English in primary schools and its role in European integration

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11210%2F21%3A10440278" target="_blank" >RIV/00216208:11210/21:10440278 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=RO86ncK-Ix" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=RO86ncK-Ix</a>

DOI - Digital Object Identifier

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Jazyk výsledku

italština

Název v původním jazyce

La lingua inglese nella scuola primaria e il suo ruolo nell'integrazione europea

Popis výsledku v původním jazyce

Despite a common assumption in laypeople&apos;s discourse, several studies indicate that an early age of onset to a second language (L2) is not always necessary to attain high levels of proficiency, with variables such as motivation and emotional attachment to the L2 being better predictors of attainment. In Europe, this assumption has influenced policies on second language learning in schools. Nowadays, children start learning English significantly earlier than they did in previous generations. In this article, I argue that this choice in policy, even though not necessarily backed by scientific data on language learning, is having a positive effect on the use of English in Europe, and thus on European integration. An early exposure may in fact contribute to developing motivation in children and establish the relevance of English in their life, two factors that will eventually contribute to their sentiment towards English and their interaction with other L2 speakers of English in Europe.

Název v anglickém jazyce

English in primary schools and its role in European integration

Popis výsledku anglicky

Despite a common assumption in laypeople&apos;s discourse, several studies indicate that an early age of onset to a second language (L2) is not always necessary to attain high levels of proficiency, with variables such as motivation and emotional attachment to the L2 being better predictors of attainment. In Europe, this assumption has influenced policies on second language learning in schools. Nowadays, children start learning English significantly earlier than they did in previous generations. In this article, I argue that this choice in policy, even though not necessarily backed by scientific data on language learning, is having a positive effect on the use of English in Europe, and thus on European integration. An early exposure may in fact contribute to developing motivation in children and establish the relevance of English in their life, two factors that will eventually contribute to their sentiment towards English and their interaction with other L2 speakers of English in Europe.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

60203 - Linguistics

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Rivista Internazionale di Studi Europei [online]

ISSN

2421-583X

e-ISSN

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Svazek periodika

7

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

IT - Italská republika

Počet stran výsledku

3

Strana od-do

61-63

Kód UT WoS článku

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EID výsledku v databázi Scopus

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