Author: Mi primer inglés

Starting with an additional language early is key to success.

We are all aware of the incredible learning potential of children, particularly during the first five years. Check out our materials to help kids learn Spanish or English early in life.

Scientists suggest that when it comes to ease of learning and proficiency in a foreign language, earlier is better.

Research has clearly shown that a child’s brain is capable of learning several languages at once, and the earlier the better. When children learn an additional language before the developmental window closes, it gives them the opportunity to naturally acquire native like pronunciation, it enhances their native language abilities, it increases their creativity, it enriches their mental development, it enhances their verbal and mathematical problem solving skills, and it provides a positive effect on their intellectual growth.

These skills contribute profoundly to a child’s self-esteem and his or her sense of values. They prepare the child for life in the multi-cultural, multi-lingual world of the 21st century.

Researchers agree that introducing children to any language as early as possible provides benefits. Let’s take a look at a few of them:

• Pronunciation is more like that of a native speaker when language exposure begins early. Some experts believe this is due in part to physiological changes at puberty; by age 15, children’s facial muscles and bones are nearly mature, and their musculature loses sensitivity to phonetic distinctions that are not relevant to the languages they speak. It is simply harder for older students to make new, unfamiliar sounds. A psychological factor may also be at work: Older children are more inhibited in trying out new sounds and more concerned about making mistakes.

• Acquiring a language is effortless for young children. Getting them into a foreign language class early allows easy, natural absorption of the target language through play and exploration. Starting a foreign language later in life is not effortless and it may become a struggle.

• Research has shown that learning a second language enhances intellectual development and improves overall school performance in addition to enabling communication with people from other countries and cultures. Some studies suggest that children who study a foreign language tend to score higher on standardized tests. They are able to perform better in math and logic skills than children with just one language. There is also some evidence that foreign language students are more creative and better at solving complex problems.

• Likewise, students of foreign languages have access to a greater number of career possibilities and develop a deeper understanding and appreciation of their own and other cultures.

Our children are learning a second language at ever younger ages. Is it a world educational revolution?

In the past few years there has been an increase on parents’ desire to expose their little ones to an early language learning start. They want the best for their children and they know that one or more languages besides their mother tongue will provide them access to better opportunities around the world.

Hence, very young children from all over the world are now being taught a second language. So, is it a good idea to learn a  second language froman early age? Many research studies point out that in terms of learning language, the younger the better. Yet as we initiate our journey of teaching a second language to very young learners in different parts of the world we come to realize that in order to be successful here are some things we need to keep in mind:

• Providing a rich environment in which they can get a great deal of input,
• Being a qualified teacher. Contrary to popular belief, being able to speak the target language does not equate to an ability to teach it, particularly to very young children,
• Using many resources,
• Having small classes, and
• Being a motivator.

The journey has just begun and there are huge questions to be asked (and answered) from all stakeholders. For example, in what contexts are children advantaged and disadvantaged by learning a second language in primary and pre-primary schools? What are the most effective methods for teaching languages to children in particular contexts? Is there an example of best practices from teachers from all around the world? What kind of training in teaching languages do primary and pre-primary teachers need and what should their level of the target language be?

The list of questions, like the field, is growing and the answers will ceratinly support our own approach to language learning in primary and pre-primary schools where there is very litlle expertise.

Brain research suggests that fun is not just beneficial to learning but required for authentic learning and long-term memory.

Keep in mind that the highest-level executive thinking, making of connections, and “aha” moments are more likely to occur in an atmosphere of “exuberant discovery,” where students of all ages retain the enthusiasm of embracing each day with the joy of learning.

When little ones are having fun they are motivated and we can keep them active and engaged.

But how can we have a class of young children having fun all the time?

We can prepare a stimulating environment where we introduce concepts and vocabulary through the use of puppets; sing songs and pair them with movement; arouse their curiosity by exposing them to different realia; nurture their imagination and creativity through hands-on activities, art and story telling; encourage them to play and work together, respect and care for one another.

We can definitely have a class of young learners having fun as we help them acquire the skills that will prepare them to be successful and effective global citizens of the 21st century.