Early Foreign Language Learning Research Articles

Towards cultivating plurilingual selves in early-years foreign language learning

Abstract Although plurilingualism has been extensively researched in the area of foreign-language education and identity formation, no such effort has been equally documented outside the European context. In view of this disparity, the present article focuses on this research area in a context where the mainstream language learning experience ascribes only peripheral importance to the transformational value accentuated by pluringual pedagogies. It is accordingly believed that these alternative pedagogical initiatives, such as the awakening to languages approach, language learning is a space where youngsters undergo intellectual, affective, and attitudinal transformations. The article reports on three studies with different methodological courses, yet all subsumed under the framework of awakening 5-to 8-year-old children to foreign languages. Both quantitative and qualitative results, reported from this experimental triad, attested to the emergence and development of the plurilingual self as a form of identity that is well receptive to intercultural diversity. Aside from the empirical substance accentuating the plurilingual self as a researchable concept, the present findings would give substance to the voices for reshuffling priorities in the early foreign language learning agenda.

Environmental Education on Sustainable Principles in Kindergartens—A Foundation or an Option?

Preschool education plays an important role because it lays the foundation for a child’s cognitive, social, and emotional development and shapes responsible and informed individuals. Early childhood education teaches values such as sustainability, environmental protection, and social responsibility. By integrating sustainability into preschool education, we are cultivating an environmentally conscious generation that will contribute to a more sustainable and resilient future. The aim of this study was to determine if there are differences in attitudes and knowledge about various aspects of sustainability (such as gardening, plants, food and proper nutrition, and waste recycling) among children attending two different kindergarten educational programs (ecological and language programs). The study was conducted using the F2F-PAPI survey method and included 58 children aged 4 to 6 years. The results showed that children from the ecological program had greater knowledge of sustainability topics than children whose program focused on early foreign language learning (t(44) = 12.542, p = 0.000). Taking into account the desirable diversity of different educational programs in kindergartens, the results suggest that it is necessary to include environmental education to a greater extent as a foundation in the curricula of mandatory regular programs if we are to achieve some of the key sustainable development goals.

Vocabulary learning in Finnish early foreign language learning textbooks

Abstract Vocabulary acquisition of young foreign language learners is an understudied topic. This study examines how early foreign language textbooks in Finland present and practise vocabulary. Moreover, studying textbooks is essential as they guide teachers’ actions and pupils’ perceptions of what is central in learning and how one should learn. We examined five different textbooks used in Finland for early foreign language learning. The languages covered were English, French, German, Swedish and Spanish. We analysed how the textbooks presented vocabulary using Thornbury’s (2002) classification as a basis. In particular, we looked at how the books took into account pupils’ existing linguistic resources, how they introduced and attempted to consolidate new vocabulary, what aspects of vocabulary knowledge were emphasised, what the role of formulaic sequences was, and if there were differences between the textbooks of different languages. The results showed that even though the textbooks had versatile exercises, there was a lack of progression and consolidating activities. Moreover, it seems that the textbooks do not largely aim at learner agency or translanguaging for vocabulary learning. Therefore, the examined textbooks for early foreign language learning in Finland are not fully in line with current understanding of vocabulary learning and language learning in general.

Content of the pre-service teachers’ professional training for using communicative and game technologies in teaching a foreign language to primary school students

The article examines the content of the selective professionally oriented course “Communicative-playing technologies of early foreign language learning” for students of the fourth year of the 014 Secondary education specialty, its goal is formulated - the formation of future teachers’ professional competence in the application of communicative-playing technologies of foreign (German) learning languages in primary school. The knowledge of the theoretical foundations of early learning, which are necessary for future teachers to apply communicative-playing technologies in foreign language learning in primary school, is specified: knowledge of the peculiarities of foreign language acquisition by younger schoolchildren, the dynamics of the development of age-related psychophysiological features of younger schoolchildren, which contribute to or hinder the study of a foreign language, methods application of basic communicative-playing techniques. The professional competences of future teachers are determined, in particular, the ability to use communicative-playing technologies taking into account the cognitive capabilities of pupils and the peculiarities of their learning a foreign language at various stages of primary school, the ability to activate the educational activity of students in foreign language lessons through the use of communicative-playing technologies; the ability to provide a motivational, substantive and procedural basis for pupils’ foreign language communication through participation in various types of game activities, the ability to model and manage students’ communicative-playing activities in German.

