By Bandini A.
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On a number of occasions during the researchers’ school visits however, both teachers and 24 Early Learning of Modern Foreign Languages school principals had commented anecdotally on the quite frequently observed negative response from some boys. Corroborating this, when the final Report was presented to the School Principals’ Steering Committee (a body representing the 44 primary schools in the Pathfinder pilot phase) there was much agreement on this finding. Principals from many schools confirmed this tendency amongst the FL learners of their schools also.
Child 3: If you learn to speak a different language sometimes it gives you a nice feeling inside. Child 4: It’s fun. Confirming these positive viewpoints, teacher interviews overwhelmingly considered that this early start was likely to result in long-term increased confidence, better pronunciation and enthusiastic attitudes to continuing their FL learning. School principals and the researchers’ observation records both further confirmed that at this stage almost all children appeared both positive and receptive to this new opportunity.
This desire may well shift to becoming a need in the proximal future, as schooled language provision in Europe becomes an increasingly more public and comparative phenomenon. One recent example of how this trend may be precipitated is embodied in the decision of the European Commission (2005) to publish the Eurydice annual summary of data on languages provision in Europe; a publication which will, over time, further highlight such differences in provision that may arise across individual nation states.