Abstract
AbstractThis project investigates early learning and teaching of English in Danish primary schools. Encouraged by recent calls for research to apply a complex multifactor research design to investigate early foreign language (FL) learning (Edelenbos & Kubanek 2009; Lindgren & Muñoz 2013), the project investigates the impact of starting age of learning, i.e., the age factor, and a range of contextual factors (the quantity and quality of exposure to English inside and outside the classroom) and socio-affective factors (children’s motivation and attitudes towards learning, and parents’ education, (perceived) proficiency in the FL, their attitudes towards language learning, and their use of the foreign language professionally) in children’s rate of L2 learning and short-term English language proficiency.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
