Volume 11 February 2021 / Innovations and Trends in Early Foreign Language Context Editorial (of Vol. 11) Innovations and trends in preschool contexts: Special Issue Introduction (pp. 6-10), Thomaï ALEXIOU The Pre-A1 Level in the Updated Common European Framework of Reference for Languages (pp. 11-29), Thomaï Alexiou & Maria Stathopoulou Teaching EFL at Spanish Preschools: A comparative analysis from two different teachers’ perspectives (pp. 30-52), Beatriz Cortina-Pérez & Ana Andùgar Care and language pedagogy in preschool education from a distance: a teacher-parent synergy (pp. 53-65), Alexia Giannakopoulou Measuring vocabulary at early ages: Introducing Pic-lex (pp. 66-75), Thomaï Alexiou Peppa Pig: An innovative way to promote formulaic language in pre-primary EFL classrooms (pp. 76-92), Natassa Kokla #LetMeepleTalk: Using board games for EFL preschoolers (pp. 93-103), Athanasios Karasimos Is a ‘a little doll’ truly a little doll? Morphology teaching through children’s stories (pp. 104-123), Marina Tzakosta, Chysavgi Dertzekou & Georgia Panteloglou “Listen to my story, play and interact”: Greek preschool children learning English in a digital environment (pp. 124-137), Eleni Korosidou & Eleni Griva Using digital technologies in the Early Foreign Language Classroom (pp. 137-149), Daniela Elsner & Astrid Jurecka Young learners, Maths, EFL and Chess: With CLIL they all progress (pp. 150-158), Thomas Zapounidis Validating Pic-Lex for pre-primary and primary school age children (pp. 159-172), Chloe Mills & James Milton Raising Intercultural Awareness in Teaching Young Learners in EFL Classes (pp. 173, 184), Ioannis Karras Developing young foreign language learners’ persuasive strategies through intercultural folktales (pp. 185-202), Isaak Papadopoulos & Joan Kang Shin Interactive whiteboards in EFL from the teachers’ and students’ perspective (pp. 203-219), Christina Nicole Giannikas Greek teachers’ beliefs on the use of games in the EFL classroom (pp. 220-237), Panagiota Koufopoulou & Evangelia Karagianni The practicum as a motivating force to choose teaching English as a career (pp. 238-250), Stamatia Klangou & Areti-Maria Sougari The effects of metacognitive listening strategy instruction on ESL learners’ listening motivation (pp. 251-267), Corbin Kalanikiakahi Rivera, Grant Eckstein, David E. Eddington & Benjamin L. McMurry The L2 motivational self system profile of Greek adolescents (pp. 268-283), Zoe Kantaridou & Eleanna Xekalou Promoting intercultural competence of migrant learners through computer mediated activities in the EFL classroom (pp. 284-308), Maria Matsouka Book review. Writing Assessment, Social Justice, and the Advancement of Opportunity (pp. 309-315), Reviewed by Qiudong LI & Longxing LI Book review. Error Analysis in the world: a bibliography (pp.316), Reviewed by Eirini Monsela
