POSSIBILITIES OF INTEGRATING FOREIGN/SECOND LANGUAGE CONTENTS INTO DEVELOPMENTAL CURRICULUM AT AN EARLY AGE
POSSIBILITIES OF INTEGRATING FOREIGN/SECOND LANGUAGE CONTENTS INTO DEVELOPMENTAL CURRICULUM AT AN EARLY AGE

Summary/Abstract: Drawing on contemporary theoretical approaches to early language learning, including the sociocultural theory of development and the communicative approach to language learning, this paper addresses the possibilities of integrating foreign/second language contents into the developmental curriculum at an early age. The main research question is: to what extent do the attitudes of preschool teachers in preschool institutions in Serbia support the integration of foreign/second language contents into the developmental curriculum at an early age, and what implications do these attitudes have for the organisation of in-service teacher training and pedagogical practice? The aim of the research is to examine preschool teachers’ attitudes towards early foreign language acquisition, as well as to identify the conditions for its successful implementation in practice. The research tasks include: (1) determining preschool teachers’ general attitudes towards early foreign language learning, (2) assessing their readiness to integrate language contents into everyday work, and (3) identifying the needs for in-service training in this area. The research was conducted using the descriptive method and the survey technique, with a structured questionnaire as the instrument. The sample consisted of 120 preschool teachers from randomly selected preschool institutions in Serbia. The results indicate predominantly positive attitudes of the respondents towards early foreign language learning, as well as their openness to integrating such contents into the developmental curriculum. At the same time, a need was identified for additional in-service training of preschool teachers in this area. It is concluded that the integration of foreign language contents represents a pedagogically justified and feasible direction in the development of the preschool curriculum, provided that adequate institutional support is in place and that the professional competences of preschool teachers are enhanced.

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