Teaching languages to young learners:
Recent years have seen rapid growth in the numbers of children being taught foreign languages at younger ages. While course books aimed at young learners are appearing on the market, there is scant theoretical reference in the teacher education literature. Teaching Languages to Young Learners is one...
Gespeichert in:
| 1. Verfasser: | |
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Cambridge
Cambridge University Press
2001
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| Schriftenreihe: | Cambridge language teaching library
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| Schlagworte: | |
| Online-Zugang: | BSB01 URL des Erstveröffentlichers |
| Zusammenfassung: | Recent years have seen rapid growth in the numbers of children being taught foreign languages at younger ages. While course books aimed at young learners are appearing on the market, there is scant theoretical reference in the teacher education literature. Teaching Languages to Young Learners is one of the few to develop readers' understanding of what happens in classrooms where children are being taught a foreign language. It will offer teachers and trainers a coherent theoretical framework to structure thinking about children's language learning. It gives practical advice on how to analyse and evaluate classroom activities, language use and language development. Examples from classrooms in Europe and Asia will help bring alive the realities of working with young learners of English |
| Beschreibung: | Title from publisher's bibliographic system (viewed on 24 Feb 2016) |
| Beschreibung: | 1 online resource (xvi, 258 pages) |
| ISBN: | 9780511733109 |
| DOI: | 10.1017/CBO9780511733109 |
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| 505 | 8 | 0 | |t Children learning a foreign language |t Taking a learning-centred perspective |t Piaget |t Vygotsky |t Bruner |t From learning to language learning |t Advantages to starting young with foreign languages |t The foreign language: describing the indivisible |t Summary of key learning principles |t Learning language through tasks and activities |t The task as an environment for learning |t Task demands |t Task support |t Balancing demands and support |t The importance of language learning goals |t Defining 'task' for young learner classrooms |t Stages in a classroom task |t Hani's Weekend: Possible preparation and follow-up activities |t Task-as-plan and task-in-action |t Learning the spoken language |t Learning the spoken language: guiding principles |t Discourse and discourse events |t Meaning first |t Analysis of a task-in-action |t Discourse skills development in childhood |t Effective support for children's foreign language discourse skills |t Short activities for learning the spoken language |t Supporting the spoken language with written language |t Using dialogues |t Learning words |t Vocabulary development in children's language learning |t Organisation of words in a language |t Learning and teaching vocabulary |t Children's vocabulary learning strategies |t Learning grammar |t A place for grammar? |t Different meanings of 'grammar' |t Development of the internal grammar |t A learning-centred approach to teaching grammar: background |t Principles for learning-centred grammar teaching |
| 520 | |a Recent years have seen rapid growth in the numbers of children being taught foreign languages at younger ages. While course books aimed at young learners are appearing on the market, there is scant theoretical reference in the teacher education literature. Teaching Languages to Young Learners is one of the few to develop readers' understanding of what happens in classrooms where children are being taught a foreign language. It will offer teachers and trainers a coherent theoretical framework to structure thinking about children's language learning. It gives practical advice on how to analyse and evaluate classroom activities, language use and language development. Examples from classrooms in Europe and Asia will help bring alive the realities of working with young learners of English | ||
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Datensatz im Suchindex
| _version_ | 1804176885120237568 |
|---|---|
| any_adam_object | |
| author | Cameron, Lynne |
| author_facet | Cameron, Lynne |
| author_role | aut |
| author_sort | Cameron, Lynne |
| author_variant | l c lc |
| building | Verbundindex |
| bvnumber | BV043942401 |
| classification_rvk | ES 783 ES 786 DP 1060 ES 780 HD 162 |
| collection | ZDB-20-CBO |
| contents | Children learning a foreign language Taking a learning-centred perspective Piaget Vygotsky Bruner From learning to language learning Advantages to starting young with foreign languages The foreign language: describing the indivisible Summary of key learning principles Learning language through tasks and activities The task as an environment for learning Task demands Task support Balancing demands and support The importance of language learning goals Defining 'task' for young learner classrooms Stages in a classroom task Hani's Weekend: Possible preparation and follow-up activities Task-as-plan and task-in-action Learning the spoken language Learning the spoken language: guiding principles Discourse and discourse events Meaning first Analysis of a task-in-action Discourse skills development in childhood Effective support for children's foreign language discourse skills Short activities for learning the spoken language Supporting the spoken language with written language Using dialogues Learning words Vocabulary development in children's language learning Organisation of words in a language Learning and teaching vocabulary Children's vocabulary learning strategies Learning grammar A place for grammar? Different meanings of 'grammar' Development of the internal grammar A learning-centred approach to teaching grammar: background Principles for learning-centred grammar teaching |
| ctrlnum | (ZDB-20-CBO)CR9780511733109 (OCoLC)967602639 (DE-599)BVBBV043942401 |
| dewey-full | 372.65 |
| dewey-hundreds | 300 - Social sciences |
| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.65 |
| dewey-search | 372.65 |
| dewey-sort | 3372.65 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik Sprachwissenschaft Anglistik / Amerikanistik Literaturwissenschaft |
| doi_str_mv | 10.1017/CBO9780511733109 |
| format | Electronic eBook |
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| id | DE-604.BV043942401 |
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| indexdate | 2024-07-10T07:39:17Z |
| institution | BVB |
| isbn | 9780511733109 |
| language | English |
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| publishDate | 2001 |
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| series2 | Cambridge language teaching library |
