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Contributors Sonja Brunsmeier works as Professor for teaching English to young learners at the University of Education, Tyrol, as well as a research fellow at the University of Education, Freiburg. In her PhD project, she inves- tigated the development of Intercultural Communicative Competence in the primary EFL classroom. Melanie Ellis, PhD, teaches at the Pedagogical University of Cra- cow, where she heads the Practical English section in the Department of English Language Education. Her research interests include the effects of high-stakes national foreign language examinations on teaching and learning in school, the development of spoken production and interac- tion in early stages of learning and how teachers in mainstream educa- tion work with learners for whom foreign language learning presents a challenge. Teresa Fleta, PhD, is a teacher, teacher trainer and researcher based in Madrid. As a classroom teacher, she taught pre-school, first grade, second grade and in secondary education. At university level she taught in the Master’s Degree programme of Bilingual Education in Alcala de Henares University and in the International University of La Rioja. Cur- rently, she is Honorary Research Fellow in the Complutense University of Madrid. Her research interests are child language acquisition and bilingual education. Ewa Guz holds a doctoral degree in linguistics from John Paul II Catholic University of Lublin, where she is currently employed as an assistant professor at the Department of Applied Linguistics. She also works as a teacher trainer in the University College of Language Teacher Education in Warsaw. Her research interests include L2 speech produc- tion and processing, formulaic language in (non)native speech, measures of L2 proficiency/performance, academic literacy at the tertiary level and learner engagement in early foreign language instruction. Amparo Lázaro Ibarrola, PhD, is Associate Professor at the Public University of Navarre (Spain). She is based in the Department of Philol- ogy where she teaches Undergraduate and Master's level courses in the EFL Teacher Training Programmes. She specializes in the field of Applied vii viii Early Instructed Second Language Acquisition Linguistics and Education and her research focuses on the processes of second language acquisition. Werona Król-Gierat, PhD, works at the Pedagogical University of Cracow, where she completed Doctoral Studies in Applied Linguis- tics. She holds a degree from the Jagiellonian University in Romance Languages and Cultures and is qualified in early-school pedagogy, psychological-pedagogical diagnosis and therapy, and education manage- ment. Her main research interests include inclusive education, especially the psychological-pedagogical aspects of teaching foreign languages to young learners with Special Educational Needs. Annika Kolb is professor at the English Department of the University of Education, Freiburg. She holds a doctoral degree in primary EFL from Hamburg University and has worked as a teacher in primary and sec- ondary school in Germany and Spain. Her main research interests are teaching English in primary school, literature in language education, and story apps. Barbara Loranc-Paszylk, PhD, works as Assistant Professor in the Department of English Studies, University of Bielsko-Biała, Poland. Her research interests focus on various aspects of Content and Language Integrated Learning and also include innovative uses of new technolo- gies and e-learning resources in teaching foreign languages at the tertiary level. She is also the head of the postgraduate programme for Primary EFL teachers at University of Bielsko-Biala, Poland. Raúl Azpilicueta Martínez, PhD, is a lecturer at the National Dis- tance Education University (UNED) and trains teachers at the Official School of Languages of Navarre (Spain). His research interests revolve around second language acquisition and assessment. Sandie Mourão, PhD, is an invited assistant professor at Nova Uni- versity Lisbon in Portugal, where she lectures on the MA for primary English education. Her recent publications include English Teaching in the Early Years: Research in Peru (2018); English Learning Areas in Pre- primary Classrooms: An Investigation of their Effectiveness (Robinson, Mourão & Kang, 2015); and Early Years Second Language Education: International Perspectives on Theories and Practice (Mourão & Lourenço (eds), 2015). Małgorzata Pamuła-Behrens is Associate Professor in Applied Lin- guistics at the Pedagogical University of Cracow. She is interested in early language learning, particularly of French as a foreign language, devel- opment of child FL literacy and academic language, as well as learner and teacher autonomy. She was a co-author of the language component curriculum for the pre-primary level in Poland (2014) as well as of Pol- ish adaptations of the European Language Portfolio for young learners (2007). She participated in many projects at ECML in Graz (e.g. 2011). At the moment she is interested in language education and integration of migrants. She is the head of Postgraduate Programme for Teaching Polish Contributors ix as a Foreign language. Results of her research were published in over 60 journals and book chapters and in two books. Joanna Rokita-Jaśkow is Associate Professor in Applied Linguistics at the Pedagogical University of Cracow, Poland, where she is head of the ELT section. Her main research interests concern child foreign and second language acquisition and foreign language teacher education. She is author of over 40 papers and 3 books, the most recent one titled: Foreign language learning at pre-primary level: parental aspirations and educational practice (2013, Pedagogical University Press). She also initi- ated and coordinates the postgraduate programme for pre-primary and primary FL teachers. Renata Šamo works as an Associate Professor of Applied Linguistics, SLA and TEFL at the University of Zagreb, Croatia. Her research inter- ests include the psycholinguistic aspects of learning and teaching EFL, the age factor, and L1/L2 reading. She has been involved in two large-scale longitudinal research projects, focused on FL learning at an early age. Her publications include the research book Čitanjem do spoznaje, spoznajom do čitanja [From Reading to Cognition, from Cognition to Reading], the first of this type in Croatia, and many papers. She has also co-edited the research volume Early Foreign Language Learning and Teaching: Perspectives and Experience. Małgorzata Szulc-Kurpaska is currently an Associate Professor at the Pedagogical University of Cracow, Poland. For 25 years she was a teacher trainer at the Foreign Language Teacher Training Colleges in Legnica and in Wrocław. She is the co-author of programmes for teach- ing English in the primary school and kindergarten, the Polish adaptation of the coursebook Sparks (2004), and a methodology book on Teaching English to Young Learners (2009, PWN). She took part in the Ministry of Education project developing a core curriculum for foreign languages in schools, and she cooperated with the Educational Research Institute in Warsaw in conducting research into the conditions of foreign language instruction and its effectiveness in primary school. Małgorzata Tetiurka is a Lecturer at John Paul II Catholic University of Lublin, where she currently teaches the Young Learner Methodology course at the Department of Applied Linguistics. Her research interests include foreign language acquisition and learning for children of all ages. She is interested in language learning processes in both formal and informal contexts, learner engagement and developing language learning materials for children. She is currently working on her doctoral thesis concerning the role and the use of L1 in a foreign language classroom. She is also an in-service teacher trainer and materials writer. Yolanda Ruiz de Zarobe is Associate Professor in Language and Applied Linguistics at the University of the Basque Country. Her research interests focus on the acquisition of English as a second and third lan- guage, multilingualism and Content and Language Integrated Learning x Early Instructed Second Language Acquisition (CLIL). Her work has appeared in books, edited books and international journals. Victoria Zenotz has a PhD from the University of the Basque Country and is a lecturer in language and education at the Public University of Navarre. She has BA degrees in English, German and French Philology and her research interests are multi-literacies, strategies, metacognition and reading, with several papers and articles published in those fields..

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