Publication List 4

Second Language Teaching/Learning

This page contains the most recent and relevant publications, either by the researchers in this group or that are considered relevant to children and language learning in the early years. Publications are organised in chronological order.



Rokita-Jaśkow, J.(2007). Lexical development in early L2 acquisition. Kraków: Pedagogical University Press.


Lo, Y.Y. & Murphy, V.A. (2010). Vocabulary knowledge and growth in Immersion and Regular Language Learning Programmes in Hong Kong. Language and Education, (24), 215-238.


Hayashi, Y. & Murphy, V.A. (2011). An investigation of morphological awareness in Japanese learners of English. Language Learning Journal, (39), 105-120.

McKendry, M. & Murphy, V.A. (2011). A comparative study of listening comprehension measures in English as an additional language and native English-speaking primary school children. Evaluation and Research in Education, (24), 17 – 40.

Meisel, J. (2011). First and Second Language Acquisition: Parallels and Differences. Cambridge: Cambridge University Press.

Protassova, E. (2011). Multilingual education in Finland (with a special focus on the Russian language). Issues of State Language Teaching: Problems and Challenges. Batumi: Shota Rustaveli National Science Foundation, 227-237.


Campfield, D. & Murphy, V.A(2013). The influence of prosodic input in the second language classroom: Does it stimulate child acquisition of word order and function words? Language Learning Journal

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


Campfield, D. & Murphy, V.A. (2014). Elicited Imitation: In search of the influence of linguistic rhythm on child L2 acquisition. System, (42), 207-219.

Ibrahim, R., Schwartz, M., Kahn-Horwitz. J., & Leikin, M. (2014). How do socio-cultural factors affect acquisition of reading in second language? Asian EFL Journal, 15(4), 64-88.

Murphy, V.(2014). Second language learning in the early school years: Trends and Contexts. Oxford: Oxford University Press

Protassova, E.; Rodina, N. (2014). Intercultural Education in Moscow: the Pre-School Level. In Kriebernegg, U.; Maierhofer, R.; Penz, H. Intercultural Encounters in Education (pp.139-155) Vienna: LIT.

Tkachenko, E.(2014). Introducing English in Norwegian Pre-schools. Enever, Janet; Lindgren, Eva; Ivanov, Sergej (Red.). Conference Proceedings from Early Language Learning: Theory and Practice 2014.. 23. s. 123-127.


Cruz-Ferreira, M.(2015). Foreword. In S. Mourão & M. Lourenço (Eds.), Early Years Second Language Education: International Perspectives on Theory and Practice (pp. 17–18). Abingdon: Routledge.

Cruz-Ferreira, M. (2015). Our Languages Abroad. Retrieved from DN 141208

Ije-Lien, J. (2015). Handlende stemmer i skapende møter. Masters Thesis, Høgskolen i Oslo og Akershus, Oslo.

Mourão, S., & Lourenço, M. (2015). Early Years Second Language Education: International Perspectives on Theory and Practice [Routledge Research in Early Childhood Education series]. Abingdon: Routledge.

Murphy, V.A., Macaro, E., Alba, S & Cipolla, C. (2015). The influence of L2 learning on first language literacy skills Applied Psycholinguistics, 36(5), 1133-1153 doi:10.1017/S0142716414000095

Murphy, V.A. & Unthiah, A. (2015). A systematic review of intervention research examining English language and literacy development in children with English as an Additional Language (EAL). London: Education Endowment Foundation

Rokita-Jaśkow, J. (2015). Using storybooks as a catalyst for negotiation of meaning and enhancing speaking among very young learners of L2: evidence from a case study. In M. Pawlak & E. Waniek-Klimczak (Eds.) Theoretical, empirical and pedagogic perspectives on teaching, learning and assessing speaking skills in a second language. Berlin-Heidelberg: Springer Verlag.

Smith, S.S. & Murphy, V.A.(2015). Measuring productive elements of multi-word phrase vocabulary knowledge among children with English as an additional or only language. Reading and Writing, 28(3), 347-369.


Dillon, A., McCullagh, L., Asafo, J., Al Neyadi, Amal S., Al Neyadi, Amal M.(-2016). The Effect of “Talking Partners” on UAE KG Students. TESOL Arabia Perspectives, 24(2).

Ilje-Lien, J. (2016). Et nødvendig fremtredelsesrom for kroppslige møter. In T. Gulpinar, L. Hernes & N. Winger (Ed.), Blikk fra barnehagen (p. 219 – 229). Bergen: Fagbokforlaget.

Murphy, V. & Evangelou, M. (2016). Early Childhood Education in English for Speakers of Other Languages. London: British Council.

Murphy, V.A.& Franco, D. (2016). Phonics instruction and children with English as an additional language. EAL Journal, Autumn


Dillon, A. and Pinedo-Burns, H. (2017). Intercultural Reflective Conversations: Fulfilling the mission of laboratory schools in the UAE and US. International Association of Laboratory Schools Journal, Spring 2017.

