Hostname: page-component-586b7cd67f-rcrh6 Total loading time: 0 Render date: 2024-11-24T17:31:33.226Z Has data issue: false hasContentIssue false
  • English
  • Français

English and other languages for younger children: practice and theory in a rapidly changing world

Published online by Cambridge University Press:  23 December 2008

Shelagh Rixon
Shelagh Rixon
Affiliation:
Centre for English Language Teaching, University of Warwick
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
State-of-the-Art Article
Information
Language Teaching , Volume 25 , Issue 2 , April 1992 , pp. 73 - 93
Copyright
Copyright © Cambridge University Press 1992

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abbs, B. & Worrall, A. (1985). Jigsaw. Harlow: Longman.Google Scholar
Abbs, B. & Worrall, A. (1988). Longman Picture Wordbook. Harlow: Longman.Google Scholar
Alexander, L. G. (1968). Look, Listen and Learn. Harlow, Longman.Google Scholar
Asher, C. (1990). Foreign languages in the primary school: will English succeed where French failed? Francophonie, 2.Google Scholar
Asher, J. J. (1977). Learning another language through actions: the complete teacher's guidebook. Los Gatos: C. A. Sky Oak Productions.Google Scholar
Asher, J. J. (1981). The Total Physical Response (TPR): theory and practice. In H., Wintz (ed.), Native and foreign language acquisition. New York: The New York Academy of Sciences.Google Scholar
Asher, J. J. and Garcia, R. (1969). The optimal age to learn a foreign language. Modern Language Journal, 38.Google Scholar
BBC ENGLISH. (1987). Muzzy in Gondoland. London: British Broadcasting Corporation, BBC English.Google Scholar
BBC ENGLISH (1989). Muzzy Comes Back. London: British Broadcasting Corporation, BBC English.Google Scholar
BBC ENGLISH (1990). Animated Alphabet. London: British Broadcasting Corporation, BBC English.Google Scholar
Barbisan, C., Concari, L., Rodriguez, M. & Urrestarazu, J. (1984). Snap! Oxford: Heinemann International.Google Scholar
Barnes, D. (1976). From communication to curriculum. Harmondsworth: Penguin.Google Scholar
Bernstein, B. (1964). Elaborated and restricted codes: their social origins and some consequences. In Gumpertz, J. J. & D., Hymes (eds.), The ethnography of communication. American Anthropologist, 66.Google Scholar
Beretta, A. (1987). Evaluation of a language teaching project in South India (unpublished doctoral dissertation, University of Edinburgh).Google Scholar
Beretta, A. (1989). Attention to form or meaning? Error treatment in the Bangalore Project. TESOL Quarterly, 23, 2.CrossRefGoogle Scholar
Beretta, A. (1990). Implementation of the Bangalore Project. Applied Linguistics, II, 4.Google Scholar
Beretta, A. & Davies, A. (1985). Evaluation of the Bangalore Project. ELT Journal, 39, 2.CrossRefGoogle Scholar
Birdsong, D. (1990). Universal Grammar and second language acquisition theory: a review of a research framework and two exemplary books. Studies in Second Language Acquisition, 12, 3.CrossRefGoogle Scholar
Bley-Vroman, R. (1988). What is the logical problem of language learning? In Gass, & Schachter, (eds.).Google Scholar
Bloor, M. (1991). The role of informal interaction in teaching English to young learners. In Brumfit, (eds.).Google Scholar
Brewster, J. (1991). What is good primary practice? In Brumfit, (eds.).Google Scholar
Brewster, J. & Hughes, A. (1992). Bibliography on young learners. London: British Council.Google Scholar
Brown, G., Anderson, A., Shilcock, R. & Yule, G. (1984). Teaching talk: strategies for production and assessment. Cambridge: Cambridge University Press.Google Scholar
Brown, S. (1980). What do they know? A review of criterion-referenced assessment. London: HMSO.Google Scholar
Brumfit, C. J. (1979). Accuracy and fluency as polarities in foreign language teaching materials. Bulletin CILA, 29,89–96.Google Scholar
