This page is for relevant publications, either by the researchers in this group or that are considered relevant to children and language learning in the early years.

Aalsvoort G. van der, Karemaker, A. M., & Ketelaars, M. (2008). Emergence of social play and numeracy: A related development with young at-risk students? In N. Srinivasan, A. K. Gupta, & J. Pandey (Eds.), Advances in Cognitive Science (pp. 355–368). Sage Publications.

Aalsvoort, G. van der, Ketelaars, M., & Karemaker, A. M. (2005). Social play by young at-risk children: A microgenetic approach to the study of emergent collaboration and numeracy. Journal of Education, (35), 159–180.

Aalsvoort, G. van der, Van Tol, A.M.,& Karemaker, A. M. (2004). Social play of young at-riskof learning difficulties: a situated performance? International Journal of Disability, Development and Education (51), 151–169.

Alstad, G. T. (2013). Barnehagen som språklæringsarena: En kasusstudie av tre barnehagelæreres andrespråksdidaktiske praksiser [Language learning environments in early childhood education. A case study of second language teaching practices in Norway]. (PhD Thesis). Universitetet i Oslo, Humanistisk fakultet, Oslo.

Alstad, G. T. (2015). Barnehagen som læringsarena for gryende flerspråklighet – en oversikt over forskning 1985–2015. NOA norsk som andrespråk, 30(1-2), 284-309.

Alstad, G. T. (2016). Andrespråk og flerspråklighet i barnehagen: Forskningsperspektiver på barnehagepraksiser [Second Language and Multilingualism in Early Childhood Education: Research on Teaching Practices]. Bergen: Fagbokforlaget.

Brumen, M. (2011). The perception of and motivation for foreign language learning in pre-school. Early Child Development and Care, 181(6) 717-732.

Brumen, M., Cagran, B., & Fras-Berro, F. (2014). More social responsibility by learning foreign language and culture : case of Slovenian pre-primary education. In: M. Mulej, & R. G. Dyck, (eds.). Social Responsibility – Methods, Dilemmas and Hopes, (Social responsibility beyond neoliberalism and charity, ISSN 2352-3336, Vol. 3). [S. l.]: Bentham eBooks 117-150.

Chumak-Horbatsch, R. (2012). Linguistically Appropriate Practice: A Guide for Working with Young Immigrant Children. Toronto. University of Toronto Press.

Ibrahim, N. (2014). Perceptions of identity in trilingual 5-year-old twins in diverse pre-primary educational contexts, In Mourão, S. & Lourenço, M. (eds) Early Years Second Language Education: International Perspectives on Theories and Practice, Abingdon: Routledge.

Fleta, MT. (2006). Stepping stones for teaching English L2 in the early years. Young Learners Special Interest Group Anniversary Publication. Teachers and young learners:             research in our classrooms. Edited by R. Mitchell-Schuitevoerder & S. Mourão.     International Association of Teachers of English as a Foreign Language. University of   Kent, Canterbury, pp. 43-51

Fleta MT. (2008). The role of interaction in the young learners’ classroom. Encuentro Journal, Number 17, 6-14.

Fleta, MT (2012). Factors concerning Early EFL learning at school. Young Learners &         Teenagers SIG C&TS: IATEFL Association. Very Young Learners. Spring Issue, pp 18, 19, 31.

Fleta, MT (2014). Enhancing Oracy in the Pre-Primary English Classroom. Encuentro Journal, Number 23, 38-46.

Fleta, MT (2015). Active listening for second language learning in the early years. in Mourão, S. & Lourenço, M. (eds) Early Years Second Language Education: International Perspectives on Theories and Practice. Abingdon: Routledge.

Lourenço, M. & Andrade, A.I. (2013). Promoting phonological awareness in pre-primary education: Possibilities of the awakening to languages approach. Language Awareness, 1-15. doi: 10.1080/09658416.2013.783585

Lourenço, M. & Andrade, A.I. (2014). “Do languages die?” Promoting awareness of language and linguistic diversity in preschool. In M.B. Paradowski (Ed.), Teaching Languages off the Beaten Track (pp. 147-162). Frankfurt am Main: Peter Lang.

Lourenço, M., Andrade, A.I., & Sá. S. (2010). Abordagens plurais nos primeiros anos de escolaridade: Reflexões a partir de contextos de intervenção. [Pluralist approaches in the first school years: From practice to reflection]. Intercompreensão, 15, 69-89.

Luttrop, A., Norling, M., & Balton, S. (2007). Intervention practice for preschool children in need of special support: Comparitive analysis between South Africa and Sweden. South African Journal of Occupationel Therapy, 37 (3), 22-24.

Mathers, S., Singler, R., & Karemaker, A. M. (2012). Improving quality in the Early Years: A comparison of perspective and measures. Final Report. London and Oxford.

