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EN
The article presents the phenomenon of very early foreign language teaching (i.e. in the preschool years) from the linguistic and pedagogical perspective. It begins with dispelling the myth about the necessity of ‘an early start’ for ensuring future competence, pointing at the relevance of cognitive, affective and social factors influencing the outcomes. Then it presents the possible achievements and crosslinguistic influences in language acquisition of a very young child. Finally, it outlines the critical aspects of FL methodology that are necessary for progress in early FLL.
EN
In this paper we focus on an adverse effect of extensive choice widely known as ‘choice overload’. We draw on the case of Swedish funded pensions for illustration and analyze the consequences of the design that allowed for maximizing the choice set. The analysis shows limitations of employing the rational choice approach to the real choice decisions biased with common psychological factors and demonstrates that government’s responsibility for the privatized pension system does not end with the design. We also emphasize the need for a decent default option, which would mitigate socially harmful results of adverse behavior effects like procrastination, status quo bias or abstaining from choice. After all, privatized pension systems still belong to the sphere of public policy.
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