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Technology and Second Language Learning: Developmental Recommendations for Early-Childhood Education

Technology and Second Language Learning: Developmental Recommendations for Early-Childhood Education

Nathan E. Ziegler, Florian C. Feucht
Copyright: © 2012 |Pages: 29
ISBN13: 9781613500590|ISBN10: 1613500599|EISBN13: 9781613500606
DOI: 10.4018/978-1-61350-059-0.ch008
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MLA

Ziegler, Nathan E., and Florian C. Feucht. "Technology and Second Language Learning: Developmental Recommendations for Early-Childhood Education." Technology and Young Children: Bridging the Communication-Generation Gap, edited by Sally Blake, et al., IGI Global, 2012, pp. 151-179. https://doi.org/10.4018/978-1-61350-059-0.ch008

APA

Ziegler, N. E. & Feucht, F. C. (2012). Technology and Second Language Learning: Developmental Recommendations for Early-Childhood Education. In S. Blake, D. Winsor, & L. Allen (Eds.), Technology and Young Children: Bridging the Communication-Generation Gap (pp. 151-179). IGI Global. https://doi.org/10.4018/978-1-61350-059-0.ch008

Chicago

Ziegler, Nathan E., and Florian C. Feucht. "Technology and Second Language Learning: Developmental Recommendations for Early-Childhood Education." In Technology and Young Children: Bridging the Communication-Generation Gap, edited by Sally Blake, Denise L. Winsor, and Lee Allen, 151-179. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-61350-059-0.ch008

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Abstract

Technology is often viewed as a necessary component for the facilitation of learning, especially for second language learners in early-childhood education. However, integrating technology in the classroom is a difficult task. The existing literature often does not bridge the fields of technology, second language learning, and cognitive development in childhood. Therefore, the goal of this chapter is to develop a theoretical framework stemming from a critical literature review of conceptual and empirical works as they pertain to technology, second language learning, and cognitive development. This framework is used to describe conceptual issues and to identify educational implications for the use of technology in the second language classroom in early-childhood education. Furthermore, the chapter concludes with educational, conceptual, and methodological implications as they pertain to technology research and development in early second language classrooms.

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