Second Language Learning in the Early School Years: Trends and Contexts

Abstract

This book has the laudable aim of providing a ‘bird’s eye view’ on ‘research evidence on L2 learning in childhood’, focusing on ‘contexts of learning in children that intersect and interact with educational provision’ (Preface, p. vii). As a unifying strand through the chapters, the author sets her sights on the well-worn but still lively and relevant debates around the critical period hypothesis (CPH). As Murphy points out, the enduring notion of an optimal age for second language learning has had powerful influences on provision for young (and not-so-young) learners in all areas of L2 teaching and learning, as well as in the politics of second language provision. She optimistically hopes that, as one of the outcomes of the book, ‘future policy makers might make more evidence-based decisions about educational provision that best supports multilingual development’ (p. ix). But, as she herself indicates through referring at different points both to the debates about modern foreign languages (FLs) in primary schools in England and to the sorry example of recent government policy for English as an additional language (EAL) learners, this desire may be doomed from the start, at least in the current political climates. Provision for EAL learners has shrunk almost to nothing since the coalition government took office in 2010, despite their rapid rise in numbers in mainstream schools. Thus, as TESOL courses for ‘young learners’ continue to grow in popularity, Murphy sets herself some valuable goals. Though she makes a very good attempt to achieve everything she sets out to do, it is perhaps an impossible task in one volume. Despite this, she makes a welcome contribution to the literature on young learners’ second language learning.