Yuko Goto Butler is a Professor of Educational Linguistics and Director of the Teaching English to Speakers of Other Languages (TESOL) Program in the Graduate School of Education at the University of Pennsylvania, USA. Her research focuses on young language learners, language assessment and technology in language teaching.

• AbbreviationsIntroductionChapter 1. Exploring Children’s Additional Language Learning in SchoolWhy understanding their development is so challenging?Chapter 2. First Language Development and its DiversityWhat do children know about and do with language before attending additional language classes?Chapter 3. The Influence of Starting AgeIs "the younger, the better" true for additional language learning?Chapter 4. The Roles of Cognitive Development and First LanguageWhat distinguishes children’s additional language learning from their first language learning and adults’ additional language learning?Chapter 5. Written Language DevelopmentHow do children learn to read and write in an additional language?Chapter 6. Tasks and Interactions in Language ClassroomsHow do tasks and interactions promote children’s additional language learning?Chapter 7. Affect and Social FactorsWhat do we know about the role of affect and social factors in children’s additional language learning?Chapter 8. Digital Technology and Children’s Language LearningHow does digital technology influence children’s additional language learning?Chapter 9. Teaching and Teachers of Young Language LearnersWhat is unique about teaching additional language to children?Chapter 10. Assessing Additional Language LearningWhat should teachers keep in mind when assessing children’s additional language learning?Chapter 11. Learning Additional Languages through Academic ContentHow do children learn both language and content?Chapter 12. Future Directions for ResearchWhat considerations are necessary when researching children’s additional language learning?ReferencesDiscussion Questions and Additional ReadingsIndex

This volume offers a comprehensible and insightful analysis of key factors shaping children’s additional language learning in instructional settings. With its thoughtful exploration of children’s oral and written development, the role of instruction, affective and social factors as well as digital technology, the volume provides invaluable guidance for researchers and educators. A must-read for anyone devoted to fostering children’s success in additional language learning.