Publication List 6

Foreign Language Teaching and 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.



Jursová Zacharová, Z. & Sokolová, L. (2013). On the Path to Bilingualism. Roma: DITI. srl. Jursová Zacharová, Z. 2013. Efektívnosť vyučovania anglického jazyka v predškolskom veku Hocus – Lotus. (Effective English teaching in preschool age – Hocus&Lotus). Dissertation, Lojová, G., p. 196. Bratislava: Comenius University in Bratislava.

Mourão, S. (2013). Picturebook: Object of Discovery. in Bland. J. & Lütge, C. (Eds) Children’s Literature in Second Language Education. Continuum: London

Mourão, S. (2013). ‘Understanding response to picturebooks’ Encuentros, nº 22.

Rokita-Jaśkow, J. (2013). Foreign language learning at pre-primary learning: parental aspirations and educational practice. Kraków: Pedagogical University Press.


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, Vol. 3) (pp. 117-150) [S. l.]: Bentham eBooks.

Lourenço, M., & Andrade, A.I. (2014). Promoting phonological awareness in pre-primary education: Possibilities of the “awakening to languages” approach. Language Awareness, 23(4), 304-318.

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


Ellis, G. & Ibrahim, N. (2015). Teaching Children How to Learn. Peaslake: Delta Publishing.

Ellis, G. & Ibrahim, N. (2015). Reviewing in the Primary Classroom. In IATEFL Learner Autonomy Sig, independence (65/15), pp. 24-27.

García Mayo, M.P. & Lázaro Ibarrola, A. 2015. Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings. System: An International Journal of Educational Technology and Applied Linguistics 54: 40-54.

Lázaro Ibarrola, A. & Azpilicueta Martínez, R. 2015. Investigating negotiation ofmeaning in EFL children with very low levels of proficiency. International Journal of English Studies, 15: 1-21.

Mourão, S. (2015) Early childhood education, Voices, nº 243, p. 6

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. (2015). Learning English is child’s play – how to leave them to it. Voices, 18.11.2015 Available online:

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. Pp 62-77

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

Protassova, E. (2015). Mnenija ob izuchenii inostrannyh jazykov doshkol’nikami [Opinions about learning of foreign languages by the preschool children]. In E.V. Semenova (Ed.) Problemy inojazychnogo obrazovanija: teorija i praktika (pp. 50-57). Krasnojarsk: Sibirskij federal’nyj un-t

Robinson, P. Mourão, S. & Kang, N-J (2015). English Learning Areas in pre-primary classrooms: an investigation of their effectiveness. London: British Council. Available online:


Azkarai, A. & M.P. García Mayo (2016) Task repetition effects on L1 use in EFL child task-based interaction. Language Teaching Research 21: 480-495.

Azkarai, A. & Imaz Agirre, A. 2016. Negotiation of meaning strategies in child EFL mainstream and CLIL settings. TESOL Quarterly 50(4): 844-870.

Azkarai, A. & Oliver, R. 2016. Negative Feedback on task-repetition: ESL vs. EFL child settings. The Language Learning Journal 47: 269-280.

Cortina-Pérez, B. & Andúgar, A. (june, 2016). An exploratory study in English teachers’ opinión in multicultural preschools. Paper presented at the International Conference on Intercultural Education “Education, Health and ICTs from a transcultural perspective”, University of Almería

Ellis, G. & Ibrahim, N. (2016). Reviewing, reviewing. ETp. Issue 103 March, pp. 4-7.

Enever, J. & Lindgren, E. (2016). Early language learning in instructed contexts Editorial introduction. Education Inquiry, 7(1).

García Mayo, M.P. & Imaz Agirre, A. (2016). Task repetition and its impact on EFL children’s negotiation of meaning strategies and pair dynamics: An exploratory study. The Language Learning Journal 44(4): 451-466.

Mourão, S. (2016). ELT in early childhood education: from a trickling stream to a rushing river, Children and Teenagers, 2016(1).

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

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

Rokita-Jaśkow, J. (2016). Kindergarten teachers’ beliefs about the goals of very early FL instruction and their classroom practices: is there a link? W M. Pawlak (Ed.), Classroom-Oriented Research, Second Language Learning and Teaching, DOI 10.1007/978-3-319-30373-4_Heidelberg – New York: Springer.

Schwartz, M., Kahn-Horwitz, J., & Ibrahim, R. (2016). Multi-literate experience as a treasure chest for young learners of English as a Foreign Language. Reading and Writing, 29(7), 1293-1315. Impact Factor – 1.44.


Andúgar, A. (2017). Enseñanza de la lengua extranjera (inglés) en Educación Infantil (3-6 años). Estudio Delphi para la búsqueda de pautas didácticas consensuadas. (Doctoral Thesis). UCAM, Murcia.

