Abstract
The study was conducted with the aim to specify the EFL teachers’ perceptions of central issues on Multilingual Education Policy, identify their attitudes to early FL learning, and record their suggestions about further developing multilingual education. The sample consisted of 86 EFL teachers employed in state schools in Northern Greece. Semi-structured interviews were used as the basic instrument. The data revealed the EFL teachers’ positive attitudes towards major issues of foreign language policies. However, despite the fact that the influential role of English as a lingua franca was recorded, the need for students to acquire multilingual competence, starting from very young age, was signified by EFL teachers.
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