Written by GRAL members Elsa Tragant and Carme Muñoz, this book is based on a longitudinal study involving learners of English as a foreign language from their first year in primary education to their last year in compulsory secondary education. Some of the chapters report on the whole sample initially drawn from five primary schools and some are based on a sample of focal learners. These focal learners were followed in secondary school (grades 7 and 10). One of the main aims of the book is capturing change over time regarding the learners’ language perceptions and awareness, oral and written language development, learners’ attitudes and motivation, and their language learning trajectories. The longitudinal nature of the data also allows identification of internal and external factors on learners’ linguistic outcomes. The book draws on a wealth of data sources (self-reported data, classroom observations, institutional data, language tests and tasks), participants (learners, teachers, parents), several testing times and both qualitative and quantitative analyses. The book will be of interest to educators and scholars working on such areas as language pedagogy, language development and awareness as well as individual differences.
Read a summary of the main findings HERE (Document in Catalan)
Ten years of English Learning at School is a valuable and much needed contribution to the field of language education. It is essential reading for researchers and teachers working with school-age learners of additional languages. The book is particularly important for L2 educators working in contexts where learners have limited input to the target language inside and outside school.
—Nina Spada, Professor Emerita, OISE University of Toronto, Canada
GRAL Research Group 