Applying the Situational Approach in Foreign Language Communication with Children in Preschool Institutions: An Overview

Abstract

The paper addresses the problem of foreign language communication in preschool institutions. The processes of L1 and L2 acquisition undergo similar stages, which facilitates acquisition of a foreign language at a young age. There are many advantages of learning a foreign language at a young age, the most important being children´s brain plasticity and the flexibility of their speech apparatus. The Situational Approach to foreign language learning ensures learning L2 is a pleasurable experience for children, one that should aim at freedom of language choice, establishing an optimal learning environment, and imitation of L1 learning mechanisms. It is very important that educators are proficient in the foreign language that they are teaching, that they are able to sustain an enjoyable atmosphere in the preschool institution and that they promote cooperation with other children in a playgroup, as well as the children´s parents. The paper provides an overview of the most important points of communication in a foreign language with children of an early age. It also emphasises the importance of the continuity of learning foreign languages, from preschool institutions up to the university level. Such an approach makes it possible for learners to achieve a high level of fluency in a particular language at an adult age and empowers them to build a successful career in their chosen field.