Volume 2, Issue 1
  • ISSN 2589-2053
  • E-ISSN: 2589-207x
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This study investigates the receptive L2 proficiency of early and late starters in primary EFL education in the German context. Thus, the L2 reading and listening proficiency of primary EFL learners was assessed at the end of primary schooling in year 4 in two German federal states with different ages of onset. A special focus of the study is on indicators of teaching quality as well as teacher qualification. The study did not find significant differences in the receptive L2 proficiency between early starters and late startes. When controlling for teaching quality or teacher qualification the earlier age of onset or increased amount of exposure did not explain variance in learners’ receptive EFL skills. However, supportive climate as an aspect of teaching quality correlates positively and significantly with learners’ EFL proficiency. In addition, there is a small advantage for children taught by teachers with a major in EFL.


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