Early Language Learning: Complexity and Mixed Methods

Abstract

Early Language Learning: Complexity and Mixed Methods is presented by the editors Enever and Lindgren as the first collection of mixed methods research (MMR) studies in the field of early language learning (ELL) in an instructed context. The publication of this volume is timely: as Riazi and Candlin (2014) point out, MMR is experiencing a rise in numerous academic disciplines, including language teaching and learning, with studies posing research questions that increasingly are suited to inclusive approaches applying both qualitative and quantitative methods. Enever and Lindgren stress the importance of MMR in strengthening the validity and contributing to the depth and scope of a study. In addition, collecting both qualitative and quantitative data contributes to enhancing the credibility of the study and is common practice for case study research (Dörnyei, 2007). The volume focuses predominantly on recent, world-wide MMR studies on the learning of English as an additional, foreign and second language, and their mixed methodologies. The studies originate in Africa, Europe, Asia and Latin America, representing countries that have experienced growth in early English language learning. In their closing chapter, Enever and Lindgren reflect on the recent growth of MMR in the field of ELL and suggest that an international journal devoted to ELL would be a ‘natural home for discussions of research methodologies’ (306).