Implication of Introducing Dual Language at an Early Age
Implication of Introducing Dual Language at an Early Age
The acquisition of languages other than a native language has become a matter of great advantage throughout past several decades as the world continues to change. Whether it is the interest in other cultures or the academic and professional advantages it can afford an individual, the need to learn additional languages can provide several benefits. It is common for language practice to begin at earlier ages, but without reinforcement and continual practice it becomes less of a necessity and more of basic beginner’s course that may or may not be used later in life. Teaching children a new language early on offers a great advantage in life.
Language is at the center of life (Cook, 2013), and one of the most important aspects to building and maintaining a society. Due to geographical distance, many societies have formed and been run independently from one another since the first civilizations were formed. It is understandable that languages have developed differently, as they have adapted to the environments in which they have been developed and conformed as needed to keep a civilization intact. Because of these factors the human race has developed many upon many types of language that are at times difficult to learn and adapt to.
one of the hardest and most confusing, as many would claim, is English. While many other
languages offer their own unique challenges, English has often been criticized as being one of
the more difficult dialects for its lack of conformity to proper grammar and the complexities that
can be found within the language. It is not considered the hardest language to learn, but to those
who don’t speak English as a native language and have never learned, it is a challenge to
understand how the English language works. Children have an easier time picking up the many
different nuances and confusing peculiarities of English, as they have fewer concrete ideas
concerning languages.
Just as with any language, English is not as easy to learn for several reasons. There are different dialects that range throughout the country, several words that sound and look the same but have very different meanings, and versions of words that are often confused by native English speakers. Asking any student, particularly those who are just entering school age, is decidedly unfair unless classes are specifically designed to welcome such students by giving them the chance to acclimate to and understand the language. Without a basis for the language they are about to learn, many students will either fail to see the point of learning a language they cannot understand, or will continue to struggle.
When exposed to a new language before they are able to form words and vocalize their needs and wants, children are able to pick up a language as though it is their native tongue. The still-forming brain and its many new and developing processes are able to accept new information and utilize it as necessary. Only when a child grows older and uses such linguistic skills less and less does the ability to speak other languages go away. The process of “pruning” that occurs when the brain begins to sever connections that are of no use and are thus discontinued can remove the ability to speak another language if it is not utilized often enough.
The largest issue for many non-native speakers who reside in a country whose language they do not speak or understand is the common language barrier that can affect many individuals. There is great difficulty in understanding individuals who are unable to express what they mean and what they need. Many times children, who are quickest to learn, are used as interpreters for their parents, who must use them as contemporaries in order to survive at times. This is a slight disadvantage for the child, who must take up a great deal of their time by translating between their parents and others, but it is also a valuable learning experience.
The manner in which bilingual classes are taught can go a long way towards the success
or failure of a student. Those who have learned dual languages from a very young age as a part
of their natural environment tend to make the switch far easier than those who are thrust into a
situation they do not understand (McLaughlin, 1985). Dual language learning is not as easy a
process as it is made to sound and requires a great deal of patience and work on the part of the
children who are attempting to learn a new language, teachers need to be trained in how to deal
with DLL’s and how to conform their lesson to include language lessons that can allow such said
Dual language learning has been growing in its popularity for the last few decades, and
has become a widely-studied subject that has sparked the interest of many researchers. Hammer,
Hoff, Uchikoshi, Gillanders, Castro, and Santilos (2014) contend that there are four underlying
aspects of dual language learning that can offer both advantages and disadvantages to students.
Whether the student learns the second language in the home or in school makes a very big
difference. In a more formal setting correct grammar is stressed when using a language that is
not common to a student, while in an environment that is informal they will tend to become lax
and not as strict in their learning.
This is quite normal given the difference between home and school. At school the
learning of another language is a chore, a task set upon students who may or may not care to
speak it. Why it is important for students, particularly those whose families have immigrated or
otherwise moved to another country, is that it helps them to adapt to their surroundings. There
are several examples for the necessity of dual language learning, but a select few are notable for
the interactions between cultures. Being able to speak two distinct languages offers a student a
better chance to advance throughout their school life, and eventually throughout their personal
and professional lives.
One of the obvious benefits comes from teaching a child how to speak both their native
language and another language early on. Some researchers harbor the belief that teaching kids
help develop fluidity between dual languages. For others the belief is that age 4 is when such
studies should begin. To date there is no firmly set opinion that can dictate when children should
begin to learn another language. As it has been seen so often children learn at their own pace
and will either rise to the challenge or choose not to acknowledge them.
Children will often look to please their parents and teachers in various ways, though
rather than rebelling against the subject itself they will rebel against the style of teaching. If they
enjoy a subject the only detractor that will be able to cause a loss of interest will be a lack of
proper motivation that comes from the educator. Teachers are not always at fault in how they
present the material that they are told to give their students, but what they do with what they are
given goes a long way towards insuring that a student will perform to the best of their ability. If
a teacher can keep a child interested and wanting to learn then they have done their job.
With dual language learning, or DLL, a very popular and efficient way to do this is Two-
way immersion (Cervantes-Soon, 2014), a practice that places nonnative English speakers into the same classroom as native English speakers. While it carries a few drawbacks along with it, the TWI method is actually quite beneficial to those involved. This method allows students to learn from one another the nuances of their native languages, thereby allowing for a more social and integrative learning experience. In this manner students can learn a new language naturally and with more fluidity than a textbook might offer.