Brumfit, C. J. (1984 a). Communicative methodology in language teaching: the roles of fluency and accuracy. Cambridge: Cambridge University Press.Google Scholar
Brumfit, C. J. (1984 b). The Bangalore Procedural Syllabus. ELT Journal, 38, 4.CrossRefGoogle Scholar
Brumfit, C. J. (1991). Young learners: young language. In Kennedy, & Jarvis, (eds.).Google Scholar
Brumfit, C. J., Moon, J. & Tongue, R. (eds.) (1991). Teaching English to children: from practice to principle. London: Collins.Google Scholar
Bruner, J. S. (1981). The social context of language acquisition. Language and Communication, I, 2/3, 155–78.CrossRefGoogle Scholar
Bruner, J. S. (1984). Children's talk: learning to use language. Oxford: Oxford University Press.Google Scholar
Bruner, J. S. (1987). Making sense: a child's construction of the world. London: Methuen.Google Scholar
Buckby, M. (1981). Graded Objectives for modern languages: an evaluation. London: The Schools Council (distributed by CILT).Google Scholar
Burstall, C. (1970). French in the primary school: attitudes and achievement. Slough: NFER Publishing Company.Google Scholar
Burstall, C. (1975). Factors affecting foreign language learning: a consideration of some recent research findings. Survey article in Language Teaching and Linguistics Abstracts, 8, 1.Google Scholar
Burstall, C. (1974). Primary French in the balance. Slough: NFER Publishing Company.Google Scholar
Byrne, D. (1980). A First Book of Board Games. Oxford: Modern English Publications.Google Scholar
Canale, M. (1983). From communicative competence to communicative language instruction. In Richards, & Schmidt, (eds.).Google Scholar
Carle, E. (1974). The Very Hungry Caterpillar. Harmondsworth, Middx.: Penguin, Picture Puffin Books.Google Scholar
Carle, E. (1982). The Bad-Tempered Ladybird. Harmondsworth, Middx.: Penguin, Picture Puffin Books.Google Scholar
Cazden, C., Cancino, H., Rosansky, E. & Schumann, J. (1975). Second language acquisition sequences in children, adolescents and adults. Final report, US Department of Health, Education, and Welfare.Google Scholar
Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, Mass.: MIT Press.Google Scholar
Chomsky, N. (1986). Knowledge of language: its nature, origin and use. New York: Praeger Publishers.Google Scholar
Clahsen, H. (1990). The comparative study of first and second language development. Studies in Second Language Acquisition 12, 2.CrossRefGoogle Scholar
Clark, J. (1987). Curriculum renewal in school language learning. Oxford: Oxford University Press.Google Scholar
Clark, J. (1990). Teaching children: Is it difficult? JET, I, 1.Google Scholar
Clark, J. & Ashworth, J. (1989). Stepping Stones. London: Collins.Google Scholar
Clark, J. & Ashworth, J. (1992). Footsteps. London: Collins.Google Scholar
Clyne, M. (ed.) (1986). An early start: second language at primary school. Melbourne: River Seine Publications.Google Scholar
Collier, V. P. (1987). Age and rate of acquisition of second language for academic purposes. TESOL Quarterly, 21, 4.CrossRefGoogle Scholar
Concari, L., Hirsch, F. & Urrestarazu, J. (1990). Snip Snap. Oxford: Heinemann International.Google Scholar
Cook, V. J. (1985). Chomsky's universal grammar and second language learning. Applied Linguistics, 6, 2.CrossRefGoogle Scholar
Crystal, D. (1987). Child language learning and linguistics. London: Edward Arnold.Google Scholar
Cullum, C. & Lawday, C. (1992). Wizadora video. Oxford: Oxford University Press.Google Scholar
Cummins, J. (1979). Cognitive academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, 197–205.Google Scholar
Cummins, J. (1980). The cross-lingual dimensions of language proficiency: implications for bilingual education and the optimal age issue. TESOL Quarterly, 14, 2.CrossRefGoogle Scholar
Dakin, J. (1968). Songs and rhymes for the teaching of English. Harlow: Longman.Google Scholar
