In this chapter, Toohey, Day, and Manyak discuss theoretical perspectives and empirical research that
advance our understanding of the complex social processes involved in young children’s acquisition of
ESL. In the first two sections, they examine post-structuralist and sociocultural theories of identity and of mediated practice, highlighting constructs that provide insight into children’s second language learning. In the last two sections, they review recent studies of young children’s ESL learning that have applied these theoretical perspectives. The studies reveal how learners’ identities, classroom practices, and learning resources interweave to inhibit or promote children’s acquisition of English. |