Nuremberg Recommendations for Early Foreign Language Learning

imageDes!gn, Astrid Sitz
The Nuremberg Recommendations for Early Foreign Language Learning, published by the Goethe Institut in 1996 in collaboration with a large number of experts from 22 countries worldwide, were drawn up with the objective of placing early foreign language learning on the most widely acceptable curricular basis possible.

Over a decade later, the propositions contained in the Nuremberg Recommendations have essentially proved valid. Nonetheless, innovations in social policy, economic and societal changes, technological advances, and the resulting proliferation of new media experiences and new expectations among children themselves are all having an impact on early learning. New insights in the field of educational psychology with regard to childhood learning behaviour are likewise becoming increasingly important for the early years of foreign language learning.

This revision of the Nuremberg Recommendations for Early Foreign Language Learning presents a contemporary perspective on the intricate web of factors involved in early foreign language learning, with the aim of showing both potential and needs of a four- to ten-year-old child during learning. The early start is not intended to be seen in the context of a particular education system – nor, accordingly, of a particular institution – but from the broadest perspective possible.

This publication is addressed to all who work in the field of early foreign language teaching, decision-makers, school head teachers, those working in continuing professional development and extended education, serving and trainee teachers and early years practitioners, as well as students. Its intended readership also includes parents and other actors within the various contexts in which children grow up: that is to say, individuals whose concern with the educational process is essentially indirect but who nevertheless influence children’s development decisively.

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