The Argument for Learning a Second Language at an Early Age
The Argument for Learning a Second Language at an Early Age
Those who know nothing of foreign languages know nothing of their own. Johann Wolfgang von Goethe
Foreign language education is no longer a foreign concept to today’s professionals. As the world becomes more integrated, it is only a matter of time before one finds themselves confronted by a language that is not their native. Encouraging young children to learn foreign languages, therefore, has become a common policy among many individual nation-states – most likely to prepare themselves, and their future citizens, for the demand for language masteries. However, as a rational being, one cannot take an idea to be good for granted – it is one’s responsibility to investigate and evaluate its validity. In this spirit of rational skepticism, this paper is set out with the purpose to identify the benefits as well as adverse consequences of teaching foreign languages early, and based on these finding to conclude with a judgment on whether or not the practice is reasonably valid.
Positive impacts
Over the course of this paper’s research, the authors have come across a substantial number of publications with supporting evidence for learning a second language, especially at an early stage. The paper will divide the principal positive impacts of learning a second language at an early age into four principal categories: the impact on mental development, educational benefits, improved future opportunities, and socio-economic benefits from a macroscopic position.
The impact on mental development
Significant evidence from many publications demonstrates that multilingualism–a frequent result of learning foreign languages–has beneficial impact on the physiological development of the brain. In his research, Baker (2001) alludes to the balance theory. This theory argues that multiple languages are separate masses of knowledge, which inhabit the same region of the brain; therefore, the acquisition of a new language
Those who know nothing of foreign languages know nothing of their own. Johann Wolfgang von Goethe
Foreign language education is no longer a foreign concept to today’s professionals. As the world becomes more integrated, it is only a matter of time before one finds themselves confronted by a language that is not their native. Encouraging young children to learn foreign languages, therefore, has become a common policy among many individual nation-states – most likely to prepare themselves, and their future citizens, for the demand for language masteries. However, as a rational being, one cannot take an idea to be good for granted – it is one’s responsibility to investigate and evaluate its validity. In this spirit of rational skepticism, this paper is set out with the purpose to identify the benefits as well as adverse consequences of teaching foreign languages early, and based on these finding to conclude with a judgment on whether or not the practice is reasonably valid.
Positive impacts
Over the course of this paper’s research, the authors have come across a substantial number of publications with supporting evidence for learning a second language, especially at an early stage. The paper will divide the principal positive impacts of learning a second language at an early age into four principal categories: the impact on mental development, educational benefits, improved future opportunities, and socio-economic benefits from a macroscopic position.
The impact on mental development
Significant evidence from many publications demonstrates that multilingualism–a frequent result of learning foreign languages–has beneficial impact on the physiological development of the brain. In his research, Baker (2001) alludes to the balance theory. This theory argues that multiple languages are separate masses of knowledge, which inhabit the same region of the brain; therefore, the acquisition of a new language
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