Abstract

In foreign language learning at school, age of onset is not the only factor that affects the level of language proficiency attained. For instance, factors related to instruction and curriculum, and factors related to the students themselves are worthy of consideration. Indeed, it is critical to go beyond age as an influencing factor in language learning in order to avoid the pitfalls of inappropriate implementation of early foreign language instruction in school curricula that can arise when the complex interactions of diverse factors are not taken into account. In this chapter, we delve further into these different factors and examine their pertinence in light of the results of empirical studies that aim to better understand the effects of age on foreign language learning in a school setting.

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