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The study reviews international models of initial and in-service teacher training for young learners, then analyzes how Slovenia organizes teacher education for primary instruction. National programmes are compared and discussed to clarify strengths and gaps. The paper concludes with guidelines and recommendations to improve training so early foreign language teaching can be delivered with assured quality.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-development-in-slovenia-for-teaching-foreign-languages-at-the-primary-level/598910/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-development-in-slovenia-for-teaching-foreign-languages-at-the-primary-level/598910.png","ImageObject",300,407,{"name":92,"@type":93},"jay","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is teacher development important for introducing foreign languages in primary schools?","Question",{"text":112,"@type":113},"The expansion of foreign language learning in the first years creates a need for qualified teachers and exposes gaps between supply and demand. The quality of early instruction depends heavily on appropriate teacher preparation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the paper include in its review of teacher training?",{"text":117,"@type":113},"It first presents international models of initial and in-service training for teachers of foreign languages to young learners. It then focuses on a detailed presentation and analysis of Slovenia’s primary-level teacher education system.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the paper evaluate Slovenia’s programmes?",{"text":121,"@type":113},"All existing national programmes for teacher development are compared and discussed. The analysis is used to highlight how the education system has developed training for primary language instruction while responding to inclusion demands.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598910,1792105694,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747858866,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Teacher Development in Slovenia for Teaching Foreign Languages at the Primary Level  \nMihaela Brumen1 and Mateja Dagarin Fojkar*2  \n• The introduction of foreign languages into the first three-year cycle of primary school has spurred the need for qualified teachers, and is one of the main discussion points among experts in foreign language teaching. Most of the contemporary studies report that there is a global gap between the supply of qualified teachers of foreign languages to young learners and the demand for them as programmes expand. These studies emphasize the paramount importance in assuring the quality of early foreign language instruction. Therefore, the authors of this paper first present some of the models of initial and in-service training of teachers of foreign languages to young learners across the world and then focus on a more in-depth presentation and analysis of the training of teachers of foreign languages at the primary level in Slovenia. All the existing national programmes for teacher development are compared and discussed. Finally, some guidelines and recommendations are given regarding training teachers to teach foreign languages to young learners.  \nKeywords: initial teacher training, in-service teacher training, primary level, teaching foreign languages  \n1 Faculty of Education, University of Maribor, Slovenia  \n2 *Corresponding author. Faculty of Education, University of Ljubljana, Slovenia [mateja.dagarin@pef.uni-lj.si](mateja.dagarin@pef.uni-lj.si)  \nIzobraževanje učiteljev za poučevanje tujih jezikov vosnovni šoli v Sloveniji  \nMihaela Brumen in Mateja Dagarin Fojkar*  \n• Pri vpeljavi učenja tujih jezikov v prvo triletje osnovnošolskegaizobraževanja se je pokazala potreba po usposobljenih učiteljih za topoučevanje, hkrati pa je to postala ena izmed osrednjih diskusij medstrokovnjaki na področju poučevanja tujih jezikov. Večina trenutnih raziskav kaže, da je velika diskrepanca med ponudbo usposobljenihučiteljev za poučevanje tujih jezikov mlajših učencev in potrebami, ki se ob širitvi programov še povečujejo. V raziskavah je poudarjeno, kakopomembno je zagotoviti kakovost pri zgodnjem poučevanju tujih jezikov. V prispevku so najprej predstavljeni nekateri tuji modeli začetnegain nadaljnjega izobraževanja učiteljev za poučevanje tujih jezikov mlajših učencev. Nato je podrobneje predstavljen in analiziran sistemizobraževanja učiteljev za poučevanje tujih jezikov na razredni stopnji (prvi dve triletji osnovne šole) v Sloveniji. Primerjani in analizirani sovsi obstoječi programi za izobraževanje in usposabljanje učiteljev. Nakoncu je predstavljenih nekaj smernic in predlogov za izobraževanjeučiteljev za poučevanje tujih jezikov mlajših učencev.  \nKljučne besede: začetno izobraževanje učiteljev, nadaljnje izobraževanjeučiteljev, razredna stopnja (prvi dve triletji), poučevanje tujih jezikov  \nIntroduction  \nDifferent contemporary studies on teaching foreign languages to young learners (Chodiah, 2008; Emery, 2012; Enever, Moon, & Raman, 2009; Enever, 2011; Garton, Copland, & Burns, 2011; Graddol, 2006; Graddol, 2008; Wang, 2002, 2007, 2009) emphasize some of the problems occurring as a result of inadequate preparation for teaching at this level: for example teachers’ inabilities to deal with problems that occur in the teaching context because of lack of training, employers’ acceptance of low-level qualifications to teach young learners, teachers’ inadequate foreign language proficiency and the fact that some teachers are required to teach English although this is not their subject specialism. If teachers are not well-qualified to sustain effective provision of primary foreign language instruction, it will certainly affect primary foreign language practice.  \nThe aim of this paper is to present a wide range of foreign language environments, programmes and practices in teacher training or development designed to support foreign language instruction for primary-aged learners. These studies describe the mode","cbCaiu1ZQdKFAdtq","https://ap.wps.com/l/cbCaiu1ZQdKFAdtq","pdf",186256,27,"English","# Introduction\n## Current trends in teacher training for teaching foreign languages at primary level","[{\"question\":\"Why is teacher development important for introducing foreign languages in primary schools?\",\"answer\":\"The expansion of foreign language learning in the first years creates a need for qualified teachers and exposes gaps between supply and demand. The quality of early instruction depends heavily on appropriate teacher preparation.\"},{\"question\":\"What does the paper include in its review of teacher training?\",\"answer\":\"It first presents international models of initial and in-service training for teachers of foreign languages to young learners. It then focuses on a detailed presentation and analysis of Slovenia’s primary-level teacher education system.\"},{\"question\":\"How does the paper evaluate Slovenia’s programmes?\",\"answer\":\"All existing national programmes for teacher development are compared and discussed. The analysis is used to highlight how the education system has developed training for primary language instruction while responding to inclusion demands.\"}]","Teacher Development in Slovenia for Teaching Foreign Languages at the Primary Level | PDF",1792087827,68]