- be kept informed about the aims and content of early foreign language learning and also about the underlying principles of the psychology of learning, in language appropriate to the recipient. They should be informed regularly about the development and progress of their child. This is essential if they are to adequately understand, follow and assist the learning process.
- clearly signal their interest in their child’s early foreign language learning by enquiring, encouraging, praising in response to successes, and discussion. Any prompting of the child to demonstrate learning achievements – orally or visually – should be solely to convey genuine interest, never for assessment purposes.
- not attempt to influence their children’s learning process by corrections to their work. Correction of errors should be the prerogative and responsibility of practitioners und teachers, who will introduce corrections only in a precisely targeted approach and with restraint, so as not to undermine the child’s confidence and disrupt the fluency of spoken delivery.
- take up, whenever possible, any opportunities to cooperate (parent evenings, briefing events, school celebrations etc.) and also voluntarily seek cooperation with teaching staff – subject, however, to the obligation on each side to respect the responsibilities and prerogatives of the other.