This volume provides a timely focus on young learners at pre-primary and primary levels. It features useful information about how politics and policies affect educational contexts and outcomes and how early L2 oracy and literacy develop. It also considers the role of parental involvement and teacher-learner relationships at these early stages of the learning process. Teachers, teacher trainees and researchers will find the book very useful and relevant.

? María del Pilar García Mayo, University of the Basque Country (UPV/EHU), Spain

This volume truly extends our understanding of complex and dynamic pathways to competence in ELL. Besides presenting high-quality research from varied contexts, it introduces important but so far unexplored concepts like training the parents, parachute teachers, or SEN learners' self-concept. The book is an absolute must-read for all stakeholders in the ELL field.

? Jelena Mihaljevi? Djigunovi?, University of Zagreb, Croatia

This book enhances the growing body of work on young learners? second language acquisition with a close examination of early foreign language learning, particularly in the European context. Its focus on the learners, their parents and the pedagogy of teachers makes this book a worthy addition to texts in this area.

? Rhonda Oliver, Curtin University, Australia

[This book] is timely, approaching the field from both a policy and empirical perspective. The book highlights how early instructed language learning, one dimension of the wave of global English learning, is new educational territory.

-- Sharon Harvey, Auckland University of Technology, New Zealand ? Language Teaching for Young Learners 2:2

The publication makes an important contribution to the field and is bound to provide an impetus for research on how children learn additional languages and how they should effectively be taught.

-- Pawe? Scheffler Adam Mickiewicz, University, Pozna?, Poland ? SSLLT 8 (4)
Biografía del autor

Joanna Rokita-Ja?kow is Associate Professor in Applied Linguistics at the Pedagogical University of Cracow, Poland, where she is Head of the ELT section. She is author of over 40 papers and three books and her main research interests concern child foreign and second language acquisition and foreign language teacher education.

Melanie Ellis teaches at the Pedagogical University of Cracow, where she is Head of the Practical English section in the Department of English Language Education. Her research interests include foreign language learning assessment and supporting learners for whom foreign language learning presents a challenge.