Young L2 learners’ narrative discourse: Coherence and cohesion (Multilingualism and Language Teaching Book 3). How do text / discourse skills develop with second language learners? The present monograph deals with this largely unanswered question in relation to early language learning. It examines narrative texts by elementary school students participating in an English-language immersion program in Germany, an intensive form of CLIL or bilingual instruction. Starting from a psycholinguistic model of discourse production, the present volume looks at the development of the coherence of the narratives on the macro level of textuality and the development of cohesion at the micro level. The chosen analysis models are based on story grammar and cohesive means according to Halliday and Hasan (1976). The volume is one of the first studies on coherence and cohesion in second language acquisition and the only such study to date in the context of early foreign language teaching. The main target groups are linguists who are interested in language acquisition, early childhood narratives, text / discourse linguistics, as well as specialist didactics teachers who are interested in early foreign language classes and bilingual classes.
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