Murphy, V.A.(2017). Literacy development in children with English as an additional language (EAL). In J. Enever & E. Lindgren (eds.) Researching the complexity of early language learning in instructed contexts. Clevedon: Multilingual matters.

Toth, J.(2017). English first: Policy and practice in a Swedish EMI primary class. Journal of Immersion and Content-Based Language Education, 5(2), 214-237.


Cruz-Ferreira, M. (2018). Assessment of communication abilities in multilingual children: Language rights or human rights? International Journal of Speech-Language Pathology, 20(1), 166–169.

García Mayo, M.P. (2018a). Focused and unfocused tasks. Entry in the TESOL Encyclopedia of English Language Teaching (ed. John Liontas, Project Editor: Margo Delli Carpini; Volume Editor: Ali Shehadeh. Hobokonen, USA: Johh Wiley & Sons, Inc. Contribución por invitación.Online ISBN: 9781118784235.

García Mayo, M.P. (2018b). Dictogloss technique. Entry in the TESOL Encyclopedia of English Language Teaching (ed. John Liontas, Project Editor: Margo Delli Carpini; Volume Editor: Ali Shehadeh. Hobokonen, USA: Johh Wiley & Sons, Inc. Contribución por invitación. Online ISBN: 9781118784235.

García Mayo, M.P. (2018c). Child task-based interaction in EFL settings. Research and challenges. International Journal of English Studies 18(2), 119-143.Dillon, A. (2018). Finding Innovation and Imagination in a Bag of Loose Parts. Childhood Education 94(1), 62-65.

Hessel, A. & Murphy, V. A.(2018). Understanding how time flies and what it means to be on cloud nine: English as an Additional Language (EAL) learners’ metaphor comprehension Journal of Child Language, 1-27, doi:10.1017/S0305000918000399

Ilje-Lien, J. (2018). Se hun snakker! En studie av kroppslige og estetiske måter å snakke sammen på. Norsk som andrespråk (NOA), 1-2 (33), 41-65.

Murphy, V. A.(2018). Socio-economic status, young language learning, and the weapon to change the world. System,

Murphy, V.A. (2018). Literacy development in linguistically diverse pupils. In D. Miller, F. Bayram, J. Rothman & L. Serratrice (Eds). Bilingual Cognition and Language: The state of the science across its subfields. Studies in Bilingualism, 54, Amsterdam: John Benjamins.

Protassova, E. (2018). Spracheinstellungen russischsprachiger Familien in Deutschland und Finnland – ein Vergleich. In G. Mehlhorn and B. Bremer (Eds.) Potenziale von Herkunftsspachen. Sprachliche und außersprachliche Einflussfaktoren (pp.143-164). Tübingen: Stauffenburg.

Rosén, J., & Straszer, B. (2018). Talet om flerspråkighet i svensk förskolekontext. I: Paulsrud, BethAnne; Rosén, Jenny; Straszer, Boglárka & Wedin, Åsa (red.) Transspråkande i svenska utbildningssammanhang. Lund: Studentlitteratur, 149-171.

Tkachenko, E.; Bratland, K.; & Fevolden, B. (2018). Barnehagen som språklæringsarena for flerspråklige barnehageansatte i arbeidsrettet norskopplæring. NOA NOA. Norsk som andrespråk.

Toth, J. (2018). Stakeholder beliefs in English-medium instruction for young learners in Sweden. Apples – Journal of Applied Language Studies 12(2), 37-54.

Toth, J. (2018). English-medium instruction for young learners in Sweden. A longitudinal case study of a primary school class in an English-Swedish school (PhD thesis). Stockholm: Stockholm University.

Toth, J. (2018). Transspråkande i engelskspråkig ämnesundervisning. In B. Paulsrud, J. Rosén, B. Straszer & Å. Wedin (Eds.) Transspråkande och utbildning i svenska utbildningssammanhang (pp. 243-263). Lund: Studentlitteratur.


Garton and F. Copland (Eds.) (2019). The Routledge Handbook of Teaching English to Young Learners. Abingdon: Routledge.

Calzada Lizarraga, A.& García Mayo, M.P. 2019. L2 grammar learning through a collaborative writing task. In W. Suzuki & N. Storch (eds.) Languaging in Language Learning and Teaching. Amsterdam: John Benjamins (in press).

Rokita-Jaśkow, J. & M. Ellis. (eds). (2019). Early instructed SLA . Pathways to competence. Bristol: Multilingual Matters.

Schwartz, M., Deeb, I., & Hijazy, S. (2019). “Say ‘What happened?’ in Hebrew. He does not speak Arabic!”: Early language awareness as expressed in verbal and nonverbal interactions in the preschool bilingual classroom. Linguistics and Education, 52, 13-23.


Basterrechea, M. & Gallardo del Puerto, F. The production of language-related episodes in primary school CLIL learners: A study on the effect of pairings and socio-affective factors. Studies in Second Language Learning and Teaching (for SSLL&T special issue)