ELLiE Project Introduction

Within a European context which strongly promotes the establishment of a plurilingual citizenry, this transnational, longitudinal research study investigates the introduction of early language learning (ELL) across seven contexts in Europe (including one silent partner), with a view to clarifying what can realistically be achieved in state schools where relatively limited amounts of class time are available for foreign language learning.

The research focuses on three central issues: the processes of policy implementation; the factors contributing most effectively to the success of ELL; the linguistic and non-linguistic outcomes of ELL. Priority strands of investigation threaded throughout this research are the significance of the teacher's role in ELL and the particular impact of digital media on learning.

The study sites are selected from convenience samples of 150-200 children aged 7-8 yrs. in each of the following countries: England, Italy, the Netherlands, Poland, Spain, Sweden and Croatia (silent partner),  (total sample size: approx. 1200 children, 48 teachers, 48 school principals). These countries reflect a variety of contexts in Europe today, including: northern/southern Europe; larger/smaller countries in Europe; older/newer/candidate EU countries; Slavonic/Romance/Germanic language roots. The country selection is based on their common mandatory policy for introducing second/foreign language teaching from age 6/7 years (note: phased introduction in England).  The research team will trace the progress of these learners through 36 months of primary schooling (ages 7/8 – 10/11 years).