Inhaltszusammenfassung

Annett Kaminski One of the central themes in publications for pre-primary and primary EFL specialists is holistic learning. There is consensus that very young second language learners aged between three and ten years need to be provided with a language learning environment which incorporates the L2 in purposeful activities that engage them physically, emotionally, socially and artistically as well (Brewster, Ellis and Girard 2002; Moon 2005; Dunn 2014; Mourão and Ellis 2020; Read 2020) . Youn...Annett Kaminski One of the central themes in publications for pre-primary and primary EFL specialists is holistic learning. There is consensus that very young second language learners aged between three and ten years need to be provided with a language learning environment which incorporates the L2 in purposeful activities that engage them physically, emotionally, socially and artistically as well (Brewster, Ellis and Girard 2002; Moon 2005; Dunn 2014; Mourão and Ellis 2020; Read 2020) . Young learners need to experience the L2 in a context that allows them to construct meaning from it – decoding L2 samples in an environment that is familiar to them (Cameron 2004) . Although a holistic approach to learning has also been recommended for older language learners, for example, as part of humanistic approaches to language learning (Arnold and Murphey 2013) , it seems to be paramount for the success of early L2 programmes.» weiterlesen» einklappen

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DFG Fachgebiet:
Sprachwissenschaften

DDC Sachgruppe:
Englisch