Abstract
Abstract
An ever‐increasing number of young learners (YLs, defined as children ages 4–12) are learning additional language(s) (ALs) other than their home language(s) in instructional settings. Efforts to provide high‐quality AL instruction to these learners are complicated by their highly diverse backgrounds, learning environments, and instructional goals and needs. Importantly, YLs are in the midst of cognitive, social, and affective development at the same time as they develop their first language. There is also substantial variability in the manner and speed of such development even among children of any given chronological age. The wealth of research on instructed second language acquisition for adult learners can inform efforts to teach ALs to YLs, but educators must pay special attention to age‐related factors and individual differences. After describing unique age‐related characteristics and diverse needs associated with YLs' AL learning, this entry discusses how such characteristics should be factored in when teachers develop/select tasks and materials, implement instructional strategies, and conduct/interpret assessments directly assisting YLs' learning. The entry also addresses the role of digital technology in YLs' AL learning. Finally, it discusses the relationship between the onset of learning and AL development in instructional settings. Contrary to the common belief that “the earlier the start, the better outcome” in AL learning, empirical research suggests that older starters have advantages in learning efficiency; it is not the age of onset of learning but the
amount
and
quality
of instruction that seem to have greater influences on AL learning in instructional settings.