Early Language Learning & Multilingual Education Network

ABSTRACT

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In early language learning research, the participants are very young children whose cognitive and linguistic development is still continuing and who, therefore, may be very sensitive to judgment and failure to meet expectations. Therefore, researchers must ensure that the methods and interactions used are scientifically valid and appropriate for the children's age and developmental stage. Child-centred ethics in research refers to an ethical framework where the well-being, rights, and needs of children are prioritised in the design, implementation, and evaluation of research. Key principles of child-centred ethics in early language learning may include informed consent of caregivers and children themselves, respect for children’s voices, benefits for the child, non-exploitation, and confidentiality. This means that children should be viewed as active participants in the learning activity rather than merely subjects of study. For this reasons non-intrusive methods, such as observation, non-intrusive recording and parent/teacher feedback should be prioritised. These assumptions will be exemplified by my research and concluded with practical guidelines for establishing good rapport with the children.​​

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BIO

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Joanna Rokita-Jaśkow, PhD, is Associate Professor of Applied Linguistics at the University of the National Education Commission, Kraków, Poland, where she holds a Chair for ELT. Her main research interests concern EFL teacher education and early foreign language learning. She is an author/editor of 10 books and over 80 articles in refereed journals and monographs on these topics. Her most recent book is titled: The Ecology of Pre-Primary Foreign Language Education (2025, Multilingual Matters). Currently, she is a Vice-chair of Early Language Learning Research Association.