Early language learning can be advantageous if there is a supportive environment and continuity. This report sets out the conditions for good practices and pedagogical principles underlying early language learning.
An early start can confer considerable advantages on children by activating such natural languages acquisition mechanisms as they possess, by affording them more time overall and by providing them with a linguistic and intercultural experience which can have a beneficial formative influence on their cognitive, social, cultural, acoustic, linguistic and personal development (including qualities of persistence and participation) and on their sense of self. This early start by itself guarantees nothing – it needs to be accompanied by good teaching, a supportive environment and continuity. Intrinsic motivation is not only created through ‘fun and games’ but also by intellectual challenge and achieving personal success. Children progress naturally through a number of stages in the development of their target language, which need not be unidirectional and may include periods of stagnation and of confusion.
Early language learning needs to be supported through pre-service teacher education and continuous professional development of teachers as well as national and transnational structures and initiatives.
An early start can confer considerable advantages on children by activating such natural languages acquisition mechanisms as they possess, by affording them more time overall and by providing them with a linguistic and intercultural experience which can have a beneficial formative influence on their cognitive, social, cultural, acoustic, linguistic and personal development (including qualities of persistence and participation) and on their sense of self. This early start by itself guarantees nothing – it needs to be accompanied by good teaching, a supportive environment and continuity. Intrinsic motivation is not only created through ‘fun and games’ but also by intellectual challenge and achieving personal success. Children progress naturally through a number of stages in the development of their target language, which need not be unidirectional and may include periods of stagnation and of confusion.
Early language learning needs to be supported through pre-service teacher education and continuous professional development of teachers as well as national and transnational structures and initiatives.
Edelenbos, P., Johnstone, R., & Kubanek, A. (2006). The main pedagogical principles underlying the teaching of languages to very young learners No. EAC 89/04, Lot 1 study). Brussels: European Commission.