FOREIGN LANGUAGE: A FACTOR OF GLOBAL CITIZENSHIP DEVELOPMENT AT PRE-PRIMARY SCHOOL

Abstract

This article reveals the links between second language learning and the development of global citizenship in pre-school education. A review of educational policy documents shows that global citizenship education is defined as a democratic and sustainable education focused on the development of competences of a global citizen. It emphasises the importance of global citizenship in the education of the pre-school child, since from this point onwards, the child becomes familiar with his/her surroundings, not only locally but also globally. Education at this age is linked to knowledge of the world, communication in the mother tongue and in a foreign language, the development of values relevant to modern society, awareness of human rights, etc. The ethnographic research carried out and the analysis of the data obtained have shown that language learning is closely linked to the development of global citizenship, which is recommended to start at pre-school age, as children can easily absorb new knowledge and apply it in formal and informal activities. Preschool teachers agree that children are very receptive to foreign languages because of modern information technology and its use in communicating with their peers in formal and informal activities in and outside the preschool setting. Thus, combining global citizenship education with foreign language learning is seen as essential for a growing global citizen because of the wider educational opportunities.