Vocabulary acquisition in young learners

As a former Comenius language assistant in Ireland, Tralee Educate Together N. S. and currently a student of Palacky University in Olomouc, Czech Republic, I am writing a thesis about vocabulary acquisition in young learners. I would like to collect some more data to make a clearer picture of how the language support works in other schools or other English-speaking countries. Everybody's firsthand experience opinion will be very valuable to me, either if it is a teacher's, trainee teacher's, or parent's one.

Questionnaire results are publicly available

Yes	No	Partly true	I don't know
A LSP for children whose L1 is not English is embedded in our school curriculum

A LSP for children whose L1 is not English takes place in our school but as an after-school program

The LSP is financially or otherwise supported by a government body

The LSP is limited in years, i.e. one child can attend it only for a limited time period

The LSP is limited in the number of children who can attend it in our school in a particular school year

The LSP is very useful, most of the learners can communicate in English on a wide range of topics in 1-2 years' time

The LSP certainly helps but there are limitations - not all children can be fully integrated even after 2 years' time

Some learners are faster some slower but if they try hard, they all succeed in the end

Yes, on a daily basis	Often, but not regularly	Only occasionally	No, never	I haven't heard of that
Dolch/Thorndike's list or any other kind of list based on word frequency

printed pictures and photos (such as flashcards)

graded reader's books

children's magazines

pictures and photos stored in a PC

videos

board games

computer games

bilingual list of new words

list of new English words with English definitions

total physical response

audio-lingual method

things and objects around me

listening to and singing songs

listening to radio plays, etc.

grammar-translation method

learning through experience (excursions, projects, experiments)

communication approach

Very useful/important	Rather useful/important	Rather useless/unimportant	Completely useless/totally unimportant	I don't know	I don't care
pupils' motivation

part of the day

my mood

pupils' mood

surroundings (warm/cold)

surroundings (quiet/noisy)

collaboration with parents

pupils' mother tongue

pupils' social background

pupils' character (shy/open/bold/uneasy)

size of pupils' family (esp. no siblings vs. a/some sibling(s)

pupils' gender

pupils' age

size of the EFL class

Vocabulary acquisition in young learners

I am a... ✪

I have firsthand experience with teaching English as a second/foreign language ✪

Please choose the answer which best describes your attitude towards the following statements

If you have firsthand experience with TEFL, please answer which methods you use/used when teaching new vocabulary to EFL students

Please mark the following aspects/characteristics according to usefulness or importance when teaching English to young learners

Do you use or know anything about frequency word lists such as Dolch or Thorndike's list? What do you like/dislike most about them? How do you use them?

Do you use or know anything about graded reader's books? What do you like/dislike most about them? How do you use them?

Please write the full name of the country you teach English/your child learns English in ✪

I am a... ✪

My age is... ✪

You are doing great! Thank you for getting as far as this and for sharing!!!! (Feel free to add any other suggestions or ideas related to the topic in the field below!)