This ethnographic case study is set within a collaborative research project in which teachers and researchers investigate early English as a Foreign Language (eEFL) tasks in theory and practice in German primary schools. Results are obtained through an interpretation of multiple sources within an interdiscursive, multi-perspectived research agenda. The results suggest that eEFL tasks can emerge during an interplay of four key teaching practices: doing school, providing space for learners to communicate, building a vocabulary and teaching the spoken language.

Constanze Dreßler war wissenschaftliche Mitarbeiterin am Institut für die Didaktik der englischen Sprache und Literatur an der Justus-Liebig-Universität. Sie hat danach ihr zweites Staatsexamen für das Lehramt an Grundschule abgelegt und arbeitet nun als Grundschullehrerin.