Young Learners' Oracy Acquisition and Development in International Foreign Language Learning Contexts

Dimitra Karoulla-Vrikki is Associate Professor of Linguistics at European University Cyprus. Her research investigates language policy and planning, English as a medium of instruction in higher education, government translation and interpretation, and the linguistic landscape in Cyprus. Lucilla Lopriore is a teacher, teacher educator and former Professor of English Linguistics at Roma Tre University, Italy. She has led Italian research teams in international projects including ELLiE, ENRICH and the 1999 Italian National Survey of young learners’ FL achievement. Her research includes CLIL, early language acquisition, ELF,  language policy and plurilingualism.

Contributors



Dimitra Karoulla-Vrikki and Lucilla Lopriore: Introduction 



Chapter 1. Lucilla Lopriore: Young Foreign Language Learners’ Oracy Development in Multilingual Contexts



Part 1: Language Policy and Oracy   



Chapter 2. Dimitra Karoulla-Vrikki and Sophie Ioannou-Georgiou: EFL Oracy Acquisition and Language-In-Education Policy at Pre-Primary and Early Primary Stages: The Case of Cyprus



Chapter 3. Sandie Mourão, Carolyn E. Leslie, Maria Alfredo Moreira and Estela Monteiro: From (Mis)Perceptions to (Mis)Practices: The Assessment of Oral Skills in Primary English Education in Portugal  



Part 2: Oracy Acquisition Through Learners’ Collaborative Learning and Learning Strategies



Chapter 4. María Ángeles Hidalgo and Amparo Lázaro-Ibarrola: Talking to Write: Insights into the Oral Interactions of Young EFL Writers Repeating a Collaborative Task



Chapter 5. Hatice Ergul and Hacer Hande Uysal: Negotiation of Errors in Form-Focused Oral Interaction Sequences in Young Learner Classrooms



Chapter 6. Carolyn E. Leslie: Comparing Primary and Lower Secondary EFL Learners’ Oral Collaboration  



Chapter 7. Areti-Maria Sougari and Sophia Batsari: Motivation and Learning Strategies in the Development of Primary School Learners’ Oral Skills across an EFL Context in Greece  



Part 3: Oracy Promotion Through Teacher Intervention 



Chapter 8. Jasenka Čengić: Young FL Learners’ Oral Production Skills: Does Vocabulary Learning Ability Count?



Chapter 9. Anastasia Georgountzou and Natasha Tsantila: Prioritizing Young Learners’ Pronunciation Needs in the Greek Multicultural Classroom  



Chapter 10. Eleni Griva and Eleni Korosidou: A Multimodal Approach in an Early FL Classroom for Oracy Skills Development: Insights from a Longitudinal Study  



Chapter 11. Yuko Goto Butler, Yeting Liu, Heejin Kim and Katherine I. Kang: The Development of the Use of Articles in Oral Narratives among Young English Learners in China



Chapter 12. Nayr Correia Ibrahim: Translanguaging as Inclusive Pedagogy and Multilingual Oracy



Dimitra Karoulla-Vrikki and Lucilla Lopriore: Concluding Thoughts



Index