1
Maynard S. Why should languages be introduced at primary level? In: Teaching foreign languages in the primary school. Routledge Taylor & Francis Group 2012. https://www.dawsonera.com/readonline/9780203805022
2
Nikolov M, Djigunovic JM. RECENT RESEARCH ON AGE, SECOND LANGUAGE ACQUISITION, AND EARLY FOREIGN LANGUAGE LEARNING. Annual Review of Applied Linguistics 2006;26. doi:10.1017/S0267190506000122
3
Woodgate-Jones A. The educational aims of primary MFL teaching: an investigation into the perceived importance of linguistic competence and intercultural understanding. Language Learning Journal 2009;37:255–65. doi:10.1080/09571730902928136
4
Great Britain. Department for Education and Skills. Languages for all : languages for life: a strategy for England. 2002.http://dera.ioe.ac.uk/6364/
5
Costley T, Gkonou C, Myles F, et al. Multilingual and monolingual children in the primary-level language classroom: individual differences and perceptions of foreign language learning. The Language Learning Journal 2018;:1–13. doi:10.1080/09571736.2018.1471616
6
Kolb A. How Languages are Learnt: Primary Children’s Language Learning Beliefs. Innovation in Language Learning and Teaching 2007;1:227–41. doi:10.2167/illt033.0
7
Cameron L. Cameron, L. (2012) - Teaching Languages to Young Learners - Chapter 1 ; Children Learning a Foreign Language. In: Teaching languages to young learners. Cambridge: : Cambridge UP 2001. 1–21.http://dx.doi.org/10.1017/CBO9780511733109
8
McLachlan A. Modern languages in the primary curriculum: are we creating conditions for success? Language Learning Journal 2009;37:183–203. doi:10.1080/09571730902928078
9
Kirsch C. Chapter 3: Theories of second language acquisition. In: Teaching foreign languages in the primary school. London: : Continuum 2008. https://contentstore.cla.co.uk/secure/link?id=0218ad4a-3945-e711-80cb-005056af4099
10
Macedonia, Manuela ; Von Kriegstein, Katharina Macedonia, Manuela (correspondence author). Gestures Enhance Foreign Language Learning. Biolinguistics;6.https://www.biolinguistics.eu/index.php/biolinguistics/article/view/248
11
Byram M, Doyé P. Intercultural competence and foreign language learning in the primary school. In: The teaching of modern foreign languages in the primary school. London: : Routledge 1999. 138–51.https://contentstore.cla.co.uk/secure/link?id=2efc8744-3945-e711-80cb-005056af4099
12
European Journal of Teacher Education.
13
Dervin F. Assessing intercultural competence in Language Learning and Teaching. http://users.utu.fi/freder/Assessing%20intercultural%20competence%20in%20Language%20Learning%20and%20Teaching.pdf
14
Peiser G, Jones M. The significance of intercultural understanding in the English modern foreign languages curriculum: a pupil perspective. The Language Learning Journal 2013;41:340–56. doi:10.1080/09571736.2013.836350
15
Bigelow M, Ranney S. Knowledge about Language for Teachers is More than Knowing Grammar Rules. Studies in Hispanic and Lusophone Linguistics 2010;3. doi:10.1515/shll-2010-1070
16
Tingley PA, Dore KA, Lopez A, et al. A Comparison of Phonological Awareness Skills in Early French Immersion and English Children. Journal of Psycholinguistic Research 2004;33:263–87. doi:10.1023/B:JOPR.0000027965.77686.1b
17
Cheater C, Farren A. Chapter 2: Sentence Level. In: The literacy link. London: : CILT 2001. 29–47.https://contentstore.cla.co.uk/secure/link?id=0018ad4a-3945-e711-80cb-005056af4099
18
Cable C, Driscoll P, Mitchell R, et al. Language learning at Key Stage 2: findings from a longitudinal study. Education 3-13 2012;40:363–78. doi:10.1080/03004279.2012.691371
19
Teresa Tinsley and Neela Doležal. Language Trends Survey 2018. https://www.britishcouncil.org/sites/default/files/language_trends_2018_report.pdf
20
Lynne Cameron. Cameron, L. (2012) -Teaching Languages to Young Learners -Chapter 2; Learning Language through tasks and activities. In: Teaching languages to young learners. Cambridge: : Cambridge UP 2001. 21–36.https://www.cambridge.org/core/books/teaching-languages-to-young-learners/24C0A04FF42B159B8A9650D4CEB83409
21
Martin C. Teaching ideas. In: Games and fun activities. London: : Centre for Information on Language Teaching and Research 1995. https://contentstore.cla.co.uk/secure/link?id=2dfc8744-3945-e711-80cb-005056af4099
22
D’Almeida, Essi. Modern foreign languages classroom: is inclusion of all, exclusion in disguise? 2015.http://publications.aston.ac.uk/27352/
23
KS2 MFL: Weather Vocabulary. 2010.https://search.alexanderstreet.com/view/work/bibliographic_entity%7Cvideo_work%7C1782139?utm_source=aspresolver&utm_medium=MARC&utm_campaign=AlexanderStreet
24
Quist, G. Cosmopolitan imaginings: creativity and responsibility in the language classroom. Language and Intercultural Communication Published Online First: 2013.http://discovery.ucl.ac.uk/1386986/1/10.1080-14708477.2013.804536.pdf
25
Greenwood R, Greenwood, Richard. Subject-Based and Cross-Curricular Approaches within the Revised Primary Curriculum in Northern Ireland: Teachers’ Concerns and Preferred Approaches. Education 3-13 2013;41.http://www.tandfonline.com/doi/abs/10.1080/03004279.2013.819618
26
Loveless A. Thinking about creativity: developing ideas, making things happen. In: Creativity in primary education. Exeter: : Learning Matters 2009. 22–35.