The impact of multi‐word units in early foreign language learning and teaching contexts: A systematic review

AbstractThis systematic review reports on research investigating the impact of multi‐word unit (MWU) input on young learners' second language (L2) attainment in instructed settings. Recent findings suggest that L2 learners can generalise from MWU input, abstract patterns and employ such schemata productively via slot‐filling, indicating that MWUs are key catalysts of learners' L2 development. Simultaneously, primary school L2 instruction is on the rise worldwide and the importance of MWUs is acknowledged in curricula, teacher education and teaching materials. Therefore, the incentive of this review is to systematically report the state of the art of research regarding the impact of MWU instruction in early L2 teaching contexts. The review covers English, German and French research into typically developing monolingual children aged 5–12 learning an L2 in instructed teaching settings. Only two of the total results (n = 2233) met the inclusion criteria. Following quality assessment using the Mixed Methods Appraisal Tool and based on a narrative synthesis of available results, we cannot report trustworthy evidence of the effectiveness of teaching MWUs to young L2 learners. We highlight the lack of research evidence and conclude that existing research lacks robust evidence that MWU input already established in teaching contexts has a measurable effect on specific aspects of students' L2 attainment, such as productive skills. Although we promote MWU's potentially facilitating role in L2 development, we call for more classroom‐based intervention research on MWUs in primary school contexts to enable much‐needed evidence‐based recommendations for L2 teaching to support L2 learning outcomes in primary schools. Context and implicationsRationale for this studyResearch has shown that multi‐word units (MWUs) are key catalysts for L1 and L2 learning. MWUs are crucial to current primary school L2 teaching and their importance is acknowledged in curricula. This review systematically examines the scientific evidence for the effectiveness of MWU instruction on L2 attainment.Why the findings matterOur review cannot report trustworthy evidence of the effectiveness of teaching MWUs to young L2 learners. This lack of evidence is striking since early L2 instruction is on the rise worldwide and MWUs are already integral parts of L2 curricula, teacher education and teaching materials.Implications for the research community and policy makersGiven our findings, we call for more research in instructed settings to better understand the impact of MWU input on specific aspects of students' L2 attainment, such as productive skills. Based on such work, researchers could provide policy makers and practitioners with evidence‐based recommendations that help integrate MWU input into L2 curricula and teaching in such a way that is most beneficial for young students' L2 attainment.

An Investigation of The Features of Early Foreign Language Education in Azerbaijan

This article discusses why early foreign language learning is essential. The study also describes the development of preschoolers at all stages. The study touched on how it is necessary to properly organize the process of teaching a foreign language for preschoolers to learn the material faster and easier and how teachers make lessons fun to motivate students. Participants of the study are ten experienced teachers who teach English as a foreign language in Baku (Azerbaijan). Data has been collected through semi-structured interviews with ten English teachers. Observations in the city of Baku have shown that many private preschools have an English education and that this element is the reason for parents’ school preference. In the research, factors such as teachers’ approach to education and methods of making lessons were acquired from interviews through the qualitative content analysis method and examined under different categories. The research found that teaching foreign languages to children at preschool was more effective, and that varied teaching approaches for children had long-term effects on teaching foreign languages.

Systematic literature review on early foreign language learning

In many places, you can read about learning a foreign language starting at an early age, and researchers put forward many arguments both for and against it, so there is no unified position in this regard. However, the mentioned counterarguments do not say against the fact that learning a foreign language early in a playful way would be harmful for the child. In our present investigation, we are looking for the answer to what are the results so far that the researchers believe are possible, what foreign language learning methods can be useful for children. That is why we chose to analyze the systematic literature, which can give us a comprehensive picture of this topic. The EBSCO database was used during the study, and five studies were analyzed as a result of the multi-step filtering. During the investigation, among other things, we examined the results of the bibliometric analysis, as well as presented the methods related to early foreign language acquisition, which the specialists applied in their research.

