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Early language learning

There is a growing trend across Europe to begin language learning in early primary or even in kindergarten. Teaching languages to young children requires combining the general skills needed for this age group and specific language teaching approaches. The language aspects must be associated with children’s cognitive and emotional development as well as their early experiences of learning together in social groups.

Introduction

Council of Europe Resources

Other Resources

Introduction

In recent years a considerable body of research has been conducted which confirms the value of early language learning, but also points to difficulties and challenges. If teachers are to provide optimal support for early language acquisition processes, the importance of quality pre and in-service teacher education is paramount.

The ECML offers a range of support materials and training modules to ensure that appropriate pedagogies, based on plurilingual and intercultural approaches, are embedded from the very beginning. These approaches also emphasise the use of active, communicative and interactive teaching methods and new technologies. They encourage cooperation with parents as home-school partnerships can strongly support the learning process and foster favourable attitudes toward other languages and other cultures. Collaboration between class teachers, language specialists and teachers of other subjects is also promoted.

There is a good fit between the methodology used in active, communicative language teaching and the ludic approach used in nursery schools and the early years of primary.

Younger children are at a stage in their development where they are open to new phenomena and motivation to learn is very high.

Children enjoy learning a new language and are receptive to it; they are less self-conscious than older learners and therefore may be more able to absorb language rather than block it out.

They are in the phase of "natural" language acquisition, particularly between the ages of 2 and 4 where the brain is in a critical phase in relation to natural language learning; for example, they have the propensity to pick up good pronunciation easily.

Starting early helps sensitize children to "otherness" and to the introduction of plurilingual and intercultural education from a very young age.

It also contributes to language awareness and supports the development not only of a second, but also of the first language of the child. It enhances cognitive growth through communicative activities which help to develop linguistic skills as well as memory and concentration.

It supports the social and emotional development of the child by means of motivating tasks in pair and group work.

Moreover, there are pragmatic, curriculum-related reasons for starting early such as:

It makes it possible to lower the age at which students start to learn another second or foreign language.

Time gained through early language learning provides space for other requirements of schooling.

What are the challenges faced when introducing a programme of early language learning?

Introducing early language learning programmes raises a number of issues:

How sustainable are the language competences acquired in early language learning? Are they maintained when children begin with more formal methods? Is there a risk that teachers start again from the beginning, and that children lose the early enthusiasm?

How do schools meet the needs of their learners when some will have started early whilst others have not?

What skills are required by those teaching languages to young learners? What kind of training do they need? Should there be specific qualifications?

What are the specific language learning outcomes of early language learning? Can CEFR descriptors be used? What quality criteria can be used to assess early language learning?

These are issues which require further research and exploration.

How the work of the ECML contributes to early language learning

A variety of ECML projects provide support for the development of professional competences in this area. The project European Portfolio for Pre-primary Educators (PEPELINO) provides a comprehensive catalogue of competences required by teachers of young learners. Other projects provide examples of classroom activities suitable for young learners.

Early language learning and other thematic areas

Teacher and learner competences

The project PEPELINO has adopted the approach of the European Portfolio for Student Teachers of Languages (EPOSTL), which focus on didactic competences required at all levels of teaching.

Content and language integrated learning (CLIL)

Increasingly in primary schools a language is taught using a CLIL approach – young learners use the foreign language to learn the content of other subjects. This approach can be found in the EPLC project (available in French and German).

Plurilingual and intercultural education

Early language learning is intrinsically linked to plurilingual and intercultural approaches. Several ECML projects (CONBAT+, PLURIMOBIL etc.) provide a variety of classroom activities to support learning in these areas.

Evaluation and assessment

The ECML project AYLITT considers how reading and writing can be assessed in the primary language classroom linked to the Common European Framework of Reference.

Think Tank: Early language learning

From 1-2 December 2016 a Think Tank was held at the ECML on this topic. An online questionnaire identified key challenges as well as examples of innovative practice. Presentations held at the conference can be downloaded here.

Featured resources

Inspiring language learning and teaching in the early years

This website is packed with resources and strategies for teachers and educators to help young children to develop their linguistic and intercultural competences. These take account of the linguistic repertoires of children – the different languages they encounter at home, at school and in society – so that they can engage successfully with linguistic and cultural diversity.

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