Valutare l’apprendimento precoce di una seconda lingua: rilevanza degli studi longitudinali

Authors

  • Lucilla Lopriore Università Roma Tre

DOI:

https://doi.org/10.21283/2376905X.11.195

Keywords:

EARLY LANGUAGE LEARNING, LONGITUDINAL STUDY, AUTHENTIC ASSESSMENT, TEACHER EDUCATION

Abstract

Early foreign language learning—particularly in elementary school—is a fascinating and complex process, shaped by the age of the students, the context, the school’s specific academic objectives, and by the pedagogical approaches used. Age is one of the most influential variables in the development of linguistic competence, and instructors should attend to the cognitive and emotional development of students in choosing age-appropriate teaching approaches, activities, and materials. Assessing outcomes of early foreign language teaching is also a delicate process: teachers should use suitable instruments that permit an authentic understanding of both the added value of early language learning as well as that informs instructors on how to support learning over time. This article presents the implications of the results of several longitudinal studies that monitored and evaluated learners’ competence development and offered points of reflection on their learning processes.

Author Biography

Lucilla Lopriore, Università Roma Tre

Lucilla Lopriore obtained her MA in TEFL at Reading University (1997), and her Ph.D. in Italian L2 at the Università per Stranieri di Siena (2001). She worked as English school teacher for many years (1976-2000) and obtained the title of Qualified Language Teacher Educator in 1988 (British Council, Norwich, UK). In 1989 she was a Fulbright scholar at San Francisco State University. She was TESOL Italy President (1996-98), member of the TESOL International Board of Directors (2001-2004), and TESOL International Research Committee Chair (2016/18). She was the Italian coordinator for two early language learning research projects: the National investigation on FL primary students’ achievement (1999) and the ELLiE project (2006-2010). Her fields of interest include Teacher Education, Educational Linguistics, Assessment, Early Language Learning, CLIL, ELF. She has published extensively in all the above fields.

Published

02/29/2020

How to Cite

Lopriore, L. (2020). Valutare l’apprendimento precoce di una seconda lingua: rilevanza degli studi longitudinali. EuroAmerican Journal of Applied Linguistics and Languages, 7(1), 11–23. https://doi.org/10.21283/2376905X.11.195

Issue

Section

Research Articles

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