Description: This contribution presents the research project concerning English in primary schools in Central Switzerland. The study investigates the model (L2 English, 3rd grade / L3 French, 5th grade) which had been introduced in several cantons at the beginning of the 2005/2006 school year. The effectiveness of English instruction in primary schools is investigated by means of a quasi-experimental design, including a randomised test and control group (pupils in 3rd grade of primary school with and without English; N=1000). The first data for this three-year longitudinal study was collected in April/Mai 2006. Quantitative instruments (written and oral achievement tests for pupils) were used in order to assess children's listening, reading and speaking skills. This contribution aims to address the following questions: Which English competencies are acquired in the 3rd grade of primary school and what influence does English in primary school have on reading comprehension in German (L1)? The insights gained from this study will be compared to those of other research projects concerned with early foreign language learning carried out in Canada (White & Turner, 2005), Germany (Werlen et al, 2001-2005) and Switzerland (Büeler et al, 2001; Moser, 2002) and discussed with reference to theoretical approaches to second language acquisition.