Clarifying Misunderstandings About Language Learning
Myth: Children need to achieve some proficiency with the spoken target language before reading instruction begins.
Truth: Young children can learn about the writing system of the target language and how to read in spite of limited oral proficiency. (Roberts, 2003 & Stuart, 1999)
Myth: Reading and writing should not be emphasized.
Truth: Growth in vocabulary was enhanced when seven year olds saw the printed forms of the words as they learned their pronunciation and meaning rather than simply practicing how to say the new word. (Ehri, 2004)
Myth: Learning another language will cause confusion.
Truth: Researchers found that when a student learns two languages simultaneously it does not cause confusion to the child nor interfere with literacy development, and concluded that when writing systems are different enough, the child does not confuse literacy development between the languages. (Buckwalter & Lo, 2002)
Myth: Parental support does not affect language learning.
Truth: This study found that there is a strong correlation between parent’s encouragement for language study and the child’s Japanese attainment (Donato, Antonek, & Tucker, 1994).
Why? – Cognitive Benefits
Children who learn another language at an early age seemed to have cognitive advantages over monolingual children (Robinson, 1998).
Exposure to reading and writing in different languages at a young age helps to develop a deep level of basic literacy understanding (Buckwalter & Lo, 2002).
Young children are able to comprehend principles of each language system as well as know the differences between the systems (Kenner et. al., 2004).
Why? – Social Benefits
Learning two different languages pose social benefits such as a broader range of alternatives, enhancement of communication, more job opportunities, and allows people to understand different groups of people and how they view the world (Kenner, 2004).
References
Buckwalter, J., & Lo, J. G. (2002). Emergent biliteracy in Chinese and English. Journal of Second Language Writing, 11, 269-294.
Donato, R., Antonek, J. L., & Tucker, G. R. (1994). A Multiple Perspectives Analysis of a Japanese FLES Program. Foreign Language Annals, 27, 365-378.
Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading 9(2), 167 -188.
Kenner, C. (2004). Becoming biliterate: Young children learning different writing systems. Sterling: Trentham Books.
Kenner, C., Kress, G., Al-Khatib, H., Kam, R., & Tsai, K. (2004). Finding the key to biliteracy: How young children interpret different writing systems. Language and Education 18(2), 124-144.
Roberts, T. (2003). Effects of alphabet letter instruction on young children’s word recognition. Journal of Educational Psychology, 95, 41-51.
Robinson, D. W. (1998). The cognitive, academic, and attitudinal benefits of early language learning. In Med, M. (Ed.). Critical Issues in Early Second Language Learning (pp. 37- 43). Glenview, IL: Scott Foresman-Addison Wesley.
Stuart, M. (1999). Getting ready for reading: Early phoneme awareness and phonics teaching improves reading and spelling in inner-city second language learners. British Journal of Educational Psychology, 69, 587-605.
