Young students learning German as a Foreign Language in primary school: A scoping review

Aims and objectives: This scoping review aims to provide an overview of empirical research on young students learning German as a Foreign Language (GFL) in primary school settings. Methodology: A systematic search was conducted across six databases in November 2023, following established scoping review methodology. The search included peer-reviewed empirical studies published between 1990 and 2023 in English or German, focusing on children aged 5–12 learning GFL in non-German-speaking regions. Data and analysis: After screening 2,188 articles according to predefined inclusion and exclusion criteria, 28 articles (26 studies) were included for data extraction and synthesis using a narrative approach incorporating thematic analysis and thematic synthesis principles. Findings: The review identified three thematic dimensions of research on primary school GFL: instructional formats and settings, language skills and competences, and affective factors. Materials emerged as a mediating element intersecting with these dimensions. Most studies were conducted in Europe geographical Europe (n=23), with case studies (n=11) and experiments (n=10) dominating the research landscape. The synthesis highlighted the importance of further developing curricula, fostering multilingual awareness, incorporating intercultural learning, and using authentic materials to support GFL learning. The review also revealed a need for more rigorous methodological approaches and the exploration of underrepresented topics. Originality: This is the first scoping review to systematically explore the empirical research landscape on young students learning GFL in primary school contexts. Significance: As interest in incorporating modern foreign languages into primary school curricula grows, expanding research beyond English language learning is crucial. This review maps the current state of primary school GFL research, identifies gaps and guides future investigations to advance evidence-based practices and policies supporting young learners’ language development and intercultural understanding in primary education.