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TEMOLAYOLE conference: Research into Teaching Modern Languages to Young Learners

The plenaries were given by two renowned international YL experts: Richard Johnstone of the University of Stirling, Scotland, and Marianne Nikolov of the University of Pécs, Hungary. While the first offered insights into early languages learning (ELL) in Europe and beyond, with a focus on possible new models of ELL, the second gave an illustration of factors contributing to achievements in ELL based on five impressive quantitative and qualitative studies carried out in Hungary.

The round tables (Attitudes and motivation; Classroom observation; Towards plurilingualism; Stories in early learning; Reading; The YL teacher) offered an excellent opportunity for all those interested in these thematic fields to share their expertise and exchange views. Lively discussions in each of the round tables showed that the interactions made possible in this way were highly appreciated by participants.

The individual papers aroused equal interest. Different aspects of the language learning and teaching processes as well as of YL teacher education were tackled from the perspective of a host of contexts and approaches. The questions and comments raised by the audience were proof that the topics covered in the presented papers were extremely relevant to the ELL professionals present.

Prolonged professional discussions during inter-session breaks and even the conference dinner testified to the need for such an event. The wish for future events of this kind was voiced by many participants: some were inspired for their own future research by the studies presented and would find such a forum extremely useful, others claimed that professional contacts established in Pécs may result in joint projects whose results should be shared with such an audience again.

An edited volume based on the conference contributions will be published in September 2007.

The research approach to discussing ELL present in practically all contributions was an indicator of the distinctive quality of the whole event. It is in keeping with the recent trends, described and insisted upon in all major European documents on language learning and language teacher education, for practice to be based on research-informed insights into language learning and teaching processes. In this sense, the event was viewed by many of the participants as a significant step forward in encouraging 'excellence and innovation in language teaching' and in helping 'Europeans learn languages more effeciently' – the very mission of the ECML.