Foreign Language (FL) Teaching and Learning in Primary Schools in Europe: Beliefs and Realities

Abstract

Since 2001, the Common European Framework of Reference for Languages (CEFR) has been the main reference for teachers of foreign languages in Europe. However, difficulties in applying the CEFR andattaining the expected learning outcomes in foreign language (FL) have been expressed by teachers, especially with regards to young learners. This paper examines the assumptions underpinning the policy of foreign languages for young learners in the European Union (EU). The focus will be on primary schools, starting ages and instruction time. An illustration of the somewhat “unrealistic” expectations of learning outcomes in the CEFR will be given, with consideration of empirical research evidence on learning a FL in preschool and primary schools. Some possible pedagogical solutions will also be suggested.