Joanna Rokita-Jaśkow 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.

• ContributorsJoanna Rokita-Jaśkow and Melanie Ellis: IntroductionPart I. Early Language Learning in Compulsory InstructionChapter 1. Joanna Rokita-Jaśkow and Małgorzata Pamuła-Behrens: Policy and Practice in Early FLL: The Case Of PolandChapter 2. Sandie Mourão: Integrating and Emulating: Early English Initiatives in PortugalPart II. Pathways to Developing Early L2 Oracy and LiteracyChapter 3. Teresa Fleta: From Research on Child L2 Acquisition of English to Classroom Practice.Chapter 4. Amparo Lázaro-Ibarrola and Raul Azpilicueta-Martínez: Let Them Do The (Whole) Talking?Child-Child vs. Child-Adult Interactions: EFL Children in a Story-Telling TaskChapter 5. Małgorzata Szulc-Kurpaska: Teacher Language in a Young Learner ClassroomChapter 6. Renata Šamo: Young EFL Learners and Their Reading Awareness: A Case Study with Twins Chapter 7. Yolanda Ruiz De Zarobe and Maria Victoria Zenotz: Effective Reading Interventions In Young Children: How To Foster Critical Thinking StrategiesChapter 8. Annika Kolb and Sonja Brunsmeier: Extensive Reading In Primary EFL: Can Story Apps Do The Trick?Part III. Pathways to Understanding Relationships in Early Foreign Language Learning And TeachingChapter 9. Barbara Loranc-Paszylk: Parental Perceptions of Primary Bilingual Schools in Poland: The (Added) Value Of EnglishChapter 10. Joanna Rokita-Jaśkow: Parental Involvement in Very Early L2 AcquisitionChapter 11. Werona Król-Gierat: Investigating the Self-Concept of Children with Special Educational Needs in Early Foreign Language LearningChapter 12. Ewa Guz and Małgorzata Tetiurka: Power Relationships in an Early Foreign Language ClassroomMelanie Ellis and Joanna Rokita-Jaśkow: Afterword

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.

Joanna Rokita-Jaśkow 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.

• ContributorsJoanna Rokita-Jaśkow and Melanie Ellis: IntroductionPart I. Early Language Learning in Compulsory InstructionChapter 1. Joanna Rokita-Jaśkow and Małgorzata Pamuła-Behrens: Policy and Practice in Early FLL: The Case Of PolandChapter 2. Sandie Mourão: Integrating and Emulating: Early English Initiatives in PortugalPart II. Pathways to Developing Early L2 Oracy and LiteracyChapter 3. Teresa Fleta: From Research on Child L2 Acquisition of English to Classroom Practice.Chapter 4. Amparo Lázaro-Ibarrola and Raul Azpilicueta-Martínez: Let Them Do The (Whole) Talking?Child-Child vs. Child-Adult Interactions: EFL Children in a Story-Telling TaskChapter 5. Małgorzata Szulc-Kurpaska: Teacher Language in a Young Learner ClassroomChapter 6. Renata Šamo: Young EFL Learners and Their Reading Awareness: A Case Study with Twins Chapter 7. Yolanda Ruiz De Zarobe and Maria Victoria Zenotz: Effective Reading Interventions In Young Children: How To Foster Critical Thinking StrategiesChapter 8. Annika Kolb and Sonja Brunsmeier: Extensive Reading In Primary EFL: Can Story Apps Do The Trick?Part III. Pathways to Understanding Relationships in Early Foreign Language Learning And TeachingChapter 9. Barbara Loranc-Paszylk: Parental Perceptions of Primary Bilingual Schools in Poland: The (Added) Value Of EnglishChapter 10. Joanna Rokita-Jaśkow: Parental Involvement in Very Early L2 AcquisitionChapter 11. Werona Król-Gierat: Investigating the Self-Concept of Children with Special Educational Needs in Early Foreign Language LearningChapter 12. Ewa Guz and Małgorzata Tetiurka: Power Relationships in an Early Foreign Language ClassroomMelanie Ellis and Joanna Rokita-Jaśkow: Afterword

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.

Joanna Rokita-Jaśkow 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.

• ContributorsJoanna Rokita-Jaśkow and Melanie Ellis: IntroductionPart I. Early Language Learning in Compulsory InstructionChapter 1. Joanna Rokita-Jaśkow and Małgorzata Pamuła-Behrens: Policy and Practice in Early FLL: The Case Of PolandChapter 2. Sandie Mourão: Integrating and Emulating: Early English Initiatives in PortugalPart II. Pathways to Developing Early L2 Oracy and LiteracyChapter 3. Teresa Fleta: From Research on Child L2 Acquisition of English to Classroom Practice.Chapter 4. Amparo Lázaro-Ibarrola and Raul Azpilicueta-Martínez: Let Them Do The (Whole) Talking?Child-Child vs. Child-Adult Interactions: EFL Children in a Story-Telling TaskChapter 5. Małgorzata Szulc-Kurpaska: Teacher Language in a Young Learner ClassroomChapter 6. Renata Šamo: Young EFL Learners and Their Reading Awareness: A Case Study with Twins Chapter 7. Yolanda Ruiz De Zarobe and Maria Victoria Zenotz: Effective Reading Interventions In Young Children: How To Foster Critical Thinking StrategiesChapter 8. Annika Kolb and Sonja Brunsmeier: Extensive Reading In Primary EFL: Can Story Apps Do The Trick?Part III. Pathways to Understanding Relationships in Early Foreign Language Learning And TeachingChapter 9. Barbara Loranc-Paszylk: Parental Perceptions of Primary Bilingual Schools in Poland: The (Added) Value Of EnglishChapter 10. Joanna Rokita-Jaśkow: Parental Involvement in Very Early L2 AcquisitionChapter 11. Werona Król-Gierat: Investigating the Self-Concept of Children with Special Educational Needs in Early Foreign Language LearningChapter 12. Ewa Guz and Małgorzata Tetiurka: Power Relationships in an Early Foreign Language ClassroomMelanie Ellis and Joanna Rokita-Jaśkow: Afterword

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.