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By S. Rich

This quantity contains eleven research-led debts from instructing English to younger Learner (TEYL) educators operating in quite a number varied settings around the world. The leading edge sensible and theoretical views supply a few vital insights into potent TEYL pedagogy for the twenty first century.

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Extra info for International Perspectives on Teaching English to Young Learners

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The first chapter, Chapter 5 by Jeon, examines an important opportunity afforded by globalization for young learners, namely the possibility for more exposure and communication opportunities in English in young learners’ outof-school worlds. Jeon considers the impact of young learners’ engagement in transnational multiplayer on line gaming communities in South Korea. Her focus is on how the opportunities this provides for them to communicate with other non-Korean players impacts on their developing sense of themselves as L2 users, or their L2 identity.

4–11. H. (2008a). Use of project work to promote collaboration and research after the MA. A longitudinal study to evaluate the use of graded/leveled readers with YL 9–12 year old in Hong Kong. In Hughes, A. and Taylor, N. (eds) Teaching English to Young Learners: International TEYL Research Seminar. York: University of York, pp. 15–26. H. (2008b). Graded/leveled readers = effective scaffolding in EFL. Some concrete evidence! , Powell, K. and Mol, H. (eds) Literacy in the Language Classroom: the Role of the Young Learner Professional in Developing Reading and Writing Skills in Young Learners.

31–41. Knagg, J. and Ellis, G. (2012). Global Issues in Primary ELT. Available at: http://iatefl. org/2012/sessions/2012-03-20/british-council-signature-event-globalprimary-elt-issues. [accessed 28/09/2012]. 18 Sarah Rich Lee, W. L. (2009). Primary English Language Teaching (ELT) in Korea: Bold risks on the national foundation. In J. Enever, J. Moon and U. Raman (eds), Young Learner English Language Policy and Implementation: International Perspectives. Reading: Garnet Education, pp. 95–102. , Scarino, A.

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