Department of Education and Science (1988). English for ages 5–11 (‘The Cox Report’). London: HMSO.Google Scholar
Department of Education and Science (1990). Modern foreign languages for ages 11–16. Proposals of the Secretary of State for Education and Science and the Secretary of State for Wales.Google Scholar
Department of Education and Science and the Welsh Office (1990). English in the National Curriculum.Google Scholar
Donaldson, M. (1978). Children's minds. London: Collins/Fontana.Google Scholar
Drummond, A. & Iggulden, M. (1989). The Magic Music Man video. Oxford: Oxford University Press.Google Scholar
Dulay, H. & Burt, M. (1974). Natural sequences in child second language learning. Language learning, 24, 1, 37–53.CrossRefGoogle Scholar
Dulay, H. & Burt, M. (1974). Should we teach children syntax? Language Learning, 23, 2, 245–58.Google Scholar
Dulay, H. (1982). Language two. Oxford: Oxford University Press.Google Scholar
Dunn, O. (1979). Mr Bear's Book of Rhymes. Basingstoke: Macmillan.Google Scholar
Dunn, O. (1983). Beginning English with young children. Basingstoke: Macmillan.Google Scholar
Dunn, O. (1984). Developing English with young children. Basingstoke: Macmillan.Google Scholar
Dunning, R. (1990). The cultural context of foreign language learning in Great Britain. ELT Documents, 132. London: The British Council/Macmillan.Google Scholar
EFL Gazette, February and March, 1992.Google Scholar
Ellis, G. (1991). Learning to learn. In Brumfit, (eds.).Google Scholar
Ellis, G. & Brewster, J. (1991). The storytelling handbook for primary teachers. Harmondsworth: Penguin Books.Google Scholar
Ellis, G. & Sinclair, B. (1989). Learning to learn English – a course in learner training. Cambridge: Cambridge University Press.Google Scholar
Ellis, R. (1980). Classroom interaction and its relation to second-language learning. RELC Journal, II, 2.Google Scholar
Ellis, R. (1981). The role of input in language acquisition: some implications for second language teaching. Applied Linguistics, 2, 1.CrossRefGoogle Scholar
Eliis, R. (1984 a). Can syntax be taught? A study of the effects of formal instruction on the acquisition of WH questions by children. Applied Linguistics, 5, 2.Google Scholar
Eliis, R. (1984 b). Classroom second language development. Oxford: Pergamon Press.Google Scholar
Ellis, R. (1985). Understanding second-language acquisition. Oxford: Oxford University Press.Google Scholar
Ellis, R. (1987). Second-language acquisition in context. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
Ellis, R. (1990). Instructed second-language acquisition. Oxford: Blackwell.Google Scholar
English Today Readers (1990). Oxford: Oxford University Press.Google Scholar
Ervin-Tripp, S. (1974). Is second-language learning like the first? TESOL Quarterly, 8, 2.CrossRefGoogle Scholar
Esarte-Sarries, V. (1989). ‘Onions and stripey tee-shirts’ or how do primary pupils learn about France? British Journal of Language Teaching, 27, 2.Google Scholar
Eurotalk, (1991). The Asterix Learning Series. London: Eurotalk.Google Scholar
France, Ministry of Education (1989). Circulaire No. 89–065 of 6th March 1989.Google Scholar
France, Ministry of Education (1991). Circulaire no. 91–246 of 6th September 1991.Google Scholar
Freundenstein, R. (1991). Europe after 1992. Chances and problems for the less commonly taught languages. FIPLV World News, 55, 21.Google Scholar
Galton, M. & Blyth, A. (eds.) (1989). A handbook of primary education in Europe. Fulton/Council of Europe.Google Scholar
Gander, P. (1991). The language of your neighbour. EFL Gazette, October.Google Scholar
Garvie, E. (1990). Story as vehicle: teaching English to young children. Clevedon: Multilingual Matters.Google Scholar
Gass, S. M. & Schachter, J. (1989). Linguistic perspectives on second language acquisition. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Gathercole, V. C. (1988). Some myths you may have heard about first-language acquisition. TESOL Quarterly, 22, 3.CrossRefGoogle Scholar