Moin, V., Breitkopf, A., & Schwartz, M. (2011). Teachers’ views on organizational and pedagogical approaches to early bilingual education: A case study of bilingual kindergartens in Germany and Israel. Teaching and Teacher Education, 27 (6), 1008-1018.

Moin, V., Schwartz, M., & Breitkopf, A. (2011). Balancing heritage and host languages in bilingual kindergarten: Viewpoints of Russian-speaking immigrant parents in Germany and in Israel. European Early Childhood Education Research Journal, 19 (4), 515-533.

Mourão, S. (2014). Taking play seriously in pre-primary English classes. ELT Journal, 63/3, pp. 254-264.

Mourão, S. (2014). Understanding response to picturebooksEncuentros, nº 22.

Mourão, S. (2015). Response to picturebooks: A case for valuing children’s linguistic repertoires during repeated read alouds. In S. Mourão, & M. Lourenço, (ed.) Early Years Second Language Education: International Perspectives on Theories and Practice. Abingdon: Routledege.

Mourão, S. (2015). English at pre-primary: the challenges of getting it right. In J. Bland, (ed.) Teaching English to Young Learners. Critical Issues in Language Teaching with 3-12 year olds. London: Bloomsbury Academic pp 51-70

Mourão, S. & Ferreirinha, S. (2016). Report: Early Language Learning in Pre-primary Education in Portugal. Lisboa: APPI.

Mourão, S. & Lourenço, M. (Eds.) (2015). Early Years Second Language Education: International Perspectives on Theories and Practice. Abingdon: Routledge.

Mourão, S. & Robinson, P. (2016) Facilitating the learning of English through play activities. In V. Murphy, and M. Evangelou, (eds) Early Childhood Education in English for Speakers of Other Languages. London: British Council.

Mourão, S. (2017). Playing in English: the emerging voices of pre-primary children in a foreign language context, in F. Copland and S. Garton (eds.), Voices from the TESOL Classroom: Participant Inquiries in Young Learner Classes, Alexandria Vir: TESOL

Murphy, V.A., and Evangelou, M., (eds), (2016). Early Childhood Education in English to Speakers of Other Languages. London: British Council.

Norling, M. (2009). Barnarbeten eller bans arbeten? I T. Saar., S. Hägglund & a. Löfdahl (red), Det politiska barnet, bidrag till utforskandet av barn och barndom som politiska kategorier [The political child, the contributions to the exploration of children and childhood as political categories] (pp. 31-41). Forskningsrapport, Karlstads Universitet.

Norling, M. (2014) Preschool staff´s view of emergent literacy approaches in Swedish preschools. Early Child Development and Care, 184(4), 571–588.

Norling, M. & Sandberg, A.(2009). Pedagogiskt stöd och pedagogiska metoder. I A. Sandberg (red), Med sikte på förskolan -barn i behov av särskilt stöd [ Focus on preschool, children in need of special support] (pp. 45-62). Lund: Studentlitteratur.

Norling, M., & Sandberg, A. (accepted). Language learning in outdoor environments. Nordisk Barnehageforskning.

Norling, M., Sandberg, A., & Almqvist, L. (accepted). Engagement and emergent literacy practices in Swedish pre-schools. European Early Childhood Education Research Journal, 24 (1), 2016.

Norling, M.(2007). Tidig intervention i förskolan för barn i behov av särskilt stöd samt gråzonsbarn [Early intervention in preschool for children in need of special support and grey zone children. Tidskrift, “Att undervisa” 1-2007.

O’Toole, C &  Hickey, T.M. (2016). Bilingual language acquisition in a minority context: using the Irish–English Communicative Development Inventory to track acquisition of an endangered languageInternational Journal of Bilingual Education and Bilingualism  pp. 1-17

Robinson, P., Mourão, S. & Kang, N.J. (2015) English Learning Areas in Preschool Classrooms: an investigation of their effectiveness in supporting EFL developmentLondon: British Council.

Rokita- Jaśkow, J. 2009. Ultimate attainment in early instructed L2 acquisition. W Z. Lengyel i J. Navracsics (red.) Studies on the mental lexicon. Language acquisition-speech perception-speech production. (str.224-234). Budapest:Tinta Konyvkiadó

Rokita- Jaśkow, J. 2010. Moje dziecko uczy się języka obcego. [My child learns a foreign language]. Kraków: Wydawnictwo UP.

Rokita-Jaśkow, J. 2010. Fostering artificial bilingualism: an ambiguous decision, ambiguous results. W J. Leśniewska i M. Jodłowiec. (red.) Ambiguity and the Search for Meaning (str.269-280). Kraków: WUJ.

Rokita-Jaśkow, J. 2011. Foreign language learning in the globalising world: attitudes, motivation, learner identity. Annales Universitatis Paedagogicae Cracoviensis. Studia Anglica I, 8-17.

