ABSTRACT
This chapter discusses the development of early English language learning in Europe, including long-established and more recently joined members of the European Union and other countries within the geographical area.
The motivation and content of policy decisions concerning early language learning are explored, as is the degree to which particular countries have led in setting objectives and in practical decision making where, as in most cases, the teaching of English below secondary school level was an innovation. Recent policy changes across Europe such as the move towards ever younger official starting ages for English and for pre-school English education are traced.
The chapter also explores initial and in-service teacher education for Early English Language Learning, together with developments in methodology and in materials design and publishing for younger learners. Widespread approaches such as storytelling are discussed as are approaches like CLIL, influential in more restricted regions such as Northern Italy and Switzerland.
This is followed by consideration of the formalising of syllabuses, standards-setting and the requirements for assessment. In particular, the move in most areas from informal non-compulsory assessment and reporting of attainments towards officially required and sometimes externally set assessment is discussed. The influence of the CEFR on both syllabuses and assessment is also described. Finally, research within Europe on the impact of Early Language Learning programmes is discussed before recommendations for practice are drawn from the above discussions.