Andúgar, A. & Cortina-Pérez, B. (May., 2017). An agreed approach to TEFL for Very Young Language Learners (VYLL) at Spanish Preschools. Paper presented at the Multilingualism in the Early Years International Conference. Institute of Technology Grangegorman, Dublin.

Andúgar, A., Tornel, M. & Cortina-Pérez, B. (2017). La situación actual de la enseñanza de lenguas extranjeras en edades tempranas a nivel europeo [Current situation of the teaching of foreign languages at early years at the European level]. In Torres-Zúñiga, L., & Schmidt, T. H. (eds.), Foreign Language Teaching and Learning Approaches, pp. 115-128. London: Cambridge Scholar Publishing.

Azkarai, A. & Imaz Agirre, A. 2017. Learning English in primary school: A matter of gender? In M. P. García Mayo (Ed.), Learning Foreign Languages in Primary School: Research Insights (pp. 103-123). Bristol: Multilingual Matters.

Brumen, M., Fras-Berro, F. (2017). Formative assessment in teaching foreign languages in the Slovenian preschool. In L. VUJIČIĆ (Ed.) et al. Contributions to the development of the contemporary paradigm of the institutional childhood : an educational perspective, (Erziehungswissenschaft, bd. 83) (pp.79-90). Wien; Zürich: Lit. cop.

Brumen, M., Fras-Berro, F., Cagran, B. (2017). Pre-school foreign language teaching and learning : a network innovation project in Slovenia. European early childhood education research journal, 25(6), 904-917.

Cortina-Pérez, B. & Andúgar, A. (May., 2017). Analysing Foreign Language policies in Early Childhood Education in Spain Paper presented at the Multilingualism in the Early Years International Conference. Institute of Technology Grangegorman, Dublin.

Ellis, G. & Ibrahim, N. (2017). The view of the child. In T. Pattison (Ed.) Glasgow Conference Selections IATEFL 2017. 51st International Conference Glasgow 4-7 April 2017, Faversham: IATEFL, pp.136-138.

García Mayo, M.P. (ed.) (2017). Learning Foreign Languages in Primary School: Research Insights. Bristol: Multilingual Matters. ISBN-13: 978-1-78309-810-1 (hardback) // ISBN-13: 978-1-78309-809-5 (paperback).

García Mayo, M.P. (2017). Introduction. Learning Foreign Languages in Primary School: Research Insights (pp. viii-xxiii). Bristol: Multilingual Matters.

García Mayo, M.P. & Hidalgo, M.A. (2017). L1 use among young EFL mainstream and CLIL learners in task-based interaction. System: An International Journal of Educational Technology and Applied Linguistics 67: 132-145.

García Mayo, M.P. & Imaz Agirre, A. (2017). Child EFL interaction. Age, context and development. En J. Enever & E. Lindgren (eds.) Researching the Complexity of Early Language Learning in Instructed Contexts (pp. 249-268). Bristol: Multilingual Matters

Jursová Zacharová, Z., Glasová, M., & Čierniková, M. (2017). Development of foreign language competences in children from socially disadvantaged backgrounds. In Školský psychológ/Školní psycholog. 18(1), 133-139.

Kirsch, C. (2017). Young children capitalising on their entire language repertoire for language learning at school. Language, Culture and Curriculum, 31(1), 39-55.

Lázaro Ibarrola, A. & Hidalgo Gordo, M. A. (2017). Procedural repetition in task-based interaction among young EFL learners: Does it make a difference? ITL: International Journal of Applied Linguistics168, 183-202.

Lázaro Ibarrola, A. & Hidalgo, M.A. (2017). Extending the value of conversational interactions: The case of young Spanish learners of English in a CLIL context. In M.P. García Mayo (Ed.), Learning Foreign Languages in Primary School: Research Insights (pp. 86-102). Bristol: Multilingual Matters.

Lourenço, M., & Mourão, S. (2017). Learning English (and other languages) in Portugal. Language Issues, 28(2), 53-55.

Zhao, T. & Murphy, V.A.(2017). Factors affecting the speed of word retrieval in children learning English as a foreign language. In M.P. Garcia Mayo (Ed). Learning Foreign Languages in Primary School: Research Insights. Clevedon: Multilingual Matters.


Andúgar, A.,  & Cortina-Pérez, B. (2018). EFL teachers’ reflections on their teaching practice in Spanish preschools. A focus on motivation. In M. Schwartz, (Ed.), 21st Century preschool bilingual education: Uniqueness, diversity and challenges in light of the three-fold theoretical framework: teachers, family and ethno-linguistic Community (pp.219-244). Netherlands: Springer

Brumen, M., Hvala, E. (2018). Developing international sociolinguistic competence of preschool children and their educators. In M.P. Rabensteiner, (Ed.), Teacher education, sustainability and development : challenges, issues, solutions for teaching in the 21st century, (Erziehungswissenschaft, Bd. 86), pp. 53-64. Zurich: LIT.

