ABSTRACT
As a result of an increased interest in young children’s second language (L2) learning (Rixon, 2013), education and training providers in different European countries have devised different approaches considered appropriate to the cognitive development of young children. Of particular interest are projects dealing with the sensitization to language learning, such as Evlang (Candelier, 1998), the playful methodology in English as a Foreign Language teaching (Daloiso, 2007), English through actions (Shopov, 2008), and the Narrative Format approach (Taeschner, 2005). Generally speaking, some teachers are open to adopting these new approaches in their work with young children, while others adapt methodologies used with older children often unsuitable for pre-primary language learners (European Commission, 2011).
