IDEAL – Individual Differences in Early Foreign Language Learning: Year 1 Updates and Looking Ahead
The IDEAL project focuses on individual differences among pupils in early foreign language teaching by following their English language learning from Grade 1 through Grade 3. The aim of the project is to explore how pupils’ language proficiency and affective factors (such as language self-concept, self-efficacy, and language attitudes) develop, and which factors are associated with this development.
The IDEAL project also examines the differentiation strategies used by teachers in early English language teaching, as well as teachers’ attitudes towards language teaching. In addition, the study investigates how parents perceive their children’s early English language learning and how they support language learning at home. Data are collected longitudinally in Grades 1, 2, and 3.
Data Collection in Grade 1
During the 2025–2026 academic year, a total of 9 schools, 11 teachers, and 55 pupils participated in the study. From the classes of participating teachers, all multilingual learners were invited to take part. In addition, five pupils were selected whose early literacy development, in the teacher’s assessment, required closer monitoring. If there were fewer than five such pupils, teachers were asked to invite other pupils to ensure that the quota of five was met.
At least one English lesson was observed in each participating class. Additionally, pupils were asked to draw how learning English feels to them. Multilingual pupils participated in interviews and English language proficiency assessments. Non-multilingual pupils, in addition to these activities, also took part in assessments of reading and writing skills in Finnish. Pupils completed tasks individually with researchers over the course of 1–2 lessons. Furthermore, a questionnaire concerning the child’s language skills was sent to the parents of non-multilingual pupils.
Data Collection in Grade 2
In autumn 2026, teachers whose classes include multilingual pupils participating in the study will be interviewed. In spring 2027, English lessons will be observed, and pupils will complete a visual task as well as various individual tasks. Teachers will also be interviewed.
Parents of multilingual pupils will be invited to participate in interviews in the autumn, while parents of non-multilingual pupils will be invited after Grade 2, during the summer.
We would like to warmly thank all the schools, teachers, and guardians who have joined the project and made this research possible. Our greatest thanks go to the pupils, who, as young researchers, have enthusiastically taken part in the study. We are also grateful to our collaborators for their valuable insights.
If you are interested in learning more about our project, we would be happy to provide additional information.
