Early Learner Language Needs: Piggy-Backing Second Language Learning on First or Dominant Language Curriculum

Abstract

Early learner language needs are well documented in the research literature, for learners of both first and subsequent languages. In many nations, including Australia and New Zealand, much of this literature focuses on improvement in and acquisition of the principal national language(s), often within a framing of improving 'literacy'. Many concepts, approaches and strategies developed for English curricula for early learners are useful for teaching additional languages. This paper investigates curriculum developed for the teaching of English to early learners principally in Australia but also in New Zealand, and considers how these might be adapted for use in additional language learning contexts. It is argued that 'piggy-backing' on these curricula is not only useful for developing languages curricula for other languages, but also provides common ground for primary classroom teachers to work with languages teachers, so that common goals of literacy development, and learning about languages and cultures in a multilingual context can be a shared process. For languages teachers who often work in time-poor contexts, better understanding among teachers about what other teachers do, harmonisation of their respective goals, and more opportunities for using and talking about language and literacy have the potential to increase outcomes for learners and to provide better working environments for languages teachers.