| spelling | Cameron, Lynne Verfasser aut Teaching languages to young learners Lynne Cameron Cambridge Cambridge University Press 2001 1 online resource (xvi, 258 pages) txt rdacontent c rdamedia cr rdacarrier Cambridge language teaching library Title from publisher's bibliographic system (viewed on 24 Feb 2016) Children learning a foreign language Taking a learning-centred perspective Piaget Vygotsky Bruner From learning to language learning Advantages to starting young with foreign languages The foreign language: describing the indivisible Summary of key learning principles Learning language through tasks and activities The task as an environment for learning Task demands Task support Balancing demands and support The importance of language learning goals Defining 'task' for young learner classrooms Stages in a classroom task Hani's Weekend: Possible preparation and follow-up activities Task-as-plan and task-in-action Learning the spoken language Learning the spoken language: guiding principles Discourse and discourse events Meaning first Analysis of a task-in-action Discourse skills development in childhood Effective support for children's foreign language discourse skills Short activities for learning the spoken language Supporting the spoken language with written language Using dialogues Learning words Vocabulary development in children's language learning Organisation of words in a language Learning and teaching vocabulary Children's vocabulary learning strategies Learning grammar A place for grammar? Different meanings of 'grammar' Development of the internal grammar A learning-centred approach to teaching grammar: background Principles for learning-centred grammar teaching Recent years have seen rapid growth in the numbers of children being taught foreign languages at younger ages. While course books aimed at young learners are appearing on the market, there is scant theoretical reference in the teacher education literature. Teaching Languages to Young Learners is one of the few to develop readers' understanding of what happens in classrooms where children are being taught a foreign language. It will offer teachers and trainers a coherent theoretical framework to structure thinking about children's language learning. It gives practical advice on how to analyse and evaluate classroom activities, language use and language development. Examples from classrooms in Europe and Asia will help bring alive the realities of working with young learners of English Sprache Language and languages / Study and teaching (Elementary) Lernverhalten (DE-588)4167413-3 gnd rswk-swf Englischunterricht (DE-588)4014801-4 gnd rswk-swf Kind 5-12 Jahre (DE-588)4205480-1 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 s Kind 5-12 Jahre (DE-588)4205480-1 s Lernverhalten (DE-588)4167413-3 s 1\p DE-604 Englischunterricht (DE-588)4014801-4 s 2\p DE-604 Erscheint auch als Druckausgabe 978-0-521-77325-6 Erscheint auch als Druckausgabe 978-0-521-77434-5 https://doi.org/10.1017/CBO9780511733109 Verlag URL des Erstveröffentlichers Volltext 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Cameron, Lynne Teaching languages to young learners Children learning a foreign language Taking a learning-centred perspective Piaget Vygotsky Bruner From learning to language learning Advantages to starting young with foreign languages The foreign language: describing the indivisible Summary of key learning principles Learning language through tasks and activities The task as an environment for learning Task demands Task support Balancing demands and support The importance of language learning goals Defining 'task' for young learner classrooms Stages in a classroom task Hani's Weekend: Possible preparation and follow-up activities Task-as-plan and task-in-action Learning the spoken language Learning the spoken language: guiding principles Discourse and discourse events Meaning first Analysis of a task-in-action Discourse skills development in childhood Effective support for children's foreign language discourse skills Short activities for learning the spoken language Supporting the spoken language with written language Using dialogues Learning words Vocabulary development in children's language learning Organisation of words in a language Learning and teaching vocabulary Children's vocabulary learning strategies Learning grammar A place for grammar? Different meanings of 'grammar' Development of the internal grammar A learning-centred approach to teaching grammar: background Principles for learning-centred grammar teaching Sprache Language and languages / Study and teaching (Elementary) Lernverhalten (DE-588)4167413-3 gnd Englischunterricht (DE-588)4014801-4 gnd Kind 5-12 Jahre (DE-588)4205480-1 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| subject_GND | (DE-588)4167413-3 (DE-588)4014801-4 (DE-588)4205480-1 (DE-588)4018428-6 |
| title | Teaching languages to young learners |
| title_alt | Children learning a foreign language Taking a learning-centred perspective Piaget Vygotsky Bruner From learning to language learning Advantages to starting young with foreign languages The foreign language: describing the indivisible Summary of key learning principles Learning language through tasks and activities The task as an environment for learning Task demands Task support Balancing demands and support The importance of language learning goals Defining 'task' for young learner classrooms Stages in a classroom task Hani's Weekend: Possible preparation and follow-up activities Task-as-plan and task-in-action Learning the spoken language Learning the spoken language: guiding principles Discourse and discourse events Meaning first Analysis of a task-in-action Discourse skills development in childhood Effective support for children's foreign language discourse skills Short activities for learning the spoken language Supporting the spoken language with written language Using dialogues Learning words Vocabulary development in children's language learning Organisation of words in a language Learning and teaching vocabulary Children's vocabulary learning strategies Learning grammar A place for grammar? Different meanings of 'grammar' Development of the internal grammar A learning-centred approach to teaching grammar: background Principles for learning-centred grammar teaching |
| title_auth | Teaching languages to young learners |
| title_exact_search | Teaching languages to young learners |
| title_full | Teaching languages to young learners Lynne Cameron |
| title_fullStr | Teaching languages to young learners Lynne Cameron |
| title_full_unstemmed | Teaching languages to young learners Lynne Cameron |
| title_short | Teaching languages to young learners |
| title_sort | teaching languages to young learners |
| topic | Sprache Language and languages / Study and teaching (Elementary) Lernverhalten (DE-588)4167413-3 gnd Englischunterricht (DE-588)4014801-4 gnd Kind 5-12 Jahre (DE-588)4205480-1 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd |
| topic_facet | Sprache Language and languages / Study and teaching (Elementary) Lernverhalten Englischunterricht Kind 5-12 Jahre Fremdsprachenunterricht |
| url | https://doi.org/10.1017/CBO9780511733109 |
| work_keys_str_mv | AT cameronlynne teachinglanguagestoyounglearners |