From the mid-1980s, as part of the broader educational reform effort in our country, institutional improvements are made in the teaching of foreign languages. The teaching of English is promoted in primary school and the introduction of a second foreign language is made in secondary education. The aim of this book is to provide a historical overview of the teaching of English in public education from 1960 to the present day. The approaches to teaching English are, on the one hand, the institutional framework (legislation), Analytical and Timetable programs, and on the other hand, the prevailing methodological trends in teaching.

In addition, an attempt is made to examine the teaching of English synchronously, focusing our interest on primary education. Empirical research is conducted through which an attempt is made to outline the existing state of teaching from the perspective of educators and to capture their attitudes and positions on issues of teaching methodology. The findings of the research can stimulate reflection, both for candidates and for active educators, about their teaching work.