Abstract
Despite a common assumption in laypeople's discourse, several studies indicate that an early age of onset to a second language (L2) is not always necessary to attain high levels of proficiency, with variables such as motivation and emotional attachment to the L2 being better predictors of attainment. In Europe, this assumption has influenced policies on second language learning in schools.
Nowadays, children start learning English significantly earlier than they did in previous generations. In this article, I argue that this choice in policy, even though not necessarily backed by scientific data on language learning, is having a positive effect on the use of English in Europe, and thus on European integration.
An early exposure may in fact contribute to developing motivation in children and establish the relevance of English in their life, two factors that will eventually contribute to their sentiment towards English and their interaction with other L2 speakers of English in Europe.