SPEAKERS-
Input-based instructional practices in Korean elementary school classrooms
Time:2019-01-18

Input-based instructional practices in Korean elementary school classrooms


Over the last decade, publications on instructed second language acquisition—such as Ellis and Shintani (2013), Loewen (2015), and Loewen and Sato (2017)—have made the implementation and optimization of classroom instruction that assists and promotes language acquisition an increasingly vital topic for language educators and researchers. Despite this trend, research on the role of L2 instruction with respect to young learners is limited, specifically as to how the quality and quantity of input contributes to L2 development. In this presentation, I will highlight evidence-based research showing how a classroom rich in L2 input can support the development of vocabulary knowledge among young learners. I will draw on recent work by both myself and my colleagues that investigates the impact of listening-related interventions on the L2 vocabulary skills of Korean elementary school students.