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Other Publications

 

Young Learner English Language Policy and Implementation: International Perspectives

Edited by Janet Enever, Jayne Moon and Uma Raman.

Published by Garnet Education.

Learner English Language Policy and Implementation: International Perspectives is a collection of 28 papers which reflect the insights of a group of academics, policy makers, senior educationalists and practitioners who have been important contributors internationally, regionally or in their own countries, to debates about YL policy and implementation. These papers represent a significant contribution to current thinking on effective YL language policy formulation, the design of appropriate programmes for implementation and the sustainable implementation of policy at local and national levels.
 

Literacy in the Language Clasroom: the role of the YL professional in developing reading and reading in young learners

 

Proceedings of the Young Learners (Children and Teenagers) Special Interest Group, British Council and Lorna Whiston Study Centres events in Hong Kong and Singapore 2007

 

Contents:

·         Alan Maley: From Story Literacy to Reading Literacy

·         Andrew Wright: Creating Stories

·         Andy Kirkpatrick: Developing biliteracy in Chinese and English:Can a bilingual model work?

·         Annie Hughes:What’s going on in their heads?

·         Lynn Ang:Language and Literacy in Early Childhood

·         Caroline Linse:Making books:Activities in the YL Classroom

·         Gertrude Tinker Sachs:English Language Teaching Professionalism:Where do you Stand?

·         Margaret M Lo: Multiliteracies in Teaching Young Learners of English

·         Wendy Arnold;Graded/levelled readers=effective scaffolding in EFL. Some concrete evidence!

 

This publication is available for members to download here


Literacy in ELT: The role of the YL professional in developing reading and writing

Proceedings of the Young Learners (Children and Teenagers) Special Interest Group Pre-Conference Event at IATEFL Annual Conference, Aberdeen UK, 2007

Literacy is an issue many YL professionals acknowledge but don't explore.Is literacy just reading and writing, and do we feature it enough in our approaches to teaching YLs? How many YL teachers are aware of the issues surrounding literacy? What are these issues?

The YLSIG PCE took this relevant theme and set out to examine these and other questions concerned with FL literacy.

In this collection of papers you will find many thought-provoking ideas, research conclusions and some practical activities to carry out in the classroom. The message of the day, from all the speakers, was that we should be doing everything we can to help our students to become independent literate learners.

Contents:

  • Judy West - Challenges and goals in devising YL Materials
  • Shelagh Rixon: Forward to Basics? YL teachers’ practices in early reading instruction
  • Dr Gordon Wells: Talking about text: using and learning literacy
  • Annamaria Pinter: Linking ‘learning to learn’ and writing in young learners’ English classrooms
  • Annie Hughes: Using Stories as Scaffolding for More Stories in TEYL
  • Brian Tomlinson: High Level Skills for Low Level Learners
  • David R Hill: Encouraging extensive reading through enhancing appreciation of class readers
  • Jackie Holderness: GOOD GUESSWORK = GOOD READING: The importance of predicting meaning

This publication is available for members to download here


Young Learners and the Content and Language Integrated Learning (CLIL) Continuum

Proceedings of the Young Learners Special Interest Group Pre-Conference Event at IATEFL Annual Conference Harrogate 2006.

This collection of articles shows very clearly CLIL is more than a cross-curricular language teaching method; it is more than, for example, just doing scientific experiments in English. It is about detailed subject knowledge being taught in English and requires specialist knowledge in both the subject matter and the English Language. CLIL is an approach to learning and teaching that cleverly interweaves language and subject matter: it becomes a form of reflective practice – where children reflect if their hypotheses were correct; teachers reflect how they can intertwine subject matter and language successfully; and trainers reflect what tools teachers need to implement this methodology. These elements are vital for CLIL and require a continual flow of feedback and information.

Contents:

Teresa Reilly - British Council (Spain)

The opposite end of the CLIL continuum: Achievements & Challenges in a Ministry of Education Bilingual Project in Spain.

Keith Kelly (UK)

Investigating the language demands of English-medium secondary Science

 

Jean Brewster (Hong Kong)

Opportunities, challenges and constraints in using investigations to promote CLIL

 

Loes Coleman (The Netherlands)

CLIL behind the dykes: the Dutch bilingual model

 

Gisela Ehlers (Germany)

The Storyline Approach  - opportunities for content oriented learning in the language classroom

 

Brigitte Achermann, Kathy Staufer-Zahner & Keith Sprague  (Switzerland)

CLIL and task-based learning at upper primary (10 -13 year olds)

 

Silvana Rampone (Italy) & Gunta Krigere (Latvia)

CLIL for young learners: a European Comenius 1 project

 

John Clegg - Freelance (UK)

Education in English as a second language: a world of practices

Edited by Arnold, W., Joseph, N. Mol, H., Mitchell-Schuitevoeder, R., (Eds)

Available for members to download here


Teachers and Young Learners: Research in our Classrooms

Edited by Rosemary Mitchell-Schuitevoerder & Sandie Mourao. First published 2006.

Contents:

Annie Hughes: Patterns, Problems and Passions in YL Action Research

Wendy Arnold: Promoting collaboration through project work: practical implications of ongoing longtitudinal research

Kay Bentley: 'Eventually I will Figure Out'. A Young Learner Speaks. The effect of the mother tongue on learning English as a second language.

Teresa Fleta: Stepping Stones for Teaching English L2 in the Early Years

Sandie Jones Mourao: Understanding Autehentic Picture Books. How do children do it?

Penelope Robinson: A Research Approach to Developing Shared Reading in the EFL Classroom

Rosemary Smeets: Can Young Learners Acquite Vocabulary Easier when Using Their Preferred Learning Style?

Nicole Taylor: An Investigation of Mother Tongue Use in a Monolingual Classroom

Shelagh Rixon: EYL classroom-centred research and clasrrom-related ressearch - past, present, future.

This publication is available to purchase on-line at https://www.iatefl.org/onl/shop/index.php