The purpose of this study is to investigate the acquisition of English language experimentation in public primary schools, specifically how English for young learners is applied to Benin as a francophone country. This survey began from the academic year 2017- 2018, involving 36 language instructors, 216 primary schools, 12 language experts and 12 Departments through the assignments, mechanisms, outcomes and mid – evaluation process. Data were collected by means of interviews (learners and instructors), Focus Group Discussions with experts and primary schools’ administrators via content analysis curricula, instructors training program, Total Physical Response implementation with feedback. Preliminary findings suggest the importance of clear consistent guidelines for assignments, learner and instructor profile design, processing approach leading to extensive and effective language education from teaching to learning with criteria for evaluation and periodical capacity building programs. It is hoped that assumptions from longitudinal study will be useful to language education program as integral with little success in the present generational integration policy.