27
Greenwood R. Subject-based and cross-curricular approaches within the revised primary curriculum in Northern Ireland: teachers’ concerns and preferred approaches. Education 3-13 2013;41:443–58. doi:10.1080/03004279.2013.819618
28
Doiz A, Lasagabaster D, Sierra JM. CLIL and motivation: the effect of individual and contextual variables. The Language Learning Journal 2014;42:209–24. doi:10.1080/09571736.2014.889508
29
Dalton-Puffer C, Nikula T. Content and language integrated learning. The Language Learning Journal 2014;42:117–22. doi:10.1080/09571736.2014.891370
30
Wu X. Intrinsic motivation and young language learners: the impact of the classroom environment. System 2003;31:501–17. doi:10.1016/j.system.2003.04.001
31
Hunt M. Progression and assessment in foreign languages at Key Stage 2. Language Learning Journal 2009;37:205–17. doi:10.1080/09571730902928086
32
Kyndt E, Gijbels D, Grosemans I, et al. Teachers Everyday Professional Development: Mapping Informal Learning Activities, Antecedents, and Learning Outcomes. Review of Educational Research 2016;86:1111–50. doi:10.3102/0034654315627864
33
İnceçay G. The role of teacher talk in young learners’ language process. Procedia - Social and Behavioral Sciences 2010;2:277–81. doi:10.1016/j.sbspro.2010.03.010
34
Jones J. The role of Assessment for Learning in the management of primary to secondary transition: implications for language teachers. Language Learning Journal 2010;38:175–91. doi:10.1080/09571730902928052
35
Chambers G. Transition in modern languages from primary to secondary school: the challenge of change. The Language Learning Journal 2014;42:242–60. doi:10.1080/09571736.2012.708052
36
MACINTYRE PD, BURNS C, JESSOME A. Ambivalence About Communicating in a Second Language: A Qualitative Study of French Immersion Students? Willingness to Communicate. The Modern Language Journal 2011;95:81–96. doi:10.1111/j.1540-4781.2010.01141.x
37
Opfer VD, Pedder DG, Lavicza Z. The role of teachers’ orientation to learning in professional development and change: A national study of teachers in England. Teaching and Teacher Education 2011;27:443–53. doi:10.1016/j.tate.2010.09.014
38
Hernández TA. The Relationship Among Motivation, Interaction, and the Development of Second Language Oral Proficiency in a Study-Abroad Context. The Modern Language Journal 2010;94:600–17. doi:10.1111/j.1540-4781.2010.01053.x
39
Renaut C. To what extent does teaching culture in modern foreign languages improve motivation to learn languages? 2010.
40
Choi J, Nunan D. Language and culture: reflective narratives and the emergence of identity. New York: : Routledge 2010. http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780203856987
41
Nikolov M. Early learning of modern foreign languages: processes and outcomes. Bristol, UK: : Multilingual Matters 2009.
42
Nikolov M. The age factor and early language learning. Berlin: : Mouton de Gruyter 2009.
43
Gavruseva E, Haznedar B. Current trends in child second language acquisition: a generative perspective. Amsterdam: : John Benjamins Pub. Co 2008. doi:10.1075/lald.46
44
Cameron D. The teacher’s guide to grammar. Oxford: : Oxford University Press 2007.
