3 research outputs found
Editorial: Introduction to the special issue on English language learning in primary schools
The early introduction of foreign languages, mainly English, in pre-primary and primary education in different parts of the world is an undisputable fact in todayâs world, as clearly illustrated in Enever (2018). One of the reasons for this educational change is the belief in âthe earlier the betterâ notion, which has already been shown not to hold true when linguistic outcomes are assessed in foreign language settings (see GarcĂa Mayo & GarcĂa Lecumberri, 2003; Huang, 2015). Age is just one variable among many others that need to be taken into account when assessing child language learning in educational contexts (see Butler, 2019), and that is the reason why more research on identifying those other variables is necessary