Conceptualising IDLE Within Primary School English Language Teaching

Background Informal digital learning of English (IDLE) is one of many concepts used in a relatively new field of research. Conceptually, it is essential to situate IDLE in a broader theoretical frame. Thus, this paper discusses concepts and frameworks that have helped shape and move the field forward, including (a) language learning and teaching beyond the classroom (LLTBC); (b) Benson's definition of LLTBC focusing on four dimensions (location, formality, pedagogy, locus of control); (c) extramural English (EE); (d) online learning of English (OILE); and (e) the focal concept of the study, IDLE. Objectives The aim of this conceptual study is to advance our understanding of IDLE within the context of primary school English language teaching (ELT) by examining IDLE as a concept in relation to young learners of English as a foreign/second language (L2 English) and to present an integrated conceptual framework. Methods The focus is on learners in primary school, including the pre‐primary years (ages 2–11/12). The theoretical foundation is sociocultural and usage‐based theories and ecological and affordance perspectives. Results and Conclusions The study argues that IDLE is an individual difference variable that must be considered in research measuring L2 learning or development. In addition to the proposed conceptual framework, the study points to avenues for future research, discusses challenges and opportunities associated with integrating IDLE into ELT in classroom settings and curricula, and suggests first steps for this type of integration.