Abstract

This essay deals with the epistemological nature of Eary Language Teaching Methodology. After briefly descibing the evolution of this branch of Langauge Teaching Methodology in Italy, we propose to redefine its field of interest and describe an epistemological interdisciplinary model made up of three interrelated dimensions: the acquisitional dimension, the linguistic and cultural dimension, and the methodological dimension. The conclusion indicates some practical implications of the model for early language teaching practice