"Approximately twelve years after the publication of its first edition, this widely respected volume on teaching English to children returns with a new title and a more focused emphasis on learners aged 5-10. This refined scope enables the editors to explore a range of important contemporary issues in greater depth. The second edition significantly expands on the original by introducing topics that are both timely and critical, including global citizenship, intercultural learning, inclusion, translanguaging, virtual exchanges, and extramural English learning, among others. The chapters are fresh, insightful, and strike an excellent balance between theory and practice. I am confident that this volume will become an invaluable resource for all those interested in teaching English to children worldwide." -- Annamaria Pinter, University of Warwick, UK "An impressive and timely contribution to the English language pedagogy for young learners, combining empirical insights with practical guidance for classroom teachers. I recommend this volume to teacher educators, in service teachers and policy makers seeking an up to date, critically aware resource that both supports everyday teaching and stimulates further innovation in teaching English to young learners." -- Karin Vogt, Heidelberg University of Education, Germany "I am confident that this volume will become an invaluable resource for all those interested in teaching English to children worldwide.

The second edition significantly expands on the original by introducing topics that are both timely and critical. The chapters are fresh, insightful, and strike an excellent balance between theory and practice." -- Annamaria Pinter, University of Warwick, UK "What a timely and very welcome addition to our field this 2nd edition of Teaching English to Young Learners is! Offering a wide array of readable chapters across the four broad areas of policy, teacher education, classroom-based practices and critical pedagogical approaches, this book is highly recommended for anyone concerned with TEYLLs." -- Sue Garton, Aston University, UK.