TRAINING PROSPECTIVE TEACHERS TO APPLY DIDACTIC RHYME TEXTS IN TEACHING GERMAN AT NEW UKRAINIAN PRIMARY SCHOOL

The article considers the problems of professional prospective teachers’ training to use rhyming texts in teaching German at new Ukrainian primary schools. The results of the students’ questionnaire on the relevance of this training are given, its goals and objectives are determined within the elective course “Communicative and game technologies of early foreign language learning” for the third-year undergraduate students majoring in “Secondary Education”. The main professional competencies required for prospective teachers to use rhyming texts in early learning, in particular developing professionally oriented methodological and communicative skills: to select, adapt and methodically competently apply rhyming texts in accordance with the purpose of training; to intensify the educational activities of primary school students, to provide motivational, semantic and procedural basis for foreign language communication of students at the German language lessons and extracurricular activities through the use of didactic rhyming texts; to organize effective German-language interaction of pupils, to model and monitor pupils’ communicative game activity in German in the process of work on a didactic rhyming text. The experience of conducting lectures and practical classes of the elective course is described, the peculiarities of developing prospective teachers’ professional competence in applying didactic rhyming texts at two stages of German language primary school pupils’ teaching are demonstrated. Examples of professionally-oriented tasks and role-playing games for the developing prospective teachers’ methodological and communicative competencies in applying didactic rhyming texts in the early German language teaching are given.

Има ли място музиката в обучението по чужд език?

The results of a survey conducted in 2022 with teachers and foreign language university lecturers are presented and analyzed in the article. The opinion of the respondents regarding the use of musical activities in foreign language learning is taken, and their expertise in the field is studied. Conclusions that would be useful for methodology experts are derived. The survey is a part from a more comprehensive research on the relationship between music and language development, good practices for applying music activities in early foreign language teaching and learning and unused opportunities for including music in the teaching process and language learning.

Investigating cohort effects of early foreign language learning

ABSTRACT With the rapid implementation of early foreign language programmes in the state of North-Rhine-Westphalia, Germany, first for Grade 3 (ages 8–9 years) in 2003 and then from Grade 1 (ages 6–7 years) in 2008, primary school teachers had to adapt to teaching a foreign language in Grade 1 quickly. Teachers had little experience with language teaching to very young learners, and curricula and materials had not been tested prior to implementation. This study investigates the development of receptive English proficiency across three large cohorts (N = 7,289) . The first cohort started in Grade 3 , the second cohort was the first to start in Grade 1, and the third cohort started in Grade 1, six years after the initial implementation. Propensity scores were used to compare sampling weights of cohorts without the influence of confounding variables. Results confirmed a slight advantage for an earlier start in primary school for students’ receptive proficiency in Grade 5. The results further indicate that proficiency scores did not improve from the first cohort of students starting in Grade 1 to one six years later. Systemic changes in teacher education for language specialists in primary education may not yet have been able to affect student outcomes.

Differential effects of metalinguistic awareness components in early foreign language acquisition of English vocabulary and grammar

Metalinguistic awareness (MLA) is a predictor of adult foreign language (FL) learning in instructed settings. Following Bialystok and Ryan (1985) two-component model of MLA, we distinguish ML analysis as the ability to compare and select language items from ML control as the ability to detect and manipulate rule-based linguistic patterns. So far, there is little evidence how components of MLA interact, and how they affect learning outcomes in early FL learning. In this paper, we investigate the effects of MLA on FL learning of English in primary school, where learning is mostly oral and proficiency in the target language is still rudimentary. We tested 200 students in German public primary schools on English vocabulary and grammar. Metalinguistic (ML) analysis was assessed in an interview, while ML control was operationalized in phoneme manipulation and letter fluency tasks. In addition, we assessed personal, cognitive, and social covariates. Results from linear mixed effects regression analyses indicate that (a) ML control predicts ML analysis skills, (b) ML analysis fosters FL vocabulary outcomes, and (c) ML control benefits grammar skills. We discuss theoretical and practical implications.