45
Nikolov M, Council of Europe, European Centre for Modern Languages, et al. Teaching modern languages to young learners: teachers, curricula and materials. Strasbourg: : Council of Europe 2007.
46
Jones J, Coffey S. Modern foreign languages, 5-11: a guide for teachers. 2nd ed. London: : Routledge 2013. https://www.taylorfrancis.com/books/9780429234460
47
Hawkins E. Out of this nettle, drop-out, we pluck this flower, opportunity: re-thinking the school foreign language apprenticeship. The Language Learning Journal 2005;32:4–17. doi:10.1080/09571730585200141
48
Osler A, Starkey H, British Council. Citizenship and language learning: international perspectives. Stoke-on-Trent: : Trentham Books in partnership with the British Council 2005.
49
Raveaud M. Hares, tortoises and the social construction of the pupil: differentiated learning in French and English primary schools. British Educational Research Journal 2005;31:459–79. doi:10.1080/01411920500148697
50
Tierney D, Gallastegi L. Where are we going with primary foreign languages? The Language Learning Journal 2005;31:47–54. doi:10.1080/09571730585200081
51
Creativity in modern foreign languages teaching and learning | Higher Education Academy. https://www.heacademy.ac.uk/knowledge-hub/creativity-modern-foreign-languages-teaching-and-learning
52
Franceschina F. Fossilized second language grammars: the acquisition of grammatical gender. Amsterdam: : John Benjamins 2005. https://ucl.userservices.exlibrisgroup.com/view/action/uresolver.do?operation=resolveService&package_service_id=4973690360004761&institutionId=4761&customerId=4760
53
3, 2, 1...Action! Le drama pour apprendre l’anglais au cycle 3 | Primlangues. http://www.primlangues.education.fr/article/3-2-1action-le-drama-pour-apprendre-langlais-au-cycle-3
54
Ofsted Subject Reports 2002/3: modern foreign languages in primary schools. http://webarchive.nationalarchives.gov.uk/20081030015852/http://ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Education/Curriculum/Annual-Report-2002-03-Ofsted-subject-reports-primary
55
Broady E. Sameness and difference: the challenge of culture in language teaching. The Language Learning Journal 2004;29:68–72. doi:10.1080/09571730485200131
56
Johnstone R. Evidence-based policy: early modern language learning at primary. The Language Learning Journal 2003;28:14–21. doi:10.1080/09571730385200161
57
Great Britain. Office for Standards in Education, Great Britain. Office for Standards in Education (England). Primary modern foreign languages in initial teacher training: a survey. 2003.http://dera.ioe.ac.uk/id/eprint/4795
58
Graham SJ. Learners’ Metacognitive Beliefs: A Modern Foreign Languages Case Study. Research in Education 2003;70:9–20. doi:10.7227/RIE.70.2
59
Irimia M. Developing the Intercultural Dimension in Language Teaching. International Journal of Communication Research;2:325–31.http://ucl-primo.hosted.exlibrisgroup.com/primo_library/libweb/action/display.do?tabs=detailsTab&ct=display&fn=search&doc=TN_proquest1274744560&indx=1&recIds=TN_proquest1274744560&recIdxs=0&elementId=0&renderMode=poppedOut&displayMode=full&frbrVersion=&frbg=&&dscnt=0&scp.scps=scope%3A%28UCL%29%2Cprimo_central_multiple_fe&tb=t&mode=Basic&vid=UCL_VU1&srt=rank&tab=local&dum=true&vl(freeText0)=Developing%20the%20Intercultural%20Dimension%20in%20Language%20Teaching%20&dstmp=1497199537675
60
Primary Subject Reports 2000/1: modern foreign languages. http://webarchive.nationalarchives.gov.uk/20081030015852/http://ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all-by/Education/Curriculum/Art-and-design/Primary/Annual-Report-2000-01-Ofsted-subject-reports-primary
61
Cheater C, Farren A, Centre for Information on Language Teaching and Research. The literacy link. London: : CILT 2001.
62
Tierney D, Alonso-Nieto L. Modern languages in the primary school in Spain and Scotland. Vida Hispánica 2001;23:9–12.http://strathprints.strath.ac.uk/3230/
63
Mater Dolorosa. The Concept of Spain in the 19th century | Essay and science. http://www.essayandscience.com/book/18/mater-dolorosa-the-concept-of-spain-in-t/
64
Alexander RJ. Culture and pedagogy: international comparisons in primary education. Oxford: : Blackwell 2000.
