This book provides a holistic overview of what leads to success in foreign language learning at an early age and deepens our understanding of early foreign language learning. The studies use an array of methodological approaches to research learners aged between three and ten, as well as their parents and teachers, in instructional, minimal-input settings. They describe various ways of organising and promoting very early foreign language learning, both through language policy and innovative pedagogy, and focus on ways of providing input for second language acquisition, which include oral classroom discourse strategies, as well as learner development of literacy skills. Special attention is given to the necessity to develop critical reading skills, the ability to handle multimodal texts, and attitudes, motivations and behaviours and how these may impact on the teaching and learning process. Chapters emphasise that ultimate outcomes depend on extra linguistic environmental factors, such as parental involvement and teacher competences. These include establishing control in the classroom, as well as using appropriate strategies for Negotiation of Meaning, and helping learners build positive self-concept. This book will be of interest to all professionals involved in the teaching of foreign languages to young learners, as well as to researchers, teacher educators and students working in this area. Following an introduction by Joanna Rokita-Jaskow and Melanie Ellis, this book is organized into the following chapters: (1) Policy and Practice in Early Foreign Language Learning: The Case of Poland (Joanna Rokita-Jaskow and Malgorzata Pamula-Behrens); (2) Integrating and Emulating: Early English Initiatives in Portugal (Sandie Mourão); (3) From Research on Child L2 Acquisition of English to Classroom Practice (Teresa Fleta); (4) Spotting the Differences between Child-Child and Child-Adult Interactions: Evidence from Spanish EFL Learners at Low Levels of Proficiency (Amparo Lázaro-Ibarrola and Raúl Azplicueta-Martinez); (5) The Role of Teacher Language in a Young Learner Classroom (Malgorzata Szulc-Kurpaska); (6) Young EFL Learners and Their Reading Awareness: A Case Study with Twins (Renata Šamo); (7) Effective Learning Interventions in Young Children: The Impact of Critical Reading Strategies (Yolanda Ruiz de Zarobe and Maria Victoria Zenotz); (8) Extensive Reading in Primary EFL: Can Story Apps Do the Trick? (Annika Kolb and Sonja Brunsmeier); (9) Parental Perceptions of Bilingual Primary Schools in Poland: The (Added) Value of English (Barbara Loranc-Paszylk); (10) Parental Involvement in Very Early FL Education (Joanna Rokita-Jaskow); (11) Investigating the Self-Concept of Children with Special Educational Needs in the Context of Foreign Language Learning (Werona Król-Gierat); and (12) Power Relationships in an Early Foreign Language Classroom (Ewa Guz and Malgorzata Tetiurka).