Early plurilingual foreign language teaching in mixed classrooms: Linguistic and metalinguistic predictors of foreign language development among majority-language and minority-language students in EFL classes

In a pre-posttest control group study, we test how plurilingual foreign language teaching affects foreign-language development in 258 primary-school students learning English in Germany. We compare general proficiency development in a group of students experiencing plurilingual teaching versus a group having regular, target-language-only teaching over a six-month period. Further, we assess whether and how proficiency in previously-acquired languages and phonological awareness affect learning gains in the plurilingual group. At the group level, the findings show that plurilingual instruction does not yield systematic differences compared to regular English instruction. Majority-language and minority-language students show comparable learning gains in standardized tests of receptive and productive vocabulary and receptive grammar in English. Regression analyses identify phonological awareness as a predictor of learning gains in the context of plurilingual foreign language learning. Further interactions with language background suggest that both proficiency in previously-acquired languages and metalinguistic skills modulate early foreign language learning and should be addressed in the classroom.

The Early Bird Gets The Word Games and Play: Creating a Context For Authentic Language Learning

Early foreign language teaching has recently been made compulsory in Finland, making this an area open to development and innovation where policy - makers and teachers play a significant role in creating new kinds of learning environments, operating cultures, and pedagogy for foreign language learning. This article discusses the early foreign language learning landscape in the context of early foreign language learning theory, initial education pedagogy as well as functional foreign language learning. The cornerstone of this study is the Contextual Pedagogical approach to Learning, which creates a bridge between the theory and practice of early foreign language learning, creating an inspiring and stimulating basis for later language learning. Language is a precondition for learning and thinking. Language is involved in all the activities presented in school and every teacher is a language teacher “(the Finnish National Board of Education 2014, 127). In this article we focus on this idea, presented in the core national curriculum. We attempt to explain the learning environments of language teaching, operational culture, and pedagogical solutions within the theoretical frame of reference of learning another language. The challenges of creating learning environments that support authentic learning experiences, have become still more demanding in today's rapidly changing world.

The impact of early foreign language learning on language proficiency development from middle to high school

Early foreign language instruction has become the norm across Europe. Expected benefits for students include linguistic advantages and ease of learning the second language (L2). However, research rarely supports these assertions. The present study investigated the receptive skills of two cohorts of English as a Foreign Language (EFL) learners in Years 5, 7, and 9 in Germany. The cohorts differed in their age of EFL onset in elementary school and, consequently, in the amount of exposure before secondary school. Linear mixed model analyses were employed to account for the hierarchical structure of the data. Learners with an earlier start performed better in Years 5 and 9 than late starters, suggesting possible long-term benefits of an earlier start. In Year 7, late starters scored higher on the proficiency assessment. Across the Year 5–9 span, the effects of learner characteristics’ on English proficiency remained stable for gender, L1, grades, cognitive abilities, and cultural capital.

Frühe Mehrsprachigkeit in Slowenien

In many documents, the European Union has set the promotion and development of multilingualism as a goal and commitment. Although many foreign and domestic studies demonstrate the benefits of early foreign language learning/second language acquisition, and thus the development of early multilingualism, the decision to involve pre-school children in various forms of language learning is solely in the hands of parents. Parents who enrol their children in foreign language activities can choose between different private providers – language schools – as there is no foreign language kindergarten in the compulsory programme. Some kindergartens offer language classes, mostly English, given by external providers, but there is a fee for this offer. Since there is no systematically regulated foreign language teaching in preschool in Slovenia, we were interested in the attitudes of parents whose children go to kindergarten towards early foreign language learning and early multilingualism. The results of the research, which included parents of kindergarten children from all statistical regions of Slovenia, show that multilingualism has positive connotations and that parents perceive multilingualism as an added value that should be developed from childhood, as it allows children to learn about other cultures and other languages during a period that is extremely favourable for learning a foreign language, and does not represent any additional effort. At the same time, the results also clearly show that a large proportion of parents understand multilingualism to mean learning English and not necessarily other languages. However, this tells us that it will be necessary to invest quite a bit of effort in informing parents and the public about the real benefits of speaking more languages.

