The arguments for and against the teaching of foreign languages from primary school level onwards are discussed. Young children, if suitably taught, can make good progress with the learning of a foreign language, and whether they are better at language learning than older beginners is to some extent irrelevant. However, there is no convincing evidence that young children are inferior language-learners. Various investigations are mentioned, and a critical examination is made of certain aspects of the research project into the primary school teaching of French in Britain. An early start may be made, with language teaching as with other subjects and activities, in recognition of the mind-broadening and personal developmental effect a well-run foreign language course can have on the children taking part in it. There is room for further research on the age of beginning, the pace and intensity of the teaching, and the individualization of the teaching/learning process. (Author)