Since its institutionalization three decades ago, early childhood educator training in Tunisia has been a considerable tributary of mainstream education. Despite such bearing, this field does not yet seem to reach the expected evolution as evidenced by the lack of a guiding vision. A case in point that attests to this state of clarity is foreign language education which has not expediently addressed the needs of both educators and preschoolers. This paper underscores this overlooked strand of early childhood education. Building on an appraisal of the problems and challenges burdening this area of education, it suggests the awakening-to-languages approach as an alternative project that maps the future course of foreign language education. Possible related benefits will consist in (i) investing in identity building, (ii) fostering critical thinking, and (iii) developing metalinguistic awareness where young learners act according to a pedagogy of discovery and reflection rather than skill-based attainment. 1. Introduction Early childhood education (ECE) has received noteworthy consideration by policy makers in Tunisia. One case in point that attests to such interest is the establishment of the Higher Institute for Childhood Education in 1989 which is primarily concerned with training future specialists in young children’s education. This paper is largely inspired by my five-year teaching experience within this institution which stands as the chief tributary of ECE experts in the country, whose graduates have been occupying vocations in governmental and private institutions concerned with childhood welfare. Considering an exhaustive examination of the curricular choices and professional forums under the guardianship of this institution and the successive governmental bodies in charge of ECE, there is some reason to assert that there has been an absence of a vision which outlines a coherent policy based on clear objectives together with the unavailability of a guide that schematizes the projected ECE educator’s profile. This in fact reflects the peculiarity of this educational body as a composite of feeder disciplines that have not, perhaps, reached the requisite maturity to hammer out a unifying vision exclusively premised on the assertion that the child is a project. In order to observe that project, educational effort should observe the key elements of its construction starting from clear objectives setting, through syllabus design and implementation, to evaluation. Upon asking ECE students on a regular way during classes about what constitutes their
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