Málfríður - 15.10.2007, Blaðsíða 24

 MÁLFRÍÐUR
In many countries in Europe and around the world
English is taught from the beginning grades in
schools. This world­wide trend to lower the age
of English instruction has also taken hold here in
Iceland. With the adoption of the newly revised
National Curriculum for foreign languages at pri­
mary level, the beginning age for English instruc­
tion was lowered from grade 5 to grade 4. At the
same time, it was recognized that some schools
have begun to teach English at younger ages, thus
guidelines for introducing English in grades 1­3
were also included in the curriculum.
These changes in school policy and practice are
occurring at a quick pace. Isn’t it necessary to
pause and ask some important questions about this
development? For example, where is the pressure
to begin teaching English to the youngest learners
coming from? Who is making the decision? How are
the schools preparing themselves and the teachers
for these curriculum changes? And finally, what are
the advantages of beginning English instruction at
such an early age?
The younger the better?
There is a general belief that the younger children
begin to learn a new language the better. However,
research does not conclusively support this belief.
Age is only one of many factors of language learn­
ing; others are the amount of exposure to the lan­
guage both in and outside of the classroom, how
much time is given to language instruction, and in
particular, the quality of the instruction. One or two
hours of English instruction per week is little more
than an introduction to the language unless the
learners are exposed to and actively interact with
the language in their daily environment.
Research has shown that, in general, young learn­
ers are more likely to achieve native like pronun­
ciation than older learners (Pinter, 2006). They are
more sensitive to the sounds and rhythm of new
languages and like to copy them. But studies that
have compared younger learners to older ones have
shown that the advantages of beginning to learn
English early have disappeared by the age of 16
(Marinova­Todd, Marshall, & Snow, 2000).
Language status is another deciding factor in
language learning. English is quickly becoming an
international language and the key to so many doors.
Knowledge of English is advantageous for travel,
future study and professional reasons. Parents want
the best for their children’s future and knowing
more than one language, especially English, is seen
as an asset. Children are also becoming increas­
ingly aware of the value of knowing English. Most
children are exposed to and interact with English in
their daily lives; they are learning and using English
for their own purposes, for leisure, entertainment
and gaining information, and most of this is hap­
pening outside of the classroom.
Although there is little evidence that indicates a
measurable advantage to teaching English to very
young children, this does not tell the whole story.
There are many aspects of language learning that
are difficult to measure with conventional tests.
Some broader benefits of beginning to learn English
at an early age are the following:
In recent years there has
been a growing interest in
offering English instruction
to children at ever younger
ages.
Samuel Lefever
Samuel Lefever, Iceland University of Education
Putting the cart before the horse
English instruction in grades 1–4