaching a foreign language to very young children has been an increasingly dominant trend in most globalized societies. While there is abundant literature that supports teaching a foreign language at an early age through language immersion programs, little is known about the efficiency of strategies used to explicitly teach new vocabulary words in a foreign language to young learners. This empirical investigation aimed to assess and compare the efficiency of two mnemonics that have been traditionally used to explicitly teach new foreign language words: the Keyword Method (KWM) and the Total Physical Response (TPR). Results indicate that the KWM is more effective than TPR in teaching new vocabulary words in a foreign language to early elementary school children.

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How early can we efficiently start teaching a foreign language?

Cited by 17 publications

References 45 publications

Aprendiendo inglés en Educación Infantil. Un relato de prácticas innovadoras

Aprendiendo inglés en Educación Infantil. Un relato de prácticas innovadoras

Teaching New Vocabulary to Iranian Young FL Learners: Using Two Methods Total Physical Response and Keyword Method

Teaching New Vocabulary to Iranian Young Fl Learners: Using Total Physical Response and Keyword Methods

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