Abstract:

Although generic skills in early age students have acquired quite many tools for their assessment, little is known regarding how young children can develop the basic knowledge, what impact it has on their daily life and if there is any continuity for further education at school and university. Logic would dictate that the nursery English teacher’s functions become even more honorable and important. Implementation of nursery children’s foreign language lessons beyond the grid of other necessary activities in the curriculum can be interpreted as a conventional play game event with high level teacher’s responsibility for the outcomes. However, there is insufficient evidence to lower threshold criteria for early age L2 learning as well as its educational prospects. In our research, we have described some approaches for nursery teachers to model new techniques for generic skills development. Also, we provide every practice session thematically and methodically, with graphs and tables of assessment enclosed. Currently, nursery education institutions perform as high-volume specialty centres. All the more, it becomes essential to obtain consensus on recommendations for didactical component of the study, the teacher’s part during the lesson and innovative multidisciplinary classroom environment to make it enjoyable for children. Thus, completed with a brief discussion, much practical advice is contained in the research.

Keywords:

Assessment, generic skills, L2 competence, teaching, learning.