This volume focuses on the teaching of English as a foreign language to young learners at
primary school. The volume features an introduction that covers essentials of teaching English
to young learners from a theoretical empirical and neuroscientific perspective while also
discussing the notion of a principled mindset competence development transcultural learning
the use of materials and literature and lesson planning. The subsequent contributions cover
reading and writing bilingual programs the transition from primary to secondary school
storybooks the importance of self-selected fiction anti-bias education ways of encouraging
young learners to speak and professional advice for primary English language educators based
on a qualitative analysis of interviews. Based on an international TEFL lecture series
researchers teacher educators and practising teachers from Germany Switzerland and the
United States share their insights into these central issues and offer theoretical concepts for
the professional development of (pre-service) primary school English teachers. Practical ideas
and examples included in this volume aim to make theoretical constructs accessible and
relatable for future teachers of English. The afterword features a look ahead by critically
examining future challenges of primary school educators and highlighting (1) the great
importance of an early start with English as a foreign language and (2) the need for developing
national educational standards. This volume provides a research-based and practice-oriented
foundation for (pre-service) English teachers wishing to expand their knowledge and gain an
insight into recent developments in foreign language learning theories and concepts. Although
mostly aimed at primary school educators particularly the introductory chapter will be equally
relevant for university students or teachers focusing on vocational and secondary school
teaching so that they develop an understanding of specific features of primary English
language education and as concerns secondary school teachers can contribute to a smooth
transition in the fifth grade.
