It is very likely that for many this time is the worst time to start 'learning' a
foreign language.
Recognising the crucial role of sound first language skills in foreign language
learning, the Danish education authorities have decided to introduce English
from the age of nine to ten when it is deemed that most children have a solid
foundation in their first language skills (TES, 17 May 1996 and personal
discussions between the writer and the Danish Ministery of Education).
It seems to be important to report in this context, however, that schools in
Denmark do not teach formal reading and writing before the age of seven.
In countries where formal teaching of reading and writing skills takes place
earlier, children might well be 'ready' earlier for classroom foreign language
work. In England, the Government's new 'literacy houι4 which is intended to
focus on language work at the word, sentence and text level including phonics
and spelling should provide children with at least some of the foundations
necessary for successful foreign language study. Hawkins already stated in the
early 1980s that between one third and a half of those children starting to learn
a foreign language simply lack the 'tools' necessary for successful language
learning in the classroom.
4.3.6 Memory
The learner in the foreign language classroom has to be able to memorise a
considerable amount of language material in a short time and young children
are often said to have 'good memories'. However, already in the 1960s Stem
227
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