Integrating and emulating: Early english initiatives in Portugal

One of the main objectives of European Union language education policy is to introduce two foreign languages from a very early age. As a result in the last fifteen years, second or foreign languages are being taught to children at ever-younger ages. This chapter looks first at early childhood education and care and then at the emerging evidence that a foreign language (usually English) is being taught, often as a result of parental influence both in relation to the provision of a foreign language and choice of language. Discussion around the relevant issues leads to suggestions for an integrated approach to foreign language provision. It suggests a curriculum model that emulates pre-primary practices, that recognizes play as a child’s work, includes circle time supported by routine, child-initiated and teacher-led activity and when suitable, collaborative practices as the way forward. The chapter provides examples of practice from a pre-primary institution in Portugal to exemplify how this model works in reality and conveys five issues that require consideration for the model to be successful.