The Role of Linguistic Routines in Early Foreign Language Learning

Abstract

According to recent studies in neuropsychology, when learning a language, young children mainly use“implicit memory”, i.e. the memory of automatic procedures such as riding a bicycle. As an implication forearly foreign language teaching (EFLT), teachers will stimulate the pupils’ implicit memory by exposingthem to routine situations in which specific linguistic expressions are associated with recurring actions andprocedures. This paper will therefore discuss the neuropsychological, linguistic and educational roles ofroutines in EFLT and will provide teachers with methodological principles to manage routine situations ina foreign language.

Keywords

• preschool education
• early foreign language learning
• developmental neuropsychology
• linguistic routine