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The beginning of the 21st century brings innovations in linguistic planning and programming within the Europe, placing on the foreground the need to master another two foreign languages in addition to the mother tongue. It is not easy to accomplish such a goal, unless the process of learning foreign languages starts in early childhood. This paper reports on a part of the results of a two-year empirical study conducted by implementation of the case study method, on a sample of sixty students of primary school. The sample consists of students of the first and the second grade (the first year of learning the second foreign language), i.e. the second and the third grade (the second year of learning the second foreign language). By measuring lexical competence that is crucial for determining the efficiency of the process of early learning of two foreign languages in formal education, we make conclusions on the functionality of introducing two foreign languages into the first educational cycle. we determine the differences between older and younger students and the amount of their levelling after longer exposure to a new linguistic input. In addition, lexical units are distributed within domains according to the extent to which students were able to more easily acquire the lexicon that is the subject of their interest.

Examples of Good Practice in the Field of Early and Initial Learning of Foreign Languages in Formal Education