Gennessee, F. (1978). Is there an optimal age for starting second-language instruction? McGill Journal of Education, 13.Google Scholar
Gibbons, J. (1985). The silent period, an examination. Language Learning, 35, 2.CrossRefGoogle Scholar
Giovanazzi, A. (1991). The Scottish Project. JET, I, 3.Google Scholar
Gorman, T. (1986). Framework for the assessment of language. Walton, APU Nelson.Google Scholar
Graham, C. (1979). Jazz chants for children. Oxford: Oxford University Press.Google Scholar
Graham, C. (1988). Jazz chant fairy tales. Oxford: Oxford University Press.Google Scholar
Halliday, M. (1975). Learning how to mean. London: Edward Arnold.CrossRefGoogle Scholar
Hamayan, E. & Tucker, G. (1980). Language input in the bilingual classroom and its relationship to second-language achievement. TESOL Quarterly, 14, 4.CrossRefGoogle Scholar
Hammerly, H. (1989). French immersion: myths and reality. A better classroom road to bilingualism. Calgary, Alberta: Detselig Enterprises.Google Scholar
Hammerly, H. (1991). Fluency and accuracy: toward balance in language teaching and learning. Clevedon, Avon: Multilingual Matters.Google Scholar
Harding, A., Page, B. & Rowell, S. (1980). Graded objectives in modern languages. London: CILT.Google Scholar
Harley, B. (1986). Age in second-language acquisition. Clevedon: Multilingual Matters.Google Scholar
Hatch, E. M. (1977). Optimal age or optimal learners? Workpapers in TESL, II, UCLA.Google Scholar
Hatch, E. M. (1978). Acquisition of syntax and foreign language learning. In Richards, J. C. (ed.), Understanding second and foreign language learning: issues and approaches. Rowley, Mass.: Newbury House.Google Scholar
Hawkes, N. (1981). Primary children. In K., Johnson & K., Morrow (eds.).Google Scholar
Heffernan, P. (1986). Questioning communicatively in the second-language classroom. Canadian Modern Language Review, 43, 1.Google Scholar
Heining-Boynton, A. L. (1988). Current foreign language in the elementary school programmes in the State of Michigan. Foreign Language Annals, 21, 3.CrossRefGoogle Scholar
Henny, L. & Rixon, S. (1989). Look Alive! video and Activity Book. Oxford: Heinemann International.Google Scholar
Hester, H. (1983). Stories in the multilingual primary classroom. London: ILEA.Google Scholar
High, J. & Fox, C. (1984). Seven-year-olds discover microwriters. English in Education, 18, 2.CrossRefGoogle Scholar
Holden, S. (ed.) (1987). Teaching children. Oxford: Modern English Publications.Google Scholar
Holden, S. (ed.) (1988). English at primary level. Papers from the 1987 Sorrento Italian National Conference. Oxford: Modern English Publications.Google Scholar
Holden, S. & Hill, D. (eds.) (1990). Effective teaching and learning. Papers from the 1989 Milan Italian National Conference. Oxford: Modern English Publications.Google Scholar
Holderness, J. (1991). A lesson from Mrs Armitage. JET, I, 1.Google Scholar
Hopkins, F. (1992). Get Ready! Oxford: Oxford University Press.Google Scholar
Howe, D. H. (1984). English Today. Oxford: Oxford University Press.Google Scholar
Hughes, A. (1992). A bibliography of sources of songs for teaching young learners. IATEFL Young Learners' SIG Newsletter, Spring.Google Scholar
Hughes, A. & Brewster, J. (1992). Bibliography on English for young learners. London: The British Council.Google Scholar
Hutchinson, T. (1985). Project English. Oxford: Oxford University Press.Google Scholar
Hymes, D. (1972). On communicative competence. In Pride, J. B. & J., Holmes (eds.), Sociolinguistics. Harmondsworth: Penguin Books.Google Scholar
Iggulden, M. (1986). Way in Readers. Harlow: Longman.Google Scholar
Iggulden, M. (1989). Magic Music Man activity books. Oxford: Oxford University Press.Google Scholar
