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Multilingual and monolingual children in the primary-level language classroom: individual differences and perceptions of foreign language learning
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Learning French in the UK setting: Policy, classroom engagement and attainable learning outcomes
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Abstract:
Due to the contemporary dominance of English as global lingua franca, all other “foreign languages” face a number of challenges in formal education. This paper describes the recent evolution of policy and practice regarding foreign language education in England, with a particular focus on early language learning. Evidence from a classroom study of French as foreign language is used to illustrate primary school instructional practices and children’s engagement in this setting, and their learning outcomes. Conclusions are drawn concerning sustainable approaches to the teaching of languages other than English in the early school years, in an English-dominated linguistic landscape
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URL: https://eprints.soton.ac.uk/428817/ https://eprints.soton.ac.uk/428817/1/learning_french_in_the_uk_setting_policy_classroom_engagement_and_attainable_learning_outcomes.pdf
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Spanish Imperfect revisited: exploring L1 influence in the reassembly of imperfective features onto new L2 forms
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Spanish Imperfect revisited: exploring L1 influence in the reassembly of imperfective features onto new L2 forms
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The importance of task variability in the design of learner corpora for SLA research
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The role of dynamic contrasts in the L2 acquisition of Spanish past tense morphology
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The role of dynamic contrasts in the L2 acquisition of Spanish past tense morphology
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The role of dynamic contrasts in the L2 acquisition of Spanish past tense morphology
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Testing the predictions of the feature-assembly hypothesis: evidence from the L2 acquisition of Spanish aspect morphology
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Testing the predictions of the feature-assembly hypothesis: evidence from the L2 acquisition of Spanish aspect orphology
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Testing the predictions of the Feature Assembly Hypothesis (FAH): evidence from the L2 acquisition of Spanish aspect morphology
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