Rokita-Jaśkow, J. 2012. Motives for early foreign language learning and parental educational aspirations in the era of globalisation. W M. Dąbrowska, J. Leśniewska, B. Piątek (red.). Languages, Literatures and Cultures in Contact: English and American studies in the Age of Global Communication. Vol.2. (str.393 – 406). Kraków:Tertium.

Rokita-Jaśkow, J. 2013. Foreign language learning at pre-primary learning: parental aspirations and educational practice. Kraków: Wydawnictwo UP.

Rokita-Jaśkow, J. 2013. Foreign language learning in the pre-school years: current outcomes, future research directions. W E. Mańczak-Wohfeld i M. Jodłowiec (red.) Exploring the Microcosm and Macrocosm of Language Teaching and Learning. A Festschrift on the Occasion of 70th Birthday of Professor Anna Niżegorodcew (str.259-270). Kraków:WUJ.

Rokita-Jaskow, J. 2013. Socioeconomic status and parental involvement as cognitive and affective factors fostering very young learners’ second language development. W E. Piechurska-Kuciel i E. Szymańska-Czaplak (red.) Language in affect and cognition (str.189-204). Berlin-Heidelberg: Springer Verlag.

Rokita-Jaśkow, J. 2014 . Using storybooks as a catalyst for negotiation of meaning and enhancing speaking among very young learners of L2: evidence from a case study. W M. Pawlak i E. Waniek-Klimczak (red). Theoretical, empirical and pedagogic perspectives on teaching, learning and assessing speaking skills in a second language. Berlin-Heidelberg: Springer Verlag.

Rokita-Jaśkow, J. 2014. Is foreign language knowledge a form of capital passed intergenerationally? W E. Piechurska-Kuciel ( Ed). The Ecosystem of the foreign language learner: selected issues. Berlin-Heidelberg: Springer Verlag.

Rokita-Jaśkow, J. 2013. The impact of parental aspirations and parental support on their children’s second/foreign language achievement. W A. Grabowska, J. Graca i L. Smutek (red.) Problemy współczesnej neofilologii. Wybrane zagadnienia. (str. 135-146). Tarnów: Wydawnictwo PWSZ.

Rokita, J. 2006. Observe, reflect and learn how to teach. Kraków: Wydawnictwo AP

Rokita, J.2007. Lexical development in early L2 acquisition. Kraków: Wydawnictwo AP.

Sandberg, A., Norling, M., & Lillvist, A. (2009). Educational support to preschool children in need of special support. International Journal of Inclusive Education, 1 (2), 102-116.

Schwartz, M. (2013). Immigrant parents’ and teachers’ views on bilingual pre-school language policy. Language and Education, 27 (1), 22-43

Schwartz, M. (2014). The impact of ‘First Language First’ model on vocabulary development among preschool bilingual children. Reading and Writing, 27 (709-732).

Schwartz, M., & Asli, A. (2014). Bilingual teachers’ language strategies: The case of an Arabic-Hebrew kindergarten in Israel. Teaching and Teacher Education, 38, 22-32

Schwartz, M. & Gorbatt, N. (2016). ‘Why do we know Hebrew and they
do not know Arabic?’ Children’s meta-linguistic talk in bilingual preschool. International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2016.1181604

Schwartz, M., Moin, V., Leikin, M., & Breitkopf, A. (2010). Immigrants’ family language policy toward children’s preschool bilingual education: Parents’ perspective. International Multilingual Research Journal, 4, 107-124.

Schwartz, M., Moin, V., & Leikin, M. (2011). Parents’ discourses about language strategies for the child’s preschool bilingual development. Diaspora, Indigenous, and Minority Education: An International Journal, 5, 149-166

Schwartz, M., Mor-Sommerfeld, A., & Leikin, M. (2010). Facing bilingual education: Majority-language teachers’ challenges and strategies. Language Awareness, 19 (3), 187-203.

Schwartz, M., & Shaul, Y. (2013). Narrative development among language-minority children: The role of bilingual versus monolingual preschool education. Language, Culture and Curriculum, 26 (1), 36-51

Schwartz, M. & Verschik, A. (2013) (Eds). Successful family language policy: parents, children and educators in interaction. Series Multilingual Education. Dordrecht, Netherlands: Springer.

Torpsten, A.-C. (2012). Mother tongue and multilingual education. Human Rights and Citizenship Education. E-tidskrift, 153-160.

Torpsten, A.-C. (2012). Rights and Multilingualism. US-China Education Review. (2)4, 439-444.

Torpsten, A.-C. & Betzholtz. M. (2013). Preschool – a Diverse and Multilingual Arena. International Journal of Education for Diversities. E-tidskrift (2)1-21.