Joanna Rokita-Jaśkow is Associate Professor of Applied Linguistics and Head of ELT at the University of the National Education Commission (UKEN), Poland. Her research explores foreign language education at pre-primary and primary levels, multilingualism in schools and teacher education, and she is the Vice-Chair of the Early Language Learning Research Association.

Joanna Rokita-Jaśkow uses a critical ecological perspective in her exploration of foreign-language programs in pre-schools, presenting research that both supports and challenges their implementation. The book offers valuable guidance to policymakers, parents, and teachers, outlining contextual conditions that they must consider. The key takeaway is that very young children’s progress is slow, and early exposure to a new language does not necessarily ensure long-term success.

• AcknowledgementAbbreviationsIntroductionChapter 1: The Child’s Biosystem: How Children Learn to Communicate in Their First and Foreign Languages           Chapter 2 Microsystem: The Educational Institution       Chapter 3. Mesosystem: Family EnvironmentChapter 4. Exosystem: The Affordances of the Linguistic LandscapeChapter 5. Macrosystem: Early Language Learning Policy and Planning Chapter 6: The Chronosystem   Concluding RemarksReferences

Joanna Rokita-Jaśkow is Associate Professor of Applied Linguistics and Head of ELT at the University of the National Education Commission (UKEN), Poland. Her research explores foreign language education at pre-primary and primary levels, multilingualism in schools and teacher education, and she is the Vice-Chair of the Early Language Learning Research Association.

Joanna Rokita-Jaśkow uses a critical ecological perspective in her exploration of foreign-language programs in pre-schools, presenting research that both supports and challenges their implementation. The book offers valuable guidance to policymakers, parents, and teachers, outlining contextual conditions that they must consider. The key takeaway is that very young children’s progress is slow, and early exposure to a new language does not necessarily ensure long-term success.

• AcknowledgementAbbreviationsIntroductionChapter 1: The Child’s Biosystem: How Children Learn to Communicate in Their First and Foreign Languages           Chapter 2 Microsystem: The Educational Institution       Chapter 3. Mesosystem: Family EnvironmentChapter 4. Exosystem: The Affordances of the Linguistic LandscapeChapter 5. Macrosystem: Early Language Learning Policy and Planning Chapter 6: The Chronosystem   Concluding RemarksReferences