PREPARATION OF FUTURE TEACHERS FOR DIGITALIZATION IN EARLY LEARNING OF FOREIGN LANGUAGES

The education system must respond to changes in society, its demands and needs of students at all levels, so the mission of modern pedagogical institutions of higher education is to train teachers ready and able to accept such challenges. The article presents the experience of the Department of Foreign Languages at the Pedagogical Institute of Borys Grinchenko Kyiv University in training students majoring in 012 "Preschool Education" and 013 "Primary Education" and methods of teaching them to implement digital tools in the process of forming foreign language communicative competence of 3-10 year-old children at preschool institutions and the New Ukrainian School. It should be noted that this work took place within the research on the scientific topic: "Strategy of foreign language teacher training in the context of European integration." The basis of the study is the understanding of the specifics of language as a means of communication, and therefore the emergence of new digital ways and tools of communication, their widespread penetration into various spheres of life naturally requires their use for educational purposes. In addition, the normative documents of the Ministry of Education and Science of Ukraine recognize information and digital competence as a component of professional competence of a teacher of any subject, which also requires modernization of components of teacher training in early foreign language learning. In the process of research we relied on the levels of digital competence of teachers defined in DigCompEdu and aimed to prepare future teachers of early foreign language teaching for the practical application of digital tools and instruments taking into account Generation Theory, Alpha children, current foreign language programs in modern conditions of educational institutions in Ukraine. In the process of research in the curriculum of disciplines "Modern technologies of teaching preschool children a foreign language" (specialty "Preschool education") and "Modern technologies of foreign language teaching in primary school" (specialty "Primary education") content modules "Organizational and pedagogical conditions of application of modern technologies of teaching foreign languages (FL) to preschool (PS) children / FL in PS”, “Digital technologies of teaching FL to preschool children / FL in PS”, “Media-based learning in early foreign language learning in PS / in primary school”,“ Technologies of blended learning of foreign languages in primary school” are introduced, within which theoretical, practical and methodical work takes place, the purpose of which is the formation of digital competence of future teachers.

Investigating the transition from elementary to secondary school: student perspectives of the continuum and receptive language proficiency

ABSTRACT With the growing popularity of early foreign language learning (EFLL) programmes in elementary schools, the transition to secondary school constitutes a crucial bridge. Ensuring a smooth transition that builds on students' L2 language proficiency and gradually shifts pedagogical approaches is key for long-term success. The present study examines students' perceptions of the transition (N = 763) two months after they switched to secondary school in Germany. Analyses included descriptive statistics and logistic regression, which controlled for the impact of individual learner characteristics. Students' receptive language proficiency was assessed to investigate its relationship with students' perceptions at this early stage of the transition. Results showed that few students perceived the transition as a disruption from their prior experience, while 43% identify both similarities and changes. Looking forward to English in secondary school and higher cognitive functions decreased the odds of perceiving the transition as a disruption. Students with lower receptive language proficiency were more likely to perceive the transition as a disruption. Pedagogical implications include policymakers providing better guidance on expectations. Initial language assessments at the beginning of the transition, paired with questionnaires gauging students' expectations, fears and prior experience, may support teachers in better addressing their students' language needs.

Специальные методические принципы развивающего иноязычного образования обучающихся начальных классов

The author proposes principles of early foreign-language education of 1st-grade pupils in the period of transition from pre-school to primary school. The article analyses the existing principles of foreign language teaching in primary school. The paper focuses on developing efficient principles of teaching foreign-language speech activity to 6-7-year-old children. Scientific originality of the study involves developing personally oriented methodology of teaching a foreign language to primary school pupils. The conducted research allows concluding that early foreign language learning should be based on taking into account individual, psychophysiological peculiarities of junior schoolchildren.

Does younger mean better? Age of onset, learning rate and shortterm L2 proficiency in young Danish learners of English

This paper reports the results of a semi-longitudinal study investigating the role of age of onset in early foreign language (English) learning. We compared two groups of Danish school children (N = 276) who, following an educational reform in 2014, started their first English classes the same year but at different ages. One group (the early starters) was introduced to English in the 1st grade (age 7-8) and the other group (the late starters) in the 3rd grade (age 9-10). Children’s receptive vocabulary, receptive grammar, and phonetic discrimination skills were followed for three years, allowing comparisons across groups and time and tracking learning rate and shortterm proficiency (after one and two years of instruction). Results showed that the late starters outperformed the early starters in most tests. With respect to learning rate, the tests also revealed that the late starters had an advantage in the receptive grammar test, whereas the phonetic discrimination test showed a more diffuse picture with the late starters seemingly halting in development and the early starters advancing. The results also showed gender differences with boys achieving a higher level of proficiency and exhibiting a faster learning rate than girls. The pedagogical implications of the results are discussed.

Fostering creativity in early foreign language learning

Fostering creativity in early foreign language learning