Abstract
Being plurilingual has become one of the major goals in today’s Europe, not only with the purpose of facilitating the entrance to and the mobility within the European labour market, but also to protect and promote linguistic diversity. Within these measures, the EU has promoted the early development of foreign languages. In Spain, being a diverse cultural and linguistic territory, education administration is overseen by regional governments; thus, this early introduction is viewed and managed differently depending on each region. This study reviews the degree of introduction of the foreign language in preschools (3-6 years old) into the educational system of monolingual (n=13) versus bilingual autonomous regions (n=6). To this end, a documentary analysis of a total of 89 official legislative texts and 19 web pages was conducted as well as nineteen semi-structured interviews with experts from different regions based on four variables: multilingual plans, time regulation, teacher training and requirements, and finally, methodological guidelines and specific resources.
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