Thomaï Alexiou¹, Efthimia Penderi² & Marianthi Serafeim¹

¹Aristotle University of Thessaloniki, ²Democritus University of Thrace

Abstract

This paper presents a review and evaluation of the pilot introduction of EFL in pre-primary schools in Greece, which took place for the first time in 2020-2021. The main characteristics of the pilot scheme are portrayed along with the process of monitoring and investigating its implementation so as to discuss the basic findings presented in the study. The research questions concerned a) the stakeholders’ perceptions and beliefs regarding the advantages and challenges of the introduction of EFL in pre-primary schools, b) the issues raised concerning the active cooperation and relationship between the pre-primary and the English language teacher and c) the educators’ training needs. To answer these questions, questionnaires were developed and focus group discussions were carried out so as to provide evidence regarding these issues.

The findings of the study suggest that despite the initial hesitation, numbing or even disbelief, all stakeholders recognized certain advantages accompanying the implementation of English in pre-primary settings and more specifically the benefits children receive. The importance of a good relationship between the pre-primary teacher and the English language teacher was highlighted and the need for further training in specific areas was underlined. A number of difficulties were also reported, mainly regarding lack of resources such as extra financing to support the creative activities in the English language, or availability of time within the working hours to promote collaborative teaching design. Generally, the benefits of such an innovative programme are abundant, supporting and promoting young children’s holistic growth and the general organizational culture for effective education.