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Although language specialists do not always agree about the best age at which to introduce English language instruction, policy changes are increasingly mandating earlier introduction of English in foreign language (EFL) settings worldwide. In this volume, language educators and program implementers from various countries describe programs and practices designed to support English instruction for primary-aged learners. This volume is organized into three parts: (1) Approaches to Primary EFL Program Development; (2) Primary EFL Curriculum and Classroom Practices; and (3) Teacher Development for Primary EFL. Part One deals with program-level questions about teaching EFL in the primary grades. Part Two provides insights into curriculum reform initiatives at the local level in major but not always capital cities. Part Three addresses programs that train teachers to meet the needs of many different stakeholders, including politicians, ministries, teachers, parents, and, of course, the students themselves. This volume highlights the global role of English as it merges as the major foreign language in many primary schools around the globe, and the authors offer numerous insightful curricular innovations and classroom success stories. In addition, this volume can be used for pre- and in-service teacher education programs. Since the cases are described in detail, practitioners can evaluate pertinent cases against their own experiences. Following a preface by the series editor (Jill Burton) and Chapter 1: Introduction (Mary Lou McCloskey, Janet Orr, and Marlene Dolitsky), this book is divided into three parts. Part I, Approaches to Primary EFL Program Development, presents the following chapters: (2) Multilingualism in the Educational System in Valencia, Spain (Carmen Pinilla-Padilla); (3) Leading the Way in the New Millennium: An Integrated Multiage EFL Program in Taiwan (Yi-Hsuan Gloria Lo); (4) Pass It On: English in the Primary Schools of Coahuila, Mexico (Elsa Patricia Jimenez Flores); and (5) The Long and Winding Road: A Profile of Italian Primary EFL Teachers (Lucilla Lopriore). Part II, Primary EFL Curriculum and Classroom Practices, continues with chapters: (6) Teaching EFL at the Primary Level in Turkey (Yasemin Kyrkgoz); (7) Flavoring the Salt: Teaching English in Primary Schools in India (Jayashree Mohanraj); (8) Is Grade 3 Too Early to Teach EFL in Vietnam? (Ha Van Sinh); and (9) A Local Approach to Global English: A Bulgarian EFL Model Based on International Children's Culture (Lilia Savova). Part III, Teacher Development for Primary EFL, concludes with chapters: (10) Developing Teachers in the Developing World of Sri Lanka (David Hayes); (11) The Pyramid Scheme: Implementing Activity-Based Communicative Language Teaching and Supervision with Primary Teacher Educators in Egypt (Mary Lou McCloskey, Linda New Levine, Barbara Thornton, and Zeinab El Naggar); (12) The French Communicative Connection: Catching Up (Marlene Dolitsky); (13) EFL Teacher Training for South Korean Elementary School Teachers (Sung-Hee Park); and (14) Enabling Effective Practices in the Teaching and Learning of English in Hong Kong (Gertrude Tinker Sachs and Tony Mahon). A list of references and an index are also included.