This module will address the implementation and adaptation of language teaching methodologies to address the unique challenges inherent in instructed, early foreign language (FL) learning. The novel aspect of the module will lie in its systematic exploration of emerging theoretical issues and their links to developing practice. Theoretically and empirically early classroom FL learning is an emerging field. It has been problematized by both limited evidence and global assumptions which are grounded in existing evidence relating to L1 acquisition in naturalistic settings (e.g. the critical period hypothesis). However, field-specific evidence is accumulating which suggests that early FL learning is a vastly different process and therefore requires reconceptualization. Regardless of theoretical challenges, early FL classroom learning (and more specifically, English language in the primary school) is a global phenomenon. This module which combines the latest empirical evidence with regular opportunities to develop context-specific teaching skills alongside critical analysis and evaluation of existing global language education policies, curricula and resources will complement and extend current ELT postgraduate provision.