Common Myths About Second Language Acquisition in Children
Myth: More Time Means Faster Language Learning
A common belief is that the more time students spend in a second language context, such as a structured immersion program, the faster they will learn it. However, research has demonstrated this is not necessarily true. The quality of instruction is more critical than the sheer amount of time spent. Studies show that students in bilingual classrooms, who receive instruction in both their native language and a second language, can acquire the same level of English proficiency as those in full immersion programs.
It is important to distinguish between different types of language skills:
- Oral communication skills may be acquired within two to three years.
- Academic language proficiency, which is necessary to understand complex subjects and succeed in school, can take four to six years to develop.
Ultimately, children learn effectively when they have competent teachers, whether they are in a public, bilingual, or exchange program. The teacher’s skill is more important than their native language status.
Myth: Speaking Fluently Means a Language is Acquired
It is often assumed that once children can speak a second language fluently, they have fully acquired it. This is a misconception. Conversational fluency does not equate to comprehensive language mastery. A child may speak English proficiently but still struggle with academic aspects like reading, writing, and understanding complex grammar, including nouns, verbs, synonyms, and antonyms.
The Canadian educator Jim Cummins supports this, arguing that it takes children longer to develop cognitive academic language skills than it does to develop oral communicative skills. Placing a child who is not ready into an all-English classroom can be harmful to their academic success. If they cannot understand the abstract and academic language used in instruction, they will not be able to succeed, even if their conversational skills are strong. Assessments should not be based solely on oral abilities, as this overlooks potential difficulties in reading and writing.
Myth: All Children Learn a Language in the Same Way
This myth is false, as educators recognize that children do not all learn in the same way. Numerous individual and cultural factors influence the language acquisition process. Teachers must be aware of these differences to employ the best strategies for student success.
Key differences include:
- Cultural Background: Children from different cultural backgrounds may have different ways of talking and learning. For example, some are taught language primarily to convey information and control behavior, while others learn through more analytical and deductive styles in school.
- Learning Environment: Some children are accustomed to learning from peers rather than adults and may be quiet in the presence of authority figures. Others are taught through direct verbal instruction from parents from an early age.
- Personality and Learning Style: An extroverted and talkative child might speak more, make mistakes without worry, and learn faster through trial and error. In contrast, a shy and quiet child may be more concerned about making mistakes, which can slow their oral development.
Therefore, teachers need to recognize these cultural and individual learning styles to help all students succeed.