The obvious benefits of TWI have been noted in many schools throughout the USA and
have produced results that were unprecedented. Students participating in immersion classes have
been seen to produce better rest results, and have been seen to become more social. They have also outperformed their peers (Marian, Shook, & Shroeder, 2013) in several subjects, particularly those associated with their native language and the minority language they have been exposed to. With these types of results it is difficult to see any downside to immersion courses as they have been proven to produce students who are far more capable of learning.
One of the only real downfalls of immersion classes would be the role of the educator
and how it is handled. While research done on immersion teaching and its effects upon students has been consistently rising, it has also been seen that many teachers focus largely on content rather than the actual teaching of a language (Cammarata, Tedick, 2012). What is needed is for teachers to make the attempt to integrate more engaging language lessons within the content and include such lessons in their instruction. Little is gained by focusing upon subject matter that only one half of the class will understand.
What has been proposed is to explore the teacher’s experience as it pertains to subject
matter and the integration of language within their lessons. A teacher that presides over
immersion classes needs to have at least some passing experience with the integration of
language lessons and content. They must also be able to manage the delicate balance that is needed to keep the two a valuable and integral part of their lessons. Such a struggle is difficult and not without its challenges. It is however necessary to maintain the integrity of immersion classes and their overall role in the school system.
One very useful method that Cook (2013) introduces is the necessity of using the spoken
language rather than the written. During language lessons it is important to place more emphasis
on speech and understanding how to enunciate and practice proper sentences than it is to remember the proper punctuation in a written sentence. While writing and reading a second language are highly important points when learning a second language, the process of speaking is how human beings generally communicate with one another. This is the primary method by which people attempt to vocalize what they want and need, and must be given significantly more emphasis.
Another useful method that Cook (2013) brings to mind is the inclusion of an audio-
visual aspect to learning. This can allow students to make a clearer connection between what they are saying and how it will allow them to interact with others. Speaking the words correctly and forming them into clear, understandable sentences is an ideal practice, but it must be viewed in applicable situations as well. By setting up situational exercises for students to practice the connection between the words and their meaning can become more concrete and foster a better understanding of the language.
Another method that might serve to better integrate nonnative speakers into the class and
jumpstart the native speakers would be to conduct the classes in the second language that is to be
taught. In this manner it not only allows those students with limited English skills to slowly and
with greater success learn their second language, but it also gives them the chance to shine and offer their expertise with their own language to help others. This method can foster good relations between native and nonnative speaking students and thereby form a bond between peers that could either make up for or enhance the teaching techniques used for such classes. By catering to the nonnative speakers for at least part of the class period it would become possible to better understand what type of help they need and how best to provide for their needs.
One technique that Cook (2013) suggests is to, if possible, suspend the use of grammar in
the beginning. Such lessons are hard enough for native speakers that attempting to clue nonnative speakers in to the many different ins and outs of grammar could prove highly discouraging. The last thing that is needed is to instill the desire for any student to quit. Grammar is confusing enough when one understands a language, and should be put aside until the basics of the language are better understood.
There have been many benefits to be seen when teaching a dual language class, not the
least of which is the fact that students have been seen to be more focused. Students learning in a
dual language classroom have an opportunity to make new friends and learn new and beneficial ways to study. It has also been seen that such students tend to develop new and innovative skills when it comes to problem solving. They also perform better on tests and assignments having to do with their related subjects. DLL is method that is growing in popularity with students as well as parents for its many benefits and the effect it has upon students.
When allowed to learn at an acceptable and reasonable pace, students can excel in DLL
classes. The opportunities this can open up for them later on in life are extensive and can be
beneficial when it comes to choosing a career. Many employers in this day and age are seeking
qualified individuals that can speak two or more languages. Those who can fluently speak at
least two languages have a huge advantage over native speakers who have not learned another language.
The corporate world especially is seeking individuals that can communicate in different languages than their native tongue, and often prize such ability in their prospective employees. Learning a second language is almost like having a guaranteed ticket to the employer of one’s choice in some cases. Those students who display the dedication and the necessary interest in their studies will often have the greatest advantage in how the skills they learn will affect their lives in the future. They will also be those who can learn despite the failings of the class or the teacher if such a thing were to occur.
The unfortunate aspect of this class is that it is highly idealistic and, despite its rising popularity, is woefully underfunded. Parents, teachers, and school boards across the nation are continuing to struggle just to keep core classes and desired classes in place without devoting any extra funds to keep them running. The necessity of DLL classes has been lauded and even protected in some schools, but in many others it is an extravagance that does not afford a great deal of confidence. Many schools want to know that the course would inspire confidence and create less strain upon their budget, which often means that such classes are not considered vital to students.
Dual Language Learning classes are important to the student and the community as a whole by allowing students to learn a new language and about the culture that it belongs to. Such courses foster more unity among different peoples that live in the same communities, and therefore inspire greater confidence throughout society. The benefits of such classes are such that monetary concerns should be the last thing keeping them from being available to anyone who needs them. Learning how to communicate is what keeps societies connected.
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