Unveiling Language Learning Myths: Children vs. Adults
Myth 1: Children Learn Second Languages Quickly and Easily
It’s often believed that children learn second languages more easily due to the “critical period hypothesis,” which suggests that children’s brains have greater cognitive plasticity than adults because their cortex is more adaptable. However, this hypothesis has been questioned, as psychological and social factors, such as personal motivation, play a significant role in learning.
In fact, studies have shown that adults often learn better and faster than children because they have already acquired learning strategies and vocabulary. The exception is pronunciation, where children often excel.
Let’s examine the pros and cons of this myth. Some argue that children learn faster because their brains are more flexible. For example, children in Chinese shops often translate for their parents. Also, children tend to speak without a foreign accent and are more open to new languages. They may also be more motivated to speak because they are less shy.
However, other studies show that adults have better skills in relating grammatical structures and tend to use more complex and technical language. Older learners also have more memory techniques and a richer vocabulary.
In conclusion, teachers should be aware of children’s difficulties and understand that they may not grasp concepts immediately.
Myth 2: The Younger the Child, the More Skilled in Acquiring a Second Language
This myth is also debatable. Some studies suggest that older children are better at acquiring a second language because they are accustomed to traditional or grammatical study methods. They may also have more experience and cognitive development.
On the other hand, younger children often have better pronunciation because it involves motor patterns that become fixed in the first language. Younger children haven’t yet closed these motor patterns, giving them a more native accent.
However, learning a second language at an early age has both advantages and disadvantages. Younger children can increase their communication skills and integrate into other cultures more easily.
Furthermore, the amount of time spent in contact with a second language doesn’t necessarily correlate with faster learning. Each child learns differently, and teachers should adapt their methods to meet individual needs. Older students may show quicker gains, while younger students have an advantage in pronunciation.
Teachers need to understand each student’s situation and tailor their approach accordingly. For example, if a student’s native language is different, the teacher should provide support and, ideally, have some knowledge of the student’s native language. Students with minority native languages can use their first language as a reference point for learning the second.
This myth also touches on the best time to start language instruction, suggesting that learning two languages simultaneously is ideal. However, research is mixed. A British study found that older children learn a second language better, a finding echoed in studies of Swedish children learning English. However, a Canadian program suggests that older children don’t necessarily have more skills than younger children.
In terms of pronunciation, learning languages simultaneously is beneficial because the accent acquired in the first language can influence the second. If children start learning a second language after their motor patterns have solidified in the first, they may carry over that pronunciation. However, older children have acquired cognitive skills that can aid in learning.
Myth 3: The More Time Students Spend in a Second Language Context, the Quicker They Learn the Language
This myth addresses the relationship between time spent in a second language context and the speed of language acquisition. Some educators believe that structured immersion is the best way to learn a second language.