Johnson, K. (1982). Communicative syllabus design and methodology. Oxford: Pergamon.Google Scholar
Johnson, K. (1983). Now for English! Walton: Nelson.Google Scholar
Johnson, K. & Morrow, K. (eds.) (1981). Communication in the classroom. Harlow: Longman.Google Scholar
Johnstone, R. (1991). Foreign language in primary schools – evaluating the National Pilot Projects in Scotland. Language Learning Journal, 4, 36–8.CrossRefGoogle Scholar
Johnstone, R., Kilborne, M. & Kent, D. (1988). The ongoing assessment of foreign languages in classrooms. Research report to the Scottish Education Department.Google Scholar
Jordan, B. (1991). Mastering the Language Master System. JET, I, 3.Google Scholar
Kaaks, A. (ed.) (1990). Curriculum development for English in Dutch primary education. Enschede: National Institute for Curriculum Development, The Netherlands.Google Scholar
Kennedy, C. & Jarvis, J. (eds.) (1991). Ideas and issues in primary ELT. Walton: Nelson.Google Scholar
Khan, J. (1991 a). Using games in teaching English to young learners. In Brumfit, (eds.).Google Scholar
Khan, J. (1991). Lessons worth remembering – from Primary French in Britain. In Kennedy, & Jarvis, (eds.). Walton: Nelson.Google Scholar
Klippel, F. (1990). From nursery rhymes to TV documentaries. Approaches to teaching ‘Landeskunde’ at elementary and intermediate level. Language Learning Journal, 1.CrossRefGoogle Scholar
Kranke, K. J. (1985). Review of the Natural Approach: language acquisition in the classroom. TESOL Quarterly, 19, 3.Google Scholar
Krashen, S. D., Scarcella, R. L. & Long, M. A. (1979). Age, rate and eventual attainment in second-language acquisition. TESOL Quarterly, 13, 4.CrossRefGoogle Scholar
Krashen, S. D., Scarcella, R. L. & Long, M. A. (eds.) (1982). Child–adult differences in second-language acquisition. Rowley, Mass.: Newbury House.Google Scholar
Krashen, S. D. & Terrell, T. D. (1983). The Natural Approach: language acquisition in the classroom. Hayward, California: The Hayward Press.Google Scholar
Larsen-Freeman, D. & Strom, V. (1979). The construction of a second-language acquisition index of development. Language Learning, 27, 1.Google Scholar
Leburn, H. (1991). Materials writing: setting the wheels in motion. In Kennedy, & Jarvis, (eds.).Google Scholar
Lee, W. R. (1970). The Dolphin English Course. Oxford: Oxford University Press.Google Scholar
Lee, W. R. (1979). Language teaching games and contests. Oxford: Oxford University Press.Google Scholar
Lee, W. R. (1992). As it seems to me now. ELT Journal, 46, 1.CrossRefGoogle Scholar
Leigh, J. (1989). Project work. The Young Learner, IATEFL SIG Newsletter, 8.Google Scholar
Lenneberg, E. (1967). Biological foundations of language. New York: John Wiley and Sons.CrossRefGoogle Scholar
Lindfors, J. (1984). How children learn or how teachers teach? A profound confusion. Language Arts, 61.Google Scholar
Long, M. H. (1983). Does second-language instruction make a difference? A review of research. TESOL Quarterly, 17, 3.CrossRefGoogle Scholar
Long, M. H. (1988). Instructed interlanguage development. In L., Beebe, (ed.), Issues in second-language acquisition: multiple perspectives. Rowley, Mass.: Newbury House.Google Scholar
Long, M. H. (1990). Maturational constraints on language development. Studies in Second-Language Acquisition, 12, 3.CrossRefGoogle Scholar
Longman, (1986). Favourite Fairy Tales. Harlow: Longman.Google Scholar
Longman, (1986). Favourite Fairy Tales, videos. Harlow: Longman.Google Scholar
Longman, (1989). The Visitor International, video and activity books. Harlow: Longman.Google Scholar
McLaughlin, B. (1978). Second-language acquisition in childhood. New York & London: Wiley.Google Scholar
Machura, L. (1991). British school English and foreign learners' English – two different worlds? In Kennedy, & Jarvis, (eds.).Google Scholar
