After briefly discussing the main characteristics of first and second language acquisition, the thesis focuses on the Critical Period Hypothesis. This theory presupposes that age plays a crucial role in language learning and that there is a limited period of time in one’s life during which languages can be learnt successfully. The belief that starting young brings better long-term results has influenced foreign language teaching and learning to a significant extent. The age at which foreign languages are introduced in schools has become lower, leading to important changes of national curriculums in countries all over the world, including Slovenia. As a result of early courses or special programmes, exposure to the English language begins very early. When it comes to the official onset, English as a school subject is already offered to students in their first year of primary school education, whereas in second grade learning a foreign language is compulsory. Consequently, teachers are obliged to adjust their methodology to young learners and take into account their developmental features. However, the results of the survey I conducted reveal that neither teachers nor parents are notably against early foreign language learning.
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