ABSTRACT

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 care. Following a historical perspective, it takes into account foreign language learning and its significance within this distinct area of the education system. Research into teaching a foreign language in early childhood education and care is embryonic; nevertheless, discussion highlights the emerging issues which include national policies, or lack of them, with reference to country case studies, the role of parents as major stakeholders, the training and education of the professional responsible for these programmes, the different models, approaches and practices encountered in the literature and the relevance of an integrated approach which acknowledges age-appropriate pedagogies. Particular relevance is given to the concept of play and its role in language learning and issues of collaboration when a language specialist is responsible for the programme. Recommendations are suggested, and considerations for future research recommend a more robust strategy that recognises the importance of context and the long-term implications of an early start, focusing on development through language instead of language learning per se.