ABSTRACT
Young learners of English as an additional language (L2) can acquire the language beyond the walls of the classroom. Children’s daily experiences often provide exposure to meaningful opportunities for L2 learning, usually termed informal language learning. This chapter reviews the research on informal L2 learning as it applies to younger learners. Several research themes are identified, including the disconnect between research on SLA and bilingualism, differences between instructed and informal learning, the distinction between informal and incidental L2 learning and the increasing attention to L2 learning in digital or virtual, as opposed to physical, spaces. While the priority in SLA research in informal settings has not been on younger learners, the authors argue that overcoming conceptual and methodological issues in research on young learners’ informal L2 learning is important and has pedagogical implications for connecting children’s in-school and out-of-school L2 learning experiences.