Maidment, R. & Hutchinson, T. (1991). Project video. Oxford: Oxford University Press.Google Scholar
Marseilles, M. (1992). Greece goes primary, and Greek primaries get English. EFL Gazette, January.Google Scholar
Martin, G. & Hampson, E. (1991). Using the concept keyboard in modern languages. Language Learning Journal, 3.Google Scholar
Mayor, B. (1985). What does it mean to be bilingual? In N., Mercer (ed.), Language and literacy, Vol. 1. Buckingham: Open University Press.Google Scholar
Moore, C. J. & Laidlaw, C. (1988). Jacaranda. Oxford: Heinemann International.Google Scholar
Mulhausen, K. (1987). Writing with micros: a description of an ESL writing programme. CALL Digest, 3, 2.Google Scholar
Naiman, N. (1978). The good language learner. Toronto: Ontario Institute for Studies in Education, Research in Education Series no. 7.Google Scholar
National Curriculum Council (1989). National Curriculum Council Consultation Report: English 5–11. York: NCC.Google Scholar
Nunan, D. (1988). The learner-centred curriculum. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Oller, J. W. Jr., (1980). Language tests at school. Harlow: Longman.Google Scholar
Oyama, S. (1982 a). The sensitive period and comprehension. In Krashen, (eds.).Google Scholar
Oyama, S. (1982 b). The sensitive period for the acquisition of a non-native phonological system. In Krashen, (eds.).Google Scholar
Pantaleoni, L. (1991). Teaching young children: Italy. JET, I, 3.Google Scholar
Parker, R. & Parker, R. (1991). Real reading needs real books. In Brumfit, (eds.).Google Scholar
Parnwell, E. C. & Zevin, P. E. (1988). New Oxford picture dictionary: beginners' work book. Oxford: Oxford University Press.Google Scholar
Patowski, M. S. (1980). The sensitive period for the acquisition of syntax in a second language. Language Learning, 30.Google Scholar
Philipson, R. (1992). ELT: the native speaker's burden? ELT Journal, 46, 1.CrossRefGoogle Scholar
Phillips, T. (1985). Beyond lip service: discourse development after the age of nine. In Wells, G. C. and J., Nichols (eds.).Google Scholar
Pickett, D. (1978). The foreign language learning process. London: The British Council.Google Scholar
Porcelli, G. F. (1991). Recommendations on the implementation of programmes for teaching young learners in Europe. Report commissioned by FIPLV. Apply to FIPLV for details.Google Scholar
Prabhu, N. S. (1987). Second-language pedagogy. Oxford: Oxford University Press.Google Scholar
Prabhu, N. S. (1990). Comments on Alan Beretta's paper, ‘Implementation of the Bangalore Project’. Applied Linguistics, II, 4.Google Scholar
Prodromou, L. (1988). English as cultural action. ELT Journal, 42, 2.CrossRefGoogle Scholar
Retter, C. & Valls, N. (1984). Bonanza. Harlow: Longman.Google Scholar
Revell, J. (1989). Muzzy Readers. London: British Broadcasting Corporation, BBC English.Google Scholar
Rhodes, N. C. & Oxford, R. L. (1988). Foreign languages in elementary and secondary schools: results of a national survey. Foreign Language Annals, 21, 1.CrossRefGoogle Scholar
Richards, J. C. (ed.). Understanding second and foreign language learning: issues and approaches. Rowley, Mass.: Newbury House.Google Scholar
Richards, J. C. & Schmidt, R. W. (eds) (1983). Language as communication. Harlow: Longman.Google Scholar
Rigg, P. & Enright, Scott D. (1986). Children and ESL: integrating perspectives. Alexandria, Virginia: TESOL Publications.Google Scholar
Riley, P. (1991). What's your background? The cultural identity of the bilingual child. In Brumfit, (eds.).Google Scholar
Rixon, S. (1981 a). How to use games in language teaching. Basingstoke, Macmillan.Google Scholar
Rixon, S. (1981 b). My English Workbooks. Basingstoke: Macmillan.Google Scholar
Rixon, S. (1982 a). Fun and Games. Basingstoke: Macmillan.Google Scholar
Rixon, S. (1982 b). Fun with English. Basingstoke: Macmillan.Google Scholar
