Longitudinal Studies in Early Language Learning

Several research studies and reports have investigated the implementation of foreign language (FL) learning at primary level in different contexts within and outside Europe (Butler & Lee, 2006; Drew & Hasselgreen, 2008; Enever, 2011; Field, 2013; Garton et al., 2011; Hasselgreen, 2000; Johnstone, 2000; Lopriore, 2014; Lopriore & Mihaljevic Djigunovic, 2011a, 2011b; Mihaljevic Djigunovic & Lopriore, 2012; Moon & Nikolov, 2000; Nikolov, 2009a, 2009b; Nikolov & Mihaljevic Djigunovic, 2011; Nikolov et al., 2007; Rixon, 1999, 2013). The rate and order of children’s second language acquisition and the effects of early language learning on children’s cognitive development were also investigated (Benvenuto & Lopriore, 2000; Cenoz, 2003; Lopriore, 2001). Fewer projects have monitored young learners’ FL achievement at specific transition levels or in time through longitudinal studies in order to monitor the development of specific FL skills first developed at an early age (Enever, 2011; Hill & Lauder, 2010; Johnstone, 2000; Roessingh & Elgie, 2009).

Because of the very nature of early language learning, research studies investigating that field require appropriate methodologies and accurate measurement tools. Researching early language learning means taking into consideration different developmental factors affecting the learning process, such as learners’ age, children’s fast physical development, as well as cognitive and affective aspects. Thus, longitudinal studies appear the most appropriate form of research for monitoring children’s language learning development while also taking into account different physical, cognitive and affective variables (Enever & Lopriore, 2014). Longitudinal studies are widely acknowledged as extremely valuable and informative in educational research. Recent reports on several longitudinal studies (Butler, 2017; Enever & Lopriore, 2014; Ortega & Iberri-Shea, 2005; Rixon, 2013) have highlighted their contribution to second language acquisition (SLA) research and to the monitoring of FL learners' pace and pattern of learning and literacy development since its first onset. Longitudinal studies are needed because they help monitor changes that 'unfold gradually (but not linearly) over time and that are long-lasting' (Ortega & Iberri-Shea, 2005: 9).