Young children learn a foreign language most effectively through full immersion that mimics growing up with the language. This involves integrating the second language across subjects, ample opportunities for meaningful discourse, and exposure to native speakers. Older students require more explicit grammar instruction combined with communication. Policymakers should support age-appropriate teaching, be realistic about limited instruction, and recognize proficiency develops outside class through conversation practice. Effective foreign language teaching depends on variables like age, time available, and language differences.

2. English has become the main
language of communication
for citizens of the European
Union and early learning of
English in the school context
is becoming more common.
However, the teaching of
English from primary
education is not very
common in other European
countries where education
foreign language often starts
in primary school.

3. LANGUAGE IN PRIMARY EDUCATION:
Children to learn English to help educate the entire group, as it
promotes greater tolerance towards other cultures and races. You
need to create a pleasant climate in the classroom where the child is
comfortable and creating a suitable atmosphere for the play and
communication. The best way of working is to set goals at the mouth
in a fun and motivating. The main objectives are:
- Participate in activities and games scheduled.
- Learn vocabulary and structures through rhymes and songs.
- understand simple stories and stories with minimal support
and visual.
- Recognize vocabulary through play and drawing tasks.
- Follow the routines and basic commands.
- Perform tasks according to their degree of maturity.
- Share and care for classroom materials.
To achieve these objectives we have to schedule a series of content
that we deal with aspects of language most stimulate their interest.

4. The content that most working class are:
1. Basics: colors, numbers, sizes and
shapes.
2. Topics: the classroom. My family.
My house. Tge cloth. The food.
The body. Animals and transport.
3. Interleaved manner and according to
the season we will be scheduling
the various festivities.
Halloween Carnival, Christmas ...

5. EDUCATING LOCATION:
A) ASSEMBLY: sitting in a circle or in rows having a point
of reference to the teacher. The place used to tell
stories, sing songs, play games ...
B) EQUIPMENT: It is important to always use the same
structures to encourage assimilation. It's time:
1. The use of orders and oral instructions.
2. Always positively evaluate
their work to boost your confidence.
3. Helping to organize the
work.

6. C) CORNERS: We take the corners in the classroom for our classes
and in this we will find toys, paintings, puzzles, etc.. Solution for
those students who finish their work soon.
D) PANELS: Children this age love to show their works throughout
the world, so that, whenever possible should contain a panel of
English in the classroom to go by placing chips, drawings and
works.
E) CABINETS: We must have a shelf
or cabinet in each classroom in
which to place books, posters,
tapes, etc.

7. HOW TO WORK: METHODOLOGY AND
RESOURCES:
In Child routines are very important so we have to be
constant in our models session. Some resources that
are recommended for teaching English are:
a) stories: the plot simple, with little vocabulary and
simple structure. They recommended the "Big Books.
"
b) forms: short stories are easy to understand and are
characterized by the presentation of a dramatized
children.

8. c) rhymes and songs: are great for encouraging
children's pronunciation in an entertaining way.
Should be short and repetitive and accompanied by
movement or gesture.
d) puppets: young children love. The dolls speak only
English.
e) games: we can not make computer games or with
rules.
f) other materials: it is very
important the element of
surprise. We can use toys,
clothes, earrings, dolls ...

9. HOW TO EVALUATE:
a) evaluation of the student: by looking at aspects
such as:
1. Includes providing physical responses.
2. Play games and activities.
3. Meet the rhymes and songs.
4. Identify basic vocabulary.
5. Repeat simple phrases.
b) evaluation of the pilot scheme carried out: it is
important to be critical of ourselves and
continuously evaluate the methods, procedures and
resources we are experimenting to analyze to what
extent they are really valid in our English classes.

10.  A young child tends to absorb a language through massive amounts
of input and exposure, while explicit learning, involving rules and
systematic practice, plays an important role for
adolescents and adults.
 The impact of age of learning on ultimate proficiency is not
always clear cut; in other words, some child learners end up with
accents and incomplete second language grammars, and some adult
learners become, for all practical purposes, as skilled as native
speakers.
 While young learners are more likely than older students to
ultimately speak a new language like
native speakers, adolescents and adults
actually learn foreign languages faster.

11. If proficiency is the goal, teaching young children a foreign
language in an age-appropriate manner means providing a fullimmersion education,taught by teachers who know the language
well. Such programs simulate the environment of growing up with
a language by:
1. Integrating the second language with instruction in other
subjects.
2. Giving learners ample opportunities to engage in meaningful
discourse with other students and teachers using the foreign
language.
3. Exposing learners to a variety of native speakers of the target
language.
4. Focusing instruction on attaining the language skills needed for
communicating about and understanding academic subject
matter,
not on mastering a foreign language for its own sake.

12. Adults Need Varying Amounts of Study Time To
Reach Proficiency in
Different Languages.
Effective language teaching
is age appropriate.
Young children need full
immersion that imitates growing up with a
language.
Older students require grammar
and structure along with meaning and
conversation.

13. What Should Policymakers Do?
 First, recognize that simply starting early does not guarantee that
a language will be learned.
 Second,support age-appropriate foreign language teaching — a
total immersion program for young children, moving toward a more
explicit focus on structure for adolescents and adults.
 Third, be realistic with students and parents about how much foreign
language skill a few hours a week of instruction can generate,
especially for preschool and elementary school learners. Such limited
instruction will not lead to mastery, but it may build motivation and a
“taste” for language learning.
 Fourth,recognize that for almost everyone, high proficiency in a
foreign language will develop outside the classroom, through
conversations with native speakers made possible by the skills acquired
in the classroom.

14. Conclusion
Determining which type of foreign language instruction is best
depends on a number of variables: the learner’s
age, aptitude, and motivation; the amount of time available for
instruction; and the difference between the native and the
foreign language.
For young children, starting early can lead to mastery of a
foreign language — with no long-term detriment to their grasp
of English — only if it is taught through a well-developed form
of total immersion instruction. A program consisting of a few
hours of foreign language teaching per week is not enough.
Older students and adults, on the other hand, need a judicious
mixture of practice and communication. Deliberate direct
instruction is vital, along with ample classroom and study time.
As such students progress, their instruction should become
increasingly communicative and should include an extended
stay abroad for greatest effect.

16. Guidelines to understand:
- You have to emphasize that the child listen and
speak in English and not write it.
- Relate what you teach with what children already
know in their own language.
- Try to speak as much English as possible.
- You know that children are not able to speak until
they have heard for a long time and I understand.
- Design activities so that everyone can succeed.
- Let the children respond in their mother tongue.
- When you say something in their mother
tongue, repeat it in English.
- When ready, you can ask them to speak.

17. - Start with single words, not sentences.
- Use lots of repetition.
- The classes should be fun.
- Provides short and varied activities. Driven activities
can be used if they lose interest if they need quiet and
calm, especially at the end of the class.
- Maintain a routine for children to feel comfortable.
- Start each class with a visual cue to let children know
that now starts an hour.
- Use songs, the vocabulary, the rhythm of language
and grammar are learned through songs easily.
Also, singing is fun.
- Use participatory activities to maintain the interest
of children, also to help them learn.

18. - Use games to motivate them to learn and to make it
fun.
- Use stories, children love them and if a story is
repeated many times, children become accustomed to
the vocabulary and grammar and rhythm of language.
- Use your body language, facial expressions are
attractive resources to help them understand.
- uses many visual resources for children to understand
the meaning before knowing the
word.
- Only use the native language
when needed to explain a game
or for the discipline.
- Do not translate!
- Always use short simple
sentences and to give
instructions and ask.