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1.EarlyforeignlanguagelearninginEurope
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•usinglinguisticandnon-linguisticbehaviourstypicalforeverydaysituations(e.g.
greetings)tomakecommunicationefficient;
•usingtheknowledgeandexperienceofthemothertongueandotherlanguagesto
learnthetargetlanguageanddeveloplearningstrategies;
•establishingrelationsbetweenthemeaning,soundandgraphicformofwordsand
phrasesintheforeignlanguageandrecognizingsounds,rhythmandintonationpatterns;
•employingnon-linguisticmeansofexpression(e.g.gestures,sounds)tocommu-
nicatemoreeffectively.
Acomparisonofthenationalcurriculaforearlyforeignlanguageinstructionfrom
severalEuropeancountriesrevealsthattheyfollowmostoftheaboveobjectivesoflan-
guageteaching.However,sometimestheyaretoogeneraltoembracealltheaspects,or
someoftheobjectivesareintegratedandincludedinthetextconcerningtheprimarycur-
riculum.
Toconclude,itseemsappropriatetorefertothefollowingquotation(Komorowska,
2008:259):
Educationingeneralandlanguageeducationinparticulararelong-termprojectswhichbringhighly
gratifyingresults,yetittakesyearsofeffortandinvestmentbeforetheiroutcomesareclearlyvisibleto
thetaxpayer.Tolerance,opennesstoexperience,readinesstoco-operatewithothers,creativityandthe
abilitytousecommunicationskillstosolveproblemsarenoteasilydemonstratedineducational‘busi-
nessplans,.Promotionofearlylanguageeducationdependsonhowsuccessfullythismessageiscom-
municated.