In recent years, special attention has been given to the teaching of foreign languages in secondary schools. In Azerbaijan, students now begin English lessons as early as the first grade. This is a commendable step: from a young age, children are introduced to a new linguistic environment, developing their listening and comprehension skills.

In the first grade, children are not taught letters. Instead, words are presented mainly through pictures and visual materials. This method is considered useful for sparking curiosity and helping children grasp the language naturally. Yet at a certain stage, this approach also gives rise to problems.

By the time students advance to the second grade, they are expected to recognize certain words and become familiar with simple texts. Here the main difficulty emerges. For students in the Russian-language stream, the English alphabet is completely different. While they are still in the process of adapting to Russian script, they are required to learn English spelling in parallel—something that proves challenging.

Experts believe that at least the basics of the English alphabet should be taught in the first grade. Familiarity with letters and sounds would ease the transition in the second grade.

At the same time, it is important to develop special methodological materials tailored to students in the Russian stream. This would not only prevent children from being overburdened but would also make the learning process more systematic.

Early instruction in English is a positive and necessary step. However, if methodological balance is not maintained, it may create more difficulties than benefits for children. The curriculum should be adapted to children’s psychological and intellectual stages of development, with particular attention to the specific needs of students studying in the Russian stream.

Leyla Mirzə, Bizimyol.info