- Selection and deployment both of traditional and of ‘new’ media should derive their rationale from the goals, content, methodology and pedagogic principles of early foreign language learning.
- Irrespective of their form, media should be deployed sparingly and on the basis of careful consideration. They should support and enrich the learning process and never become an end in themselves.
- Media use contributes positively to the language learning process, to media education and to gaining media competence. Media experience should be accompanied by the practitioner or teacher, partly so that the children clearly understand its use, partly also to help them judge what value different media have for them personally.
- Practitioners and teachers should be able to recognise the legacy that children have brought with them from their media experiences into the learning programme, (e.g. in re-enacting roles, processing what they have experienced, exchanging views on television programmes with other children, etc.), tap into it at appropriate points, and use these points of reference to aid their understanding of the childhood learning process.
- Children love to be active, and in media sessions should be supported in their wish to play an active role.