ABSTRACT

This chapter aims to discuss some critical issues in vocabulary teaching for young learners in today’s globalised world. These issues involve the development of a large and age-appropriate vocabulary, learning through interaction, focus on knowing the form, meaning and use of words and on the functions of chunks in YLL language. Current research contributions include the prior L2 vocabulary knowledge learners bring to the YLL classroom, examples of L2 vocabulary development, and relevant findings from the field of language teacher cognition about vocabulary, and from the use of ICT in the YLL classroom. Recommendations for practice encompass a balance of explicit and implicit approaches, such as the use of word cards, graded readers, picturebooks, oral storytelling and Readers Theatre, as well as the use of ICT and TBL. Finally, future directions incorporate the embracement of massive exposure and children’s prior L2 vocabulary knowledge, as well as the importance of interaction and ICT, along with the need for more research into YLL vocabulary development.