A Critical Examination of the Beliefs about Learning a Foreign Language at Primary School

example, form much of the focus of the debates. 'Unfavourable conditions' and
'obstacles to success' such as inadequate methodologies, a shortage of
qualified staff and lack of continuity rather than age are generally regarded as
the causes for lack of progress and achievement. While the focus of the debate
continues around perceived 'obstacles to success' the dictum that younger is
better remains largely unchallenged.

As has been stated in the introduction, there is much pressure on the current
Government to introduce a foreign language into the primary school curriculum.
At such a time it would seem important to investigate whether the commonly
held belief that 'younger is better* can stand up to close scrutiny for all young
learners in all contexts. Chapter Two will place the belief that 'younger is better¹
into its historical and theoretical context and examine the literature on age in
second language development.

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