Vol. 2 No. Special Issue (2025): Teaching Young Language Learners
Articles

Literacy Skills Development in L1 within and outside an Other Language Enriched Environment: A Study in the Greek Early Childhood Education

Pieter Schalk Jansen
Unicaf University
Bio
Dr. Isaak Papadopoulos
International Hellenic University
Bio

Published 2025-01-28

Keywords

  • First Language Development,
  • Early Second Language Acquisition,
  • Complex Dynamic Systems Theory,
  • EFL Policies,
  • Logometro,
  • Communication Disorders
  • ...More
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How to Cite

Jansen, P., & Papadopoulos, I. (2025). Literacy Skills Development in L1 within and outside an Other Language Enriched Environment: A Study in the Greek Early Childhood Education. Journal of Language and Culture in Education, 2(Special Issue), 19-50. https://doi.org/10.5281/xzg8kc41

Abstract

This research explores the impact of Early Second Language Acquisition (ESLA) on First Language Development (FLD) in children aged four to five within the Greek education system, focusing on the introduction of English as a Foreign Language (EFL) in kindergarten programs. Anchored in Complex Dynamic Systems Theory (CDST), the study evaluates how early EFL exposure influences linguistic areas, including phonological awareness, receptive and expressive language, and literacy skills. A Concurrent Mixed Methods Approach was used, combining quantitative and qualitative data gathered through the Logometro® language assessment tool. The study compares two cohorts: children receiving early EFL instruction and those in monolingual Greek environments. Results show statistically significant improvements in FLD among children exposed to EFL, with notable gains across most domains. Specifically, children demonstrated a significant increase in phonological awareness, with scores doubling after the intervention, as well as improvements in receptive and literacy skills and moderate advancements in expressive language. Contrary to concerns that early EFL learning might affect native language proficiency, the findings suggest bilingual education enhances FLD. These outcomes hold important implications for educational policies and practices, especially as English continues to grow as a global lingua franca. The study offers evidence-based recommendations for broader integration of EFL programs in early childhood education, supporting comprehensive linguistic development. It also contributes to the discourse on bilingual education by providing insights that advance both theoretical understanding and practical applications in diverse educational contexts.

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