- Linguistically qualified practitioners and primary education teachers should be fully fluent in age-appropriate variants of the target language.
- Their linguistic repertoire should enable them to communicate on topics relevant to classwork while observing the priorities of appropriate content, variety and correctness of language forms, and appropriate emotional colouring.
- Pre-primary staff and teachers should work intensively and actively on (further) developing their competences and where appropriate should themselves take steps to obtain sufficient continuing professional development.
- Pre-primary staff and teachers should periodically review their central role in early foreign language learning and their area of responsibility in relation to all others involved in the learning process, including partners outside the actual learning and teaching institutions.
- Pre-primary staff and teachers should seek cooperation with parents, foster it, and make it productive for the learning process.
- Pre-primary staff and teachers also have a responsibility for the development and the good reputation of their profession, and in their own interest should be committed to upholding the status and the attractiveness of early foreign language learning.