The cons are that Early Language Learning is a slow process; it depends on the frequency of class tuition; in the hands of an inadequately prepared teacher can have a negative learning experience for pupils; continuity can also be a problem when students go from primary to secondary school. Marianne named two important factors:
1. different methodology used in secondary schools
2. many secondary teachers do not take into account what children already know.
The danger is that starting early may fade away if expectations are not fulfilled. Therefore it is the responsibility of specialists to call attention to this serious challenge: an early start in itself will not guarantee successful language knowledge in the long run.
Continuity appears to be a problem in many European countries’ teaching contexts. Carmen Muñoz said that transition to secondary education, in many cases, de-motivates students who are faced with a more formal approach to teaching and lose interest in language learning.
However there are successful paradigms from countries which have a long tradition in ELL like Sweden, where the continuity of programmes has been ensured and young learners’ motivation has been kept alive.
Angelika Kubanek said that Germany is also characterised by a revival of interest in primary foreign language teaching.
A variety of programme types can be found in the 16 federal states, and target languages beside English, French and Russian include the languages of the neighbouring countries and minority languages represented in the school population.
Angelika went further and included assessment in ELL. She said that despite initial unwillingness among teachers to assess pupils’ development, some attempts have been made to integrate testing into the processes.
However certain criteria should be applied when assessment formats are being developed. The information about the learning progress ought to be obtained without much effort on the part of the teacher and without fear on the part of the students.
Language tests for children should not take up much time, allow for a variety of inferences, and be helpful for getting an individual learner profile.
