Les représentations de parents sur l’enseignement précoce des langues étrangères

Parents’ representations about early teaching of foreign languages

Abstract

Many preschool institutions integrate foreign language teaching from early childhood to become more attractive and meet the growing societal demand. This initiative, although costly, is well received by parents, who choose programs based on their financial capacity. Parents see this learning as an investment in their children's future, providing them with early language skills and opening up future opportunities. Institutions, on their part, aim to stand out by offering innovative programs tailored to parental  expectations. The goal of the study is therefore to thoroughly examine these parental perceptions to better understand the
motivations behind the choice of early foreign language education and to identify the criteria influencing these decisions.