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

Maria Kihlstedt

Resumen


ince 2001, theCommon European Reference Framework for Languages(CEFR) is the main reference for teachers of foreign languages in Europe. However, difficulties of applying the CEFR and attaining the expected learning outcomes in the FL have been witnessed among teachers, especially as regards young learners. This paper aims at examining the underpinnings that lie behind the policy of foreign languages for young learners in the European Union. Focus will be on primary schools, starting ages and time of instruction. An illustration of the “unrealistic” expectations of learning outcomes with the CEFR will be given, considering empirical research evidence on learning a FL in preschool and primary schools. Some possible pedagogical solutions, such as CLIL (Content and Language Integrated Learning), teacher involvement and technology-mediated TBLT (Task-based Language Teaching) will also be discussed.


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DOI: https://doi.org/10.19136/etie.a2n3.3243

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Emerging Trends in Education, Volumen 2, Núm. 3, Julio - diciembre 2019, es una publicación semestral editada, publicada y distribuida por la División Académica de Educación y Artes (DAEA) de la Universidad Juárez Autónoma de Tabasco. Av. Universidad s/n, Zona de la Cultura, Col. Magisterial, Villahermosa, Centro, Tabasco, México, C.P. 86040, tel. (993) 358 15 00, www.ujat.mx. Editor responsable: Dr. Pablo Marín-Olán, editoremerging@ujat.mx. Reservas de Derechos al Uso Exclusivo No. 04-2018-071810385400-203, ISSN: 2594-2840, ambos otorgados por el Instituto Nacional del Derecho de Autor. Responsables de la última actualización de este número, Editor en Jefe - Dr. Pablo Marín-Olán, Asistente Editorial - Dra. Elia Margarita Cornelio-Marí y Diseñador Editorial - Lic. Urías Márquez Barrera. Av. Universidad s/n, Zona de la Cultura, Col. Magisterial, Vhsa., Centro, Tabasco, Méx. C.P. 86040, fecha de la última modificación: 01 de julio de 2019.

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