Cortina Pérez, B., & Andúgar, A.(2018). Didáctica de la Lengua Extranjera en Educación Infantil. Inglés. [Foreign Language didactics for Preschool. English] Madrid: Editorial Pirámide.

Cortina-Pérez, B. & Andúgar, A. (july, 2018 ). Spanish Education TEFL Policies at Preschools. Proceeding of the International Conference on Interdisciplinary Social Sciences. University of Granada, Granada.

Ellis, G. and Ibrahim, N. (2018). Accountability and Resilience. IATEFL Young Learners and Teenagers Sig, (1), pp. 34-39.

García Mayo, M.P., Imaz Agirre, A., & Azkarai, A. 2018. Task repetition effects on CAF in EFL child task-based oral interaction. In A. M. Ahmadian & M. P. García Mayo (eds.), Recent Perspectives on Task-based Language Learning and Teaching (pp. 9-28). Berlin: de Gruyter.

Hathorn, C. & Dillon, A. (2018). Teacher Inquiry: Implications for Teacher Professional Development in the United Arab Emirates. Issues in Educational Research 28(1), 99-119.

Mourão, S. (2018). English Teaching in the Early Years: Research in Peru. Lima: British Council. Available online:

Mourão, S. (2018). Research into pre-primary language learning. In S. Garton & F. Copland (Eds.) Routledge Handbook of Teaching English to Young Learners. Abingdon: Routledge

Mourão, S. (2018). The social and linguistic benefits of peer interaction in a foreign language-learning programme. In M. Schwartz (Ed.) Preschool Bilingual Education: Agency in Interactions between Children, Teachers, and Parents. Multilingual Education Series. Dordrecht, Netherlands: Springer.

Mourão, S. (2018). Playing in English: the emerging voices of pre-primary children in a foreign language context. In F. Copland, & S. Garton, (Eds.), Voices from the TESOL Classroom: Participant Inquiries in Young Learner Classes. Alexandria, Vir: TESOL, p. 67-76.

Waddington, J., Coto Bernal, S., & Siqués Jofré, C. (2018). Creating and evaluating a foreign language area in an early childhood setting. European Early Childhood Education Research Journal, 26(3), 334-346, DOI: 10.1080/1350293X.2018.1462998


Azkarai, A. García Mayo, M.P. & Oliver. R. (2019). The effects of task repetition on the patterns of interaction of ESL children. ITL: International Journal of Applied Linguistics

Ellis, G. and Ibrahim, N.(2019). Teachers’ image of the child in ELT. Kuchah, H., & Pinter A. Ethical and Methodological Issues in Researching Young Language Learners in School Contexts. Clevedon: Multilingual Matters.

García Mayo, M. P. (2019a). Are you coming back? It was fun’ Turning ethical and methodological challenges into opportunities in task-based research with children. In A. Pinter & K. Kuchah (eds). Ethical and Methodological Issues in Researching Young Learners in School Contexts. Bristol: Multilingual Matters (by invitation, in press).

García Mayo, M.P. (2019b). Child task-based language learning in foreign language contexts. In H. Mohebbi and C. Coombe (eds.) Research Questions in Language Education and Applied Linguistics. New York: by invitation, in press).

García Mayo, M.P. & Imaz Agirre, A. 2019. Task modality and pair formation method: their impact on patterns of interaction and attention to form among EFL primary school children. System

Hidalgo Gordo, M.A. 2019. Differences in the task-supported negotiations of younger and older EFL children: From repair into prevention. International Review of Applied Linguistics (IRAL) DOI:

Hidalgo Gordo, M. A. & García Mayo, M.P. The influence of task repetition type on attention to form by young EFL learners. Language Teaching Research

Ellis. G. & Ibrahim, N. (2019). Using metaphor to elicit young children’s views on learning English. Paper presented at 52nd International Conference, Brighton 4-7 April 2018. Conference Selections IATEFL 2017. Faversham: IATEFL.

Fleta M. Teresa (2019). Practices to Scaffold CLIL at Transition to Primary. In Tsuchiya, K & Pérez Murillo, M.D. Language Integrated Learning in Spanish and Japanese Contexts: Policy, Practice and Pedagogy. LOndon: Palgrave Macmillan

Lázaro Ibarrola, A. & Villarreal, I. 2019. Questioning the effectiveness of procedural repetition: The case of young EFL learners. Porta Linguarum 31, 7-20.

Martínez Adrián, M., Gallardo del Puerto, F., & Basterrechea, M. (2019). On self-reported use of communication strategies by CLIL learners in primary education. Language Teaching Research23: 39-57.

