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Teaching languages to young learners / Lynne Cameron.

By: Cameron, Lynne.
Material type: TextTextSeries: Cambridge language teaching library.Publisher: New Delhi ; New York : Cambridge University Press, 2001Description: xvi, 258 p. : ill. ; 23 cm.ISBN: 9780521774345; 0521774349; 9781107400092.Subject(s): Language and languages -- Study and teaching (Elementary)DDC classification: 372.65044 Online resources: WorldCat details | Ebook Fulltext
Contents:
Table of 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.
Summary: Summary: This book develops readers' understanding of what happens in classrooms where children are being taught a foreign language. It will offer readers a framework to structure thinking about children's language training. The book gives practical advice on how to analyze and evaluate classroom activities, language use and language development.
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Includes bibliographical references and index.

Table of 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.

Summary:
This book develops readers' understanding of what happens in classrooms where children are being taught a foreign language. It will offer readers a framework to structure thinking about children's language training. The book gives practical advice on how to analyze and evaluate classroom activities, language use and language development.

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