No 64/1 (2025): Early language learning: global and local perspectives

No 64/1 (2025)

Publié le March 31, 2025
Early language learning: global and local perspectives

pod redakcją Joanny Rokity-Jaśkow, Agaty Wolanin i Werony Król-Gierat

L'ensemble du numéro
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Journal cover Neofilolog, no. 64/1, year 2025

Wprowadzenie

Joanna Rokita-Jaśkow, Werona Król-Gierat , Agata Wolanin
5-10
Introduction
https://doi.org/10.14746/n.2025.64.1.1
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Artykuły

Anja Steinlen, Thorsten Piske
11-26
Primary school students’ German and English competences in a bilingual programme before and after the COVID-19 pandemic
https://doi.org/10.14746/n.2025.64.1.2
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Yuki Otsuki
27-44
Assessment of speaking interaction: Rater perception and testing criteria in Japanese elementary English education
https://doi.org/10.14746/n.2025.64.1.3
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Anna Szuchalska
45-65
Exploring teacher competencies in early language education: Perspective of MA pedagogy students
https://doi.org/10.14746/n.2025.64.1.4
PDF (English)
Eva Jakupčević
66-85
Directives in teacher talk with primary school EFL learners: A study of five teachers in Croatia
https://doi.org/10.14746/n.2025.64.1.5
PDF (Język Polski)
Katarzyna Brzosko-Barratt, Tina Rozmanič, Silvia Baldassari, Mateja Dagarin Fojkar
86-108
Enhancing intercultural teaching competencies through internationalisation of pre-service primary foreign language teachers
https://doi.org/10.14746/n.2025.64.1.6
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Gema Gayete
109-128
‘Languages are not enemies but friends’: Primary school teachers’ attitudes towards the use of translanguaging in the EFL classroom
https://doi.org/10.14746/n.2025.64.1.7
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Dominika Chrobak
129-144
The impact of strategy training on strategy use and reading in L3 Spanish: The results of a ten-month study of 11-year-old learners
https://doi.org/10.14746/n.2025.64.1.8
PDF (English)
Annett Kaminski
145-165
Introducing pre-schoolers and first graders to English: Pre-service teachers’ insights
https://doi.org/10.14746/n.2025.64.1.9
PDF (English)
Mojca Žefran, Silva Bratož, Sonja Rutar
166-184
Evaluation of a Multilingual Kindergarten Model in Slovenia: Insights from teachers, parents and children
https://doi.org/10.14746/n.2025.64.1.10
PDF (English)
Magdalena Olpińska-Szkiełko, Mateusz Patera
185-207
Shared reading for enhancing receptive vocabulary in early second language education: A study of preschool children in a Polish-German bilingual program
https://doi.org/10.14746/n.2025.64.1.11
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Recenzje

Agata Wolanin
208-215
Book review: Marianne Nikolov & Stela Letica Krevelj (eds.) Early Foreign Language Learning and Teaching: Evidence Versus Wishful Thinking , Bristol; Jackson: Multilingual Matters, 2025, s. 330
https://doi.org/10.14746/n.2025.64.1.12
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Mirna Erk
216-220
Book review: Joanna Rokita-JaśkowThe Ecology of Pre-primary Foreign Language Learning, Bristol/Jackson: Multilingual Matters, 2025, pp. 178
https://doi.org/10.14746/n.2025.64.1.13
PDF (English)
Werona Król-Gierat
221-223
Inaugural ELLRA Conference Report – Early Language Learning: Current Challenges and Future Opportunities
https://doi.org/10.14746/n.2025.64.1.14
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