Mourão, S. (2019). Collaborative approaches to looking at progression in early years foreign language learning contexts. In D. Prošić-Santovac & S. Rixon (Eds.) Integrating Assessment into Early Language Learning and Teaching Practice. Bristol: Multilingual Matters

Mourão, S. (2019). Integrating and emulating: Early English initiatives in Portugal. In J. Rokita-Jaśkow and M. Ellis (Eds.), Early Instructed Second Language Acquisition: Psycholinguistic and Sociocultural Aspects. Bristol: Multilingual Matters

Mourão, S. (2019) Response during picturebook read alouds in English as a foreign language, Teanga: The Journal of the Irish Association of Applied Linguistics 26 (1), 58-76. Retrieved from

Protassova, E., Rodina, N. (2019). Metodika obuchenija doshkol’nikov inostrannomu jazyku [Methods of teaching foreign languages to young children] Moscow: Vlados.

Prošić-Santovac, D. & Rixon, S. (Eds.) (2019). Integrating Assessment into Early Language Learning and Teaching Practice. Bristol: Multilingual Matters.

Rokita-Jaśkow & Behrens, P. (2019). Policy and practice in early FLL: the case of Poland. In J. Rokita-Jaśkow & M. Ellis (Eds), Early instructed SLA : Pathways to competence (pp.11-25) Bristol: Multilingual Matters.

Villarreal, I. & Gil-Sarratea, N. (2019). The effect of collaborative writing in an EFL secondary setting. Language Teaching Research


Andúgar, A., Cortina-Pérez, B., & Tornel, M. (2020). Análisis de las pautas para la enseñanza del inglés en Educación Infantil mediante la técnica Deplhi [Analysis of Guidelines for teaching English in Preschool Education through the Delphi technique]. Revista Española de Lingüística Aplicada.

Ellis, G. and Ibrahim, N. (2020). Teachers’ image of the child in ELT. H. Kuchah and A.M. Pinter. In Ethical and Methodological Issues in Researching Young Language Learners in School Contexts. Clevedon: Multilingual Matters.

García Mayo, M.P. (ed.) 2020. Working Collaboratively in Second/Foreign Language Learning. Berlin/New York: De Gruyter. (forthcoming).

Mourão, S. with Ellis, G. (2020). Teaching English to Pre-primary Children. Educating very young children. Peaslake: Delta Publishing.


Calzada Lizarraga, A. & García Mayo, M.P. Child EFL learners’ attitudes towards a collaborative writing task: An exploratory study. Language Teaching for Young Learners (forthcoming).

Calzada Lizarraga, A. & García Mayo, M.P. Child learners’ reflections about EFL grammar in a collaborative writing task: When form is not at odds with communication (under revision)

Calzada Lizarraga & García Mayo, M.P. Analyzing EFL children’s individual and collaborative written output (in preparation – special issue of Language Teaching for Young Learners).

García Mayo, M.P. 2021. Children interacting in task-supported EFL/CLIL contexts. In M. Ahmadian and Michael Long (eds.)The Cambridge Handbook of Task-based Language Learning. Cambridge: Cambridge University Press (by invitation, forthcoming).

García Mayo, M.P. (ed.). 2021. Children learning foreign languages in Spain. Special issue of Language Teaching for Young Learners (by invitation).

García Mayo, M.P. & Gutierrez Mangado, J. (eds.) Children learning second languages in limited input contexts. Special issue of the journal Studies in Second Language Learning and Teaching (by invitation, forthcoming in 2020).

Hidalgo Gordo, M.A. & Lázaro Ibarrola, A. Task repetition and collaborative writing by EFL children: Beyond CAF measures (for SSLL&T special issue)

Imaz Agirre, A. & García Mayo, M.P. 2020. The impact of agency in pair formation on the degree of participation in young learners’ collaborative dialogue in an EFL context in Spain. En C. Lambert & R. Oliver (eds.) Using Tasks in Diverse Contexts. Bristol: Multilingual Matters (in press).

Kopinska, M., Imaz Agirre, A. & Azkaray, A. Motivation and the dictogloss task: A study with young ELF learners (for SSLL&T special issue)

Luquin Urtasun, M. & García Mayo, M.P. Collaborative writing and feedback: A pilot study of the potential of models in primary EFL students’ writing performance. Language Teaching for Young Learners (forthcoming).

Luquin Urtasun, M. & García Mayo, M.P. Exploring the use of models as a written corrective feedback technique among EFL children (in preparation – special issue of Language Teaching for Young Learners).

Martínez Adrián, M. & Arratibel, I. The interface between task-modality and the use of previously known languages in young CLIL English learners (for SSLL&T special issue)

Müller, C. (accepted). Development of narrative macrostructure in monolingual preschoolers in Germany and impact of socio-economic status and home literacy environment. ZASPiL.