Summaries of Research: alphabetical lists

Here we present lists of our reader-friendly one-page summaries of research.

The first list is arranged in alphabetical order of the summary title (first word).
The second list is arranged in alphabetical order of surname (first author).
Each summary links directly through to the Key Theme page which hosts it.

List by summary title (first word).

A long-term study of early foreign language learning in school. Jaekel, N., Schurig, M., Florian, M. and Ritter, M. (2017).

Children using multiple languages together in the classroom: a method for learning and teaching. Creese, A. & Blackledge, A. (2010).

Early Language Learning in Europe. Enever, J. (Ed., 2011)

English language proficiency and attainment of EAL children in England. Demie, F. (2018).

Esperanto as a tool in classroom foreign language learning in England. Roehr-Brackin. K. & Tellier, A. (2018).

Exploring young learners’ foreign language learning awareness. Muñoz, C.(2014).

Helping young children to develop awareness of the language they are learning. Bouffard, L. A. & Sarkar, M. (2008).

How children view their language learning just before and after moving to secondary school. Chambers, G. N. (2016).

How do teacher factors and the way teachers teach impact on children’s FL knowledge? Graham, S., Courtney, L., Marinis, T. and Tonkyn, A. (2017).

How internal and external factors influence the development of children’s second language. Hopp, H. (2011).

How learning a second language influences young children's literacy in their first language. Murphy, V., Macaro, E., Alba, S., & Cipolla, C. (2015).

Languages and language learning at Key Stage 2 – a longitudinal study. Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin, T., Earl, J., Eyres, I., Holmes, B., Martin, C. and Heins, B. (2010).

Learning French from ages 5, 7 & 11. Myles, F, & Mitchell, R (2012).

Multilingual and monolingual children: differences, and perceptions of language learning. Costley, T., Gkonou C., Myles F., Roehr-Brackin, K. & Tellier, A. (2018).

Primary teachers’ attitudes towards using children’s home languages. Bailey, E. & Marsden, E. (2017).

Raising children’s metalinguistic awareness to enhance classroom second language learning. Tellier A. & Roehr-Brackin, K. (2017).

Teaching grammar through different types of input activities. Kasprowicz, R.E. & Marsden, E. (2017).

Teaching modern foreign languages in multilingual classrooms: teachers’ experiences. Finch, K., Theakston, A., & Serratrice, L. (2018).

The role and nature of the cultural dimension in primary modern languages. Driscoll P., Earl, J. & Cable, C. (2013).

Transition, and children’s motivation for language learning. Courtney, L. (2017).

Using gesture to help young children learn and remember vocabulary. Porter, A. (2016).

Using storytelling to teach vocabulary in language lessons. Kirsch, C. (2016).

 

List by surname (first author).

Bailey, E. & Marsden, E. (2017). Primary teachers’ attitudes towards using children’s home languages.

Bouffard, L. A. & Sarkar, M. (2008). Helping young children to develop awareness of the language they are learning.

Cable, C., Driscoll, P., Mitchell, R., Sing, S., Cremin, T., Earl, J., Eyres, I., Holmes, B., Martin, C. and Heins, B. (2010). Languages and language learning at Key Stage 2 – a longitudinal study.

Chambers, G. N. (2016). How children view their language learning just before and after moving to secondary school.

Costley, T., Gkonou C., Myles F., Roehr-Brackin, K. & Tellier, A. (2018). Multilingual and monolingual children: differences, and perceptions of language learning.

Courtney, L. (2017). Transition, and children’s motivation for language learning.

Creese, A. & Blackledge, A. (2010). Children using multiple languages together in the classroom: a method for learning and teaching.

Demie, F. (2018). English language proficiency and attainment of EAL children in England.

Driscoll P., Earl, J. & Cable, C. (2013)..The role and nature of the cultural dimension in primary modern languages.

Enever,  J. (Ed., 2011) Early Language Learning in Europe.

Finch, K., Theakston, A., & Serratrice, L. (2018). Teaching modern foreign languages in multilingual classrooms: teachers’ experiences.

Graham, S., Courtney, L., Marinis, T. and Tonkyn, A. (2017). How do teacher factors and the way teachers teach impact on children’s FL knowledge?

Hopp, H. (2011). How internal and external factors influence the development of children’s second language.

Jaekel, N., Schurig, M., Florian, M. and Ritter, M. (2017). A long-term study of early foreign language learning in school.

Kasprowicz, R.E. & Marsden, E. (2017). Teaching grammar through different types of input activities.

Kirsch, C. (2016). Using storytelling to teach vocabulary in language lessons.

Muñoz, C.(2014). Exploring young learners’ foreign language learning awareness.

Murphy, V., Macaro, E., Alba, S., & Cipolla, C. (2015). How learning a second language influences young children's literacy in their first language.

Myles, F, & Mitchell, R (2012). Learning French from ages 5, 7 & 11.

Porter, A. (2016). Using gesture to help young children learn and remember vocabulary.

Roehr-Brackin. K. & Tellier, A. (2018). Esperanto as a tool in classroom foreign language learning in England.

Tellier A. & Roehr-Brackin, K. (2017). Raising children’s metalinguistic awareness to enhance classroom second language learning.