Research over more than forty years has shown consistently that earlier L2 starters do not in the long term
maintain the linguistic advantage of an early start over older starters. What, then, in the light of the widespread setting aside
of the evidence regarding the apparent uselessness of an early start, is one to advise in respect of early L2 instruction? In this
paper we discuss four factors which emerge as perhaps having relevance in this regard: the role of (bi)literacy skills, the role
of language learning motivation, the role of factors relating to the transition from primary to secondary school, and the role of
intensity of L2 instruction. We suggest that there are a number of broader macro-institutional factors, such as the impact of
classroom experiences, that may impede the goal sought by the offering of numerous years of continued FL instruction.
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