Rixon, S. (1989). Tip Top. Basingstoke: Macmillan.Google Scholar
Rixon, S. (1991). The role of fun and games activities in teaching young learners. In Brumfit, (eds.).Google Scholar
Rixon, S., Bignali, B. & Vranch, R. (1992). Tip Top Songs. Basingstoke, Macmillan.Google Scholar
Rixon, S. & Bernard, I. (1992). Tip Top Tales. Basingstoke, Macmillan.Google Scholar
Rosen, B. (1988). And none of it was nonsense. London: Mary Glasgow Publications.Google Scholar
Sancha, J. (1991). A journey with the bad-tempered ladybird. JET, I, 3.Google Scholar
Scott, W. (1980). Are you listening? Oxford: Oxford University Press.Google Scholar
Scott, W. & Ytreberg, L. H. (1990). Teaching English to children. Harlow: Longman.Google Scholar
Seely, J. (1988). Teaching English to young learners – a handbook for teachers and teacher trainers. Oxford: Oxford University Press.Google Scholar
Sheldon, L. (ed.) (1987). ELT textbooks: problems in evaluation and development. ELT Documents, 126.Google Scholar
Shuy, R. (1981). What the teacher knows is more important than text or tests. Language Arts, 58.Google Scholar
Singleton, D. (1989). Language acquisition: the age factor. Clevedon, Multilingual Matters.Google Scholar
Skehan, P. (1988). State of the art: language testing. Survey article in Language Teaching, 21, 4 and 22, 1.Google Scholar
Snow, C. & Hoefnagel-Hohle, M. (1978). The critical period for language acquisition: evidence from second-language learning. Child Development, 49.CrossRefGoogle Scholar
Spoisky, B. (1989). Conditions for second-language learning. Oxford: Oxford University Press.Google Scholar
Stepping into English (1983). Oxford: Oxford University Press.Google Scholar
Stern, H. H. (1975). French from 8 or 11? A study of the effectiveness of the teaching of French at the primary school level in the schools of England and Wales. Ontario: Ontario Institute for Studies in Education.Google Scholar
Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: Oxford University Press.Google Scholar
Stern, H. H. & Weinrib, A. (1977). Survey article: Foreign languages for younger children: trends and assessment. Language Teaching Abstracts, 10, 1.Google Scholar
Stevick, E. W. (1980). Teaching languages: a way and ways. Rowley, Mass.: Newbury House.Google Scholar
Strange, D. (1989). Start reading. Oxford: Oxford University Press.Google Scholar
Strange, D. (1992). Chatterbox activity resource pack. Oxford: Oxford University Press.Google Scholar
Strange, D. & Holderness, J. (1989). Chatterbox. Oxford: Oxford University Press.Google Scholar
Strange, J. & Strange, D. (1991). Survey article on video material. ELT Journal, 45, 4.CrossRefGoogle Scholar
Strong, M. (1984). Integrative motivation: cause or result of successful second-language acquisition? Language Learning, 34, 3.CrossRefGoogle Scholar
Supirfine, W. (1992 forthcoming). What's happening in Europe? Paper delivered to the ALL/IATEFL Language World conference, Heriot-Watt University, Edinburgh.Google Scholar
Swain, M. (1981). Time and timing in bilingual education. Language Learning, 31.CrossRefGoogle Scholar
Swain, M. (1983). Understanding input through output. Paper presented at the 10th University of Michigan Conference on Applied Linguistics.Google Scholar
Swain, M. & Cummins, J. (1986). Bilingualism in education. Harlow: Longman.Google Scholar
Swain, M. & Lapkin, S. (1982). Evaluating bilingual education: a Canadian case study. Clevedon: Multilingual Matters.Google Scholar
Tabouret-Keller, A. (1988). Les difficultés de la notion de simplicité en matière de langue et de culture. Bulletin CILA, 47.Google Scholar
Terreii, T. (1977). A natural approach to second language acquisition and learning. Modern Language Journal, 6.Google Scholar
Titone, R. (1990). Early bilingual growth as an objective of basic education. Canadian Modern Language Review, 44, 4.Google Scholar
