Abstract

This book offers an insight into the dynamics and complexities of learning and teaching English as a foreign language at primary level. Taking a Dynamic Systems Theory perspective, the chapters present the findings of longitudinal research undertaken in Croatia into the development of English in young learners. The book includes both qualitative and quantitative research and provides insights into internal individual learner factors and external micro and macro contextual factors which impact English learner development. Importantly, it tackles the unique position of English in today’s globalised world in detail. It therefore makes a major contribution to work on learning English by the digitalised generation and to understanding the impact of practices in the modern EFL classroom. The volume will appeal to anyone interested in new ways of researching the complex and dynamic phenomenon of the early learning of English.

This volume offers valuable insight into the nature and dynamics of EFL acquisition and formal instruction from a first-hand experience of a language classroom. It is my sincere hope that this book, a very interesting publication not only for primary EFL researchers but also for in-service and prospective teachers, will be both a refreshing and thought-provoking read.

Jelena Mihaljević Djigunović worked as a Professor of SLA and TEFL at the University of Zagreb, Croatia till she retired in October 2014. Her main research interests centre around teaching modern languages to young learners and affect in language learning. She has been involved in a number of large scale research projects, the latest one being Early Language Learning in Europe (ELLiE).

Marta Medved Krajnović holds the position of Associate Professor in the Department of English at the University of Zagreb, Croatia. Currently Director of Stockholm International School, she is leading the school’s strategic development. Her main research interests centre around dynamism and complexity of multilingual development in both children and adults.

This edited volume showcases eight studies on key issues of early EFL learning that are addressed from multiple theoretical perspectives and expertly assembled into a coherent and inspiring text culminating in a conceptually sound model of early EFL learning. Here, finally, is a book – accessible to a world-wide readership – documenting the notable contribution Croatian experts have made to the understanding of early EFL learning dynamics that stems from the decades-long dedication to this topic.

Grounded in the Croatian socioeducational context, this impressive volume has relevance beyond the borders of a single country. It draws on contemporary theories in finding support for a complex, dynamic process of primary English development. It also contributes important lessons concerning new learner characteristics, such as their digital literacy, which teachers and researchers alike would do well to heed. I have learned a great deal!