The thesis addresses the introduction of English into preschool programs in Slovenia, where
increasing attention is being given to promoting early multilingualism and intercultural
awareness. The aim of the research was to examine the professional foundations of early
foreign language learning, developmentally appropriate didactic approaches, and the potential
for transferring good practices from abroad into the Slovenian context. The theoretical part of
the thesis draws on literature from the fields of linguistics, developmental psychology, and
didactics, with a focus on methods such as learning through play, storytelling, singing,
movement, and creativity. The empirical part complements the theoretical foundations by
examining the responses obtained through the 1KA online survey, which involved 29
kindergarten teachers and 38 kindergarten assistants. The results of the research show that the
greatest obstacle to introducing English is the lack of language competences, which affects
the confidence of pre-school teachers in using the language in a natural context. In addition,
an important challenge is the structure of the existing curriculum and the time and staff
overload, which limits the systematic and long-term implementation of activities in English.
At the same time, the data show that pre-school teachers and assistant teachers are highly
motivated for additional training and want various forms of professional support - from
workshops to language courses. The thesis thus offers an insight into the current state and
potential of early English learning in Slovenian preschools and provides a starting point for
further discussion and development of good quality practice.
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