Fr. 66.00

Ethical and Methodological Issues in Researching Young Language Learners in School Contexts

Inglese · Tascabile

Spedizione di solito entro 3 a 5 settimane

Descrizione

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This book focuses on ethical and methodological issues encountered by researchers working with young language learners in school contexts. The chapters are written by researchers working with children in different classroom contexts around the world and highlight how ethical dilemmas and tensions take on a complex form in child-focused research.

Info autore

Annamaria Pinter is a Professor at the Department of Applied Linguistics, the University of Warwick, UK. Her research interests focus on all aspects of second/ foreign language education for children, task-based second language teaching and learning and engaging children actively in participatory research. She has published widely in the area of teaching English to children and has a strong international reputation in TEYL and second language teacher education. She is the author of Teaching Young Language Learners Oxford Handbooks for Language Teachers, Oxford University Press (second edition, 2017), Children Learning Second Languages, Palgrave Macmillan (2011), Engaging Children in Applied Linguistics Research, Cambridge University Press (2023). She is also joint series editor of Early Language Learning in School Contexts by Multilingual Matters.
Kuchah Kuchah is Lecturer in Language Education at the University of Leeds, UK. He has served as a consultant on language policy and practice with the British Council, the Council of Europe and Windle Trust International and is currently President of the International Association of Teachers of English as a Foreign Language (IATEFL).

Riassunto

This book focuses on ethical and methodological issues encountered by researchers working with young language learners in school contexts. The chapters are written by researchers working with children in different classroom contexts around the world and highlight how ethical dilemmas and tensions take on a complex form in child-focused research.

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