Publications

In the field of second language acquisition (SLA) there is an increasing interest in research concerning children’s language learning process, which has been triggered not only by the introduction of foreign languages earlier in life but also by the fact that most children grow up in bilingual/multilingual contexts. Throughout the 20th century, the concept of childhood has evolved considerably and children’s right to participate in all matters affecting them, including their education, has been recognized. The present chapter will reflect on different conceptions of child-centered research and assess which ones would be appropriate in the context of our experience in competitive, funded large-scale experimental projects. Issues such as the role of the outsider researcher, the actual role of child participants and how it might be improved, the efforts to strive for authenticity and creativity when designing tasks that are age-appropriate, attractive for children and conforming to the official curriculum requirements, and the power dynamics in schools will be considered. Possibilities and challenges for conducting child-centered research in our context such as accessing schools, coordinating with teachers and informing parents/caretakers will also be explored. Finally, we offer suggestions for the future related to teachers’ awareness of children as partners in their education.