Janet Enever explores the complex forces that shape national and local language education
policymaking for the early introduction of English as a foreign language at primary and pre …

The growing global trend of teaching and learning English as a foreign language at an ever
younger age has resulted in a proliferation of a variety of programs, both formal and …

Introducing English as a foreign language (FL) has become widespread in ECE in Europe,
typified by initiatives involving specialist teachers of English visiting settings for short periods …

This chapter discusses English language education for three-to six-year-olds. It begins with
an introduction to the terms and referents and a description of early childhood education and …

This paper shares the voices of six teachers regarding two language awareness projects
carried out in one pre-primary and one primary school in Portugal. These projects present …

In recent years, the ever-increasing demand for English as a foreign/additional/second
language (henceforth L2) in Spain has been shaped by the proliferation of bilingual …

Selecting materials and resources for pre-primary CLIL environments can be challenging.
Research on learning material (Mehisto 2012; Maley 2013; Ioannou-Georgiou S & Pavlou …

Internationally, an increasing number of children learn English as an additional language
(EAL). Children with EAL grow up in an environment where English is the majority language …

Foreign language education has had a long life in Portuguese schools. Indeed, by the end
of the nineteenth century, Latin, French, English, German and Greek were already part of the …

One of the main objectives of the European Union language education policy is to introduce
two foreign languages (FLs) from a very early age. As a result, in the last 15 years, second or …