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      ACKNOWLEDGEMENTS

      The authors and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material: pp.5, 15, 22, 52 Extracts from ‘When the gate opens: the interaction between social and linguistic goals in child second language development’ by J. Philp & S. A. Duchesne from Second Language Acquisition and the Younger Learner: Child’s Play? edited by J. Philp, R. Oliver & A. Mackey. John Benjamins Publishing Company, 2008. Reproduced by kind permission of John Benjamins Publishing Company, Amsterdam/Philadelphia, www.benjamins.com. p.11 Extract from ‘Task Familiarity and Interactional Feedback in Child ESL Classrooms’ by A. Mackey, A. Kanganas & R. Oliver, TESOL Quarterly Vol. 41 Iss. 2, 2007. © TESOL International Association. Reproduced by permission of John Wiley and Sons, Inc. p.13 Extracts from ‘The Patterns of Negotiation for Meaning in Child Interactions’ by R. Oliver, The Modern Language Journal Vol. 86 Iss. 1, 2002. © Blackwell Publishers Ltd 2002. Reproduced by permission of John Wiley and Sons, Inc. pp.14, 96, 98 Extracts from Making Language and Learning Work 2: Integrating language and learning in Secondary English and Social Sciences by Ministry of Education, New Zealand, 2008. Reproduced by permission of Learning Media Limited. p.17 Extract from ‘L1 use in primary and secondary foreign language classrooms and its contribution to learning’ by Rita Tognini & Rhonda Oliver from Discourse and language learning across L2 instructional settings. Utrecht Studies in Language & Communication Vol. 24, 2012. Reproduced by permission of Editions Rodopi B.V. pp.21, 28 Extracts from ‘Teaching Content, Learning Language: Socialising ESL Students into Classroom Practices in Australia’ by R. Oliver & J. McLellan in Creating Classroom Communities of Learning International Case Studies and Perspectives edited by R. Barnard & M. E. Torres-Guzmán. Published by Multilingual Matters, 2009. Reproduced by permission of Multilingual Matters. pp.30, 38–39, 49, 104, 107, 109–10 Extracts from ‘Interaction in languages other than English classes in Western Australia primary and secondary schools: Theory, practice and perceptions’ by Rita Tognini, 2008. Reproduced by permission of Rita Tognini. p.44 Extract from Learning to Learn in a Second Language by Pauline Gibbons, Primary English Teaching Association Australia (PETAA), Sydney, pp.27–8. Reproduced with permission from PETAA – Primary English Teaching Association Australia. p.45 Extract from ‘Age Differences in Negotiation and Feedback in Classroom and Pairwork’ by Rhonda Oliver, Language Learning Vol. 50 Iss. 1, 2000. © Language Learning Reasearch Club, University of Michigan. Reproduced by permission of John Wiley and Sons, Inc. pp.46, 71–2, 74 Extracts from Bridging Discourses in the ESL Classroom: Students, Teachers and Researchers by Pauline Gibbons. Published by Continuum, 2006. © Pauline Gibbons 2006. Reproduced by permission of Bloomsbury Publishing Plc. p.50 Extract from Audible Difference ESL and Social Identities in Schools by Jennifer Miller. Published by Multilingual Matters Ltd, 2003. © Jennifer Miller 2003. Reproduced by permission of Multilingual Matters. p.74 Extract from ‘Home–school connections for international adoptees: Repetition in parent–child interactions’ by Lyn Wright Fogle from Second Language Acquisition and the Younger Learner: Child’s Play? edited by J. Philp, R. Oliver & A. Mackey. John Benjamins Publishing Company, 2008. Reproduced by kind permission of John Benjamins Publishing Company, Amsterdam/Philadelphia, www.benjamins.com. p.78 Extracts from ‘Language-Learning: The Importance of Access to Community’ by Kelleen Toohey & Elaine Day, TESL Canada Journal Vol. 17 Iss. 1, 1999. Reproduced by permission of TESL Canada Journal. p.82 Extract from ‘“Breaking Them Up, Taking Them Away”: ESL Students in Grade 1’ by Kelleen Toohey, TESOL Quarterly Vol. 32 Iss. 1, 1998. © TESOL International Association. Reproduced by permission of John Wiley and Sons, Inc. pp.85–86 Extract from ‘How Young is too Young? Investigating Negotiation of Meaning and Feedback in Children Aged Five to Seven Years’ by Rhonda Oliver from Multiple Perspectives on Interaction: Second Language Research in Honor of Susan M. Gass edited by Alison Mackey and Charlene Polio. Published by Routledge, 2010. Reproduced by permission of Taylor and Francis Group LLC Books. pp.87, 92, 106 Extracts from ‘Rehearsing, conversing, working it out: Second language use in peer interaction’ by Rita Tognini, Jenefer Philp and Rhonda Oliver, Australian Review of Applied Linguistics Vol. 33 Iss. 3, 2010. Reproduced by permission of Australian Review of Applied Linguistics. pp.100, 101 Extracts from ‘Intertextuality and Hybrid Discourses: The Infusion of Pop Culture in Educational Discourse’ by Patricia A Duff, Linguistics and Education Vol. 14 Iss. 3–4, 2003. Reproduced by permission of Elsevier Limited. p.102 Extract from ‘Teachers’ knowledge and experience in the discourse of foreign-language classrooms’ by Manel Lacorte, Language Teaching Research Vol. 9 Iss. 4, 2005. Reproduced by permission of SAGE Publications. p.105 Extract from ‘Language acquisition in foreign language contexts and the differential benefits of interaction’ by Jenefer Philp & Rita Tognini, International Review of Applied Linguistics in Language Teaching Vol. 47 Iss. 3–4, 2009. Reproduced by permission of Walter de Gruyter GmbH. p.111 Extract from ‘Interaction and Second Language Learning: Two Adolescent French Immersion Students Working Together’ by Merrill Swain and Sharon Lapkin, Modern Language Journal Vol. 82 Iss. 3, 1998. © The Modern Language Journal. Reproduced by permission of John Wiley and Sons, Inc. p.112 Extract from ‘The effect of interaction in acquiring the grammar of a second language’ by Folkert Kuiken & Ineke Vedder, International Journal of Educational Research Vol. 37 Iss. 3–4, 2002. Reproduced by permission of Elsevier Limited. pp.113, 114, 115 Extracts from “Co-constructing’ Explicit L2 Knowledge with High School Spanish Learners through Guided Induction’ by Paul D. Toth, Elvis Wagner and Kara Moranski, Applied Linguistics Vol. 34 Iss. 3, 2012. Reproduced by permission of Oxford University Press. pp.118–19 Extract from ‘Age-Related Differences in the Motivation of Learning English as a Foreign Language: Attitudes, Selves, and Motivated Learning Behavior’ by Judit Kormos & Kata Csizér, Language Learning Vol. 58 Iss. 2, 2008. © Language Learning Research Club, University of Michigan. Reproduced by permission of John Wiley and Sons, Inc.

      Sources:

      Canadian Modern Language Review

      British Educational