65
Field K. Issues in modern foreign languages teaching. London : RoutledgeFalmer, 2000: https://www.taylorfrancis.com/books/9780203005682
66
Hallam C, Neilsen B, Door V. Teaching French in primary schools: a preparation for future learning. Francophonie: the French journal of the Association for Language Learning 1990;22:24–7.
67
Lawes S. Why learn modern foreign languages? In: Issues in modern foreign languages teaching. London : RoutledgeFalmer, 2000: 41–53.http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203005682
68
Moore A. Chapter 1: Models of Teaching and Learning. In: Teaching and learning: pedagogy, curriculum and culture. London: : Routledge 2012. 7–22.http://www.vlebooks.com/vleweb/product/openreader?id=UCL&isbn=9780203487556
69
Curtain H, Nikolov M, Council of Europe, et al. An early start: young learners and modern languages in Europe and beyond. Strasbourg: : Council of Europe Publishing 2000.
70
Nuffield Languages Inquiry, Nuffield Foundation. Languages : the next generation: the final report and recommendations of the Nuffield Languages Inquiry. London: : Nuffield Foundation 2000.
71
Sharp K, Driscoll P. Chapter 5: At what age should foreign language learning begin? In: Issues in modern foreign languages teaching. London : RoutledgeFalmer, 2000: http://www.dawsonera.com.libproxy.ucl.ac.uk/depp/reader/protected/external/AbstractView/S9780203005682
72
Driscoll P, Frost D. The teaching of modern foreign languages in the primary school. London: : Routledge 1999.
73
Lightbown P, Spada NM. How languages are learned. 4th edition. Oxford: : Oxford University Press 2013. https://www.vlebooks.com/Product/Index/702408?page=0&startBookmarkId=-1
74
Nikolov M. ‘Why do you learn English?’ ‘Because the teacher is short. ’A study of Hungarian children’s foreign language learning motivation. Language Teaching Research 1999;3:33–56. doi:10.1177/136216889900300103
75
Great Britain. Scottish Office Education and Industry Department. Inspectors of Schools. Standards and quality in primary and secondary schools 1995-98: Modern languages. London : Stationery Office,1998.
76
Barzanò G, Jones J, Spallanzani P, et al. Same differences: intercultural learning and early foreign language teaching. Torre Boldone: : Grafital 1998.
77
Nakayama TK, Halualani RT, Wiley InterScience (Online service). The handbook of critical intercultural communication. Chichester, West Sussex, U.K.: : Wiley-Blackwell 2010. http://dx.doi.org/10.1002/9781444390681
78
Doyé P, Hurrell A, Council of Europe, et al. Foreign language learning in primary schools (age 5/6 to 10/11). Strasbourg: : Council of Europe 1997.
79
Ellis R. Second language acquisition. Oxford: : Oxford UP 1997.
80
Spada N. Form-Focussed Instruction and Second Language Acquisition: A Review of Classroom and Laboratory Research. Language Teaching 1997;30. doi:10.1017/S0261444800012799
81
Edelenbos P, Johnstone R, Centre for Information on Language Teaching and Research, et al. Researching languages at primary school: some European perspectives. London: : CILT in collaboration with Scottish CILT and GION (University of Groningen) 1996.
82
Hawkins E, Centre for Information on Language Teaching and Research. 30 years of language teaching. London: : CILT 1996.
83
Hurrell A, Satchwell P, Centre for Information on Language Teaching and Research. Reflections on modern languages in primary education: six UK case studies. London: : Centre for Information on Language Teaching and Research 1996.
84
Sharpe K. The primacy of pedagogy in the early teaching of Modern Languages. The Language Learning Journal 1995;12:40–2. doi:10.1080/09571739585200411
85
Johnstone R, Scottish Council for Research in Education. Teaching modern languages at primary school: approaches and implications. 1994;Practitioner minipaper /Scottish Council for Research in Education.
86
Sharpe K. Communication, culture, context, confidence: the four Cs of primary modern language teaching. The Language Learning Journal 1992;6:13–4. doi:10.1080/09571739285200351
87
Burstall C. Primary French in the balance. Windsor: : NFER 1974.
88
Burstall C, National Foundation for Educational Research in England and Wales. French in the primary school: attitudes and achievement. Slough: : National Foundation for Educational Research in England and Wales 1970.
89
Schools Council (Great Britain), Nuffield Foundation. French in the primary school: the joint Schools Council/Nuffield Foundation pilot scheme. London: : HMSO 1966.
90
Cameron L. Teaching Languages to Young Learners. Cambridge: : Cambridge University Press 2001. doi:10.1017/CBO9780511733109