ELLiE – Early Language Learning in Europe

Policy 1. Almost all European countries now expect children to have begun learning a foreign language (FL) by the age of nine years, with all schools in the ELLiE sample starting by seven years, at the latest. 2. To support this change, greater investment in pre-service and in-service early primary FL teacher education is needed in many contexts if policies are to be effectively implemented. 3. Early primary FL teachers need a high level of fluency (preferably at C2 level, as defined by the CEFR descriptors), together with age-appropriate methodology skills. Qualification requirements in ELLiE countries do not always reflect this. 4. A European platform of freely available high quality teaching resources for this age group is needed, across a range of languages. 5. CEFR level descriptors as benchmarks for early primary FLL are wholly inappropriate. Such references suggest a limited appreciation of the real processes of early FLL. The learner 6. Most young learners start FLL with a very positive outlook. 7. Differences in attitudes to FLL, motivation for learning and language self-concept can be observed from the start. 8. Learner characteristics have an impact on language achievement. 9. The impact of young learner characteristics is stronger by the age of 10-11 years than at 7-8 years. 10. FL teachers need to be aware of changes in young learners’ attitudes, motivation and self-concept. This can be done through providing opportunities for YLs to comment on the FL learning process.