young-learners
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- PaperTESOL Quarterly22 Jul 2026
Pedagogical Translanguaging in Motion: Multimodal Mediation in Preservice Teachers' Storytelling with Young English Learners
Sue Garton, Serdar Tekin
This study investigated how eight preservice English teachers in Turkish primary schools used translanguaging and multimodal strategies during storytelling lessons over eight weeks. Initially, teachers relied on shared linguistic repertoires to manage interaction and scaffold comprehension, but over time they shifted toward increased use of gesture, visuals, and realia while verbal translanguaging became more selective. The findings provide classroom-based evidence of how translanguaging practices evolve and offer implications for multilingual pedagogy and teacher education.
Original abstract
Amid growing interest in multilingual pedagogies, translanguaging has increasingly been positioned as a response to monolingual teaching norms. Yet empirical accounts of what pedagogical translanguaging looks like in everyday classrooms—particularly in teaching English to young learners—remain limited. At the same time, although storytelling occupies a central place in young learner pedagogy, little research has examined how teachers mobilize linguistic and semiotic resources during storytelling lessons. Addressing both gaps, this study draws on the pedagogical translanguaging framework and the Dynamic Model of Multilingualism to investigate the evolving practices of eight preservice English teachers (PSTs) in Turkish state primary schools. The data set comprises 32 video‐recorded storytelling lessons over 8 weeks and follow‐up in‐depth interviews. Findings show that PSTs initially drew on shared linguistic repertoires to manage classroom interaction and scaffold story comprehension. Over time, however, these practices shifted, and translanguaging use decreased as PSTs increasingly employed multimodal strategies, including gesture, visual supports, and realia. Findings suggest how teachers' mediational practices became increasingly adaptive, with verbal translanguaging becoming more selective alongside increased use of multimodal mediation. The study contributes classroom‐based evidence of how translanguaging evolves over time and offers implications for multilingual pedagogy and teacher education in young learner contexts.
- PaperLanguage Teaching Research20 Jul 2026
Motivation Through Extensive Reading: A Self-Determination Theory Perspective on Young Learners of English as a Foreign Language
Jing Zhou, Mark Feng Teng, Yuman Xiao
A semester-long extensive reading program significantly increased English learning motivation among 81 Chinese middle school EFL students, particularly intrinsic and identified regulation. Qualitative data revealed heightened interest, sense of achievement, and social reading interactions as key drivers. Findings support broader implementation of extensive reading to foster motivation in young EFL learners.
Original abstract
This study investigates the impact of an extensive reading program on the English learning motivation of young middle-school learners of English as a foreign language, utilizing the self-determination theory framework. Eighty-one Grade 7 students participated in a semester-long extensive reading program designed to provide supportive conditions by allowing students to select reading materials that matched their proficiency levels and personal interests. Employing a mixed-methods approach, quantitative data were collected through pre- and post-motivation questionnaires measuring intrinsic motivation, external regulation, introjected regulation, and identified regulation, whereas qualitative data were obtained from student interviews and teacher focus groups. This study identified a multi-factor structure of motivation. It also revealed a significant increase in overall motivation, with intrinsic motivation, identified regulation, introjection regulation, and external regulation notably enhanced. Qualitative findings identified key factors contributing to motivational changes, including heightened interest in English classes, English subject, and English language; a greater sense of achievement; improved academic performance; and increased social interactions during reading activities. The study confirms extensive reading as an effective approach for fostering motivation of learning English and suggests its broader implementation among middle school learners of English as a foreign language.
- PaperComputer Assisted Language Learning20 May 2026
A gamified analytical thinking skills learning approach for young learners’ Arabic language learning: effects on performance, motivation, engagement, and gender-based perceptions
Darmawansah Darmawansah, Meitia Chairany Afrizal, Jie Chi Yang
A gamified learning approach designed to enhance analytical thinking skills was implemented for young Arabic language learners. The study assessed its impact on performance, motivation, engagement, and gender-based perceptions, finding beneficial effects across these areas.
- NewsOxford University Press ELT Blog23 May 2025
The Power Of Music In Learning: How Songs Make Education Engaging, Fun, And Effective
Using songs in young learner classrooms enhances pronunciation and phonological awareness through repetition, making language learning engaging and effective.
Original abstract
Do you use songs in your lessons with young learners? Most teachers will say, “Yes!” But have you ever thought about why we use songs in our young learner classrooms? Here are some qualities that make songs so important. Songs can improve pronunciation and develop phonological awareness. Many songs have repetition. Songs can aid the […] The post The Power Of Music In Learning: How Songs Make Education Engaging, Fun, And Effective appeared first on Teaching English with Oxford .
- NewsOxford University Press ELT Blog15 May 2025
Bridging the Gap: How Real-World Connections Make Learning More Meaningful.
The article discusses strategies for engaging young learners by making real-world connections in the classroom, addressing common challenges like varying abilities and motivations. It emphasizes the importance of linking learning to students' lives to maintain focus and positive energy.
Original abstract
Teaching young learners can feel like juggling. It’s hard to keep students’ attention. It’s hard to keep the energy focused and positive. There are always a variety of abilities in the class. Children have different motivations and needs. It reminds you of the expression “like herding cats”. With everyone heading in different directions with their […] The post Bridging the Gap: How Real-World Connections Make Learning More Meaningful. appeared first on Teaching English with Oxford .
- NewsOxford University Press ELT Blog29 Apr 2025
Can concept-based inquiry help us nurture future-ready kids?
Concept-based inquiry, a methodology combining concept-based and inquiry-based learning, is introduced as a way to future-proof young English learners. The approach aims to educate students to become changemakers by fostering deeper understanding and critical thinking. The article highlights its potential for nurturing future-ready kids in English language teaching.
Original abstract
Future-proof your young learners with concept-based inquiry, an innovative new methodology in English language learning that combines concept-based and inquiry-based learning to educate tomorrow’s changemakers. It was an unremarkable, cold and wintery afternoon when suddenly a little voice said: “I’m the boss of you!” My five-year-old niece’s words sent an icy shiver down my spine […] The post Can concept-based inquiry help us nurture future-ready kids? appeared first on Teaching English with Oxford .