TheMinistry of Higher and secondary education of the Republic of Uzbekistan The Uzbekistan state World Languages University

Potential Problems
The foremost issue to consider is the potential for information overload, as primary school students are already learning several subjects—adding a foreign language could make effective learning untenable. Additionally, other skills could be sacrificed if a student’s attention is further divided. Some students will excel in language learning, while others learn better in other fields; therefore, it is unfair to require language learning of students who are genuinely uninterested in the subject.
Continuity is currently another issue, as only a few high schools and universities offer foreign language courses. Even if a child has acquired basic language skills at a young age, the opportunity for necessary enhancement might not be available as they grow older.
Logistical Issues
Aside from the effects upon students, primary schools are also managing concerns. Most primary schools in the United States typically employ only one or two teachers from another country—unless the school is dedicated to students from immigrant families—and these teachers cannot provide full coverage due to timetable clashes. While specifically hiring teachers to teach a foreign language is a possibility, the school might not be able to absorb what is usually a high expense. Furthermore, a translator or a foreign language teaching assistant might also be necessary in bigger classes to ensure that students are not left out.
If a school weighs up the matter and concludes that foreign language courses are necessary for primary school students, then it should introduce the course regardless of the potential problems. Issues can be dealt with at a later stage, once the additional courses are fully implemented.
1.2. Methods of teaching four skills to primary learners
The four skills of language learning are Listening, Speaking, Reading, and Writing. They are four capabilities that allow an individual to comprehend, produce, and use the language in effective interpersonal communication. They are most often acquired in the order of listening first, then speaking, then possibly reading and writing.
Listening and reading are called receptive skills because learners do not need to produce language to do these, they receive and understand it. Speaking and writing are called productive skills because learners doing these need to produce language.
Having a good English level means to understand and to produce the language, so we should teach and develop all the four language skills in our students.