Tough, J. (1985). Talk two. London: Onyx Press.Google Scholar
Tough, J. (1991). Young children learning languages. In Brumfit, (eds.).Google Scholar
Triangle, (1992, forthcoming). Papers on teaching languages to young learners delivered at the 1992 Triangle Symposium, Paris. Available from the British Council, Paris.Google Scholar
Trinity College (1992 a). Certificate in the Teaching of English to Young Learners. A TESOL Qualification for Primary Level Teachers. London: Trinity College.Google Scholar
Trinity College. (1992 b). Syllabus for the examinations in spoken English. London: Trinity College.Google Scholar
Underhill, N. (1987). Testing spoken language. A handbook of oral testing techniques. Cambridge: Cambridge University Press.Google Scholar
University of York/Macmillan (1981). My English Song Book. Basingstoke: Macmillan.Google Scholar
Vale, D. (1988). Early Bird. Cambridge: Cambridge University Press.Google Scholar
Van Ek, J. A. (1975). The threshold level. Strasbourg: Council of Europe.Google Scholar
Van Patten, B. & Lee, J. F. (eds.) (1990). Second-language acquisition – foreign language learning. Clevedon, Avon: Multilingual Matters.Google Scholar
Von Ziegesar, M. & Von Ziegesar, D. (1978). Practise with Puzzles. Oxford: Oxford University Press.Google Scholar
Schimpff, Wagner J. (1988). Oxford picture dictionary, intermediate workbook. Oxford: Oxford University Press.Google Scholar
Ward, S. (1980). Dippitydoo. Harlow: Longman.Google Scholar
Webster, D. & Worrall, A. (1991). English Together. Harlow: Longman.Google Scholar
Wells, G. (1981). Becoming a communicator. In G., Wells, Learning through interaction. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Wells, C. G. & Nichols, J. (eds.) (1985). Language and learning: an interactional perspective. London: Falmer Press.Google Scholar
Wenden, A. & Rubin, J. (1987). Learner strategies in language learning. Englewood Cliffs, NJ: Prentice Hall.Google Scholar
White, L. (1985). Universal Grammar as a source of explanation in second-language acquisition. In B., Wheatley, (eds.), Current approaches to second-language acquisition. Bloomington, Indiana: Indiana University Linguistics Club.Google Scholar
White, L. (1987). Against comprehensible input. The input hypothesis and the development of second-language competence. Applied Linguistics, 8, 2, 95–110.CrossRefGoogle Scholar
White, L. (1990). Second-language learning and Universal Grammar. Studies in Second-Language Acquisition, 12, 2, 121–33.CrossRefGoogle Scholar
Whitney, N. & Samuel, J. (1990). Adventures in English. Oxford: Oxford University Press.Google Scholar
Widdowson, H. G. (1978). Teaching language as communication. Oxford: Oxford University Press.Google Scholar
Widdowson, H. G. (1984). Learning purpose and language use. Oxford: Oxford University Press.Google Scholar
Widdowson, H. G. (1990). Key note address, delivered to the 1989 Milan Italian National Conference. In Holden, and Hill, (eds.), Effective teaching and learning. Oxford: Modern English Publications.Google Scholar
Williams, M. (1991 a). The Singapore Primary Project. JET, I, 2.Google Scholar
Williams, M. (1991 b). A framework for teaching English to young learners. In Brumfit, (eds.).Google Scholar
Willis, J. (1981). Teaching English through English. Harlow: Longman.Google Scholar
Wood, D. (1988). How children think and learn. Oxford: Basil Blackwell.Google Scholar
Worrall, A. (1990). Cuckoo! videos and activity books 1 and 2. Harlow: Longman.Google Scholar
Wright, A. (1985). Collins picture dictionary for young learners. London: Collins.Google Scholar
Wright, A. (1985). Collins picture dictionary activity book. London: Collins.Google Scholar
Wright, A. (1984). Games for language teaching. Cambridge: Cambridge University Press.Google Scholar
Wright, A. (1992). Spellbinders readers series. Oxford: Oxford University Press.Google Scholar