Recent Research on Age, Second Language Acquisition, and Early Foreign Language Learning

Abstract

The aim of this paper is to provide a critical overview of the issues and research conducted since the most recent state-of-the-art article published in the Annual Review of Applied Linguistics by David Singleton (2001). First, we summarize what research has said about the Critical Period Hypothesis (CPH) in cognitive science and neurobiology, then we review recent findings of age-related studies since 2000 focusing on what late beginners and adults can achieve, and how early and later beginners compare in bilingual programs. The second part of the paper explores language policy and classroom implications of the CPH for foreign language teaching. As English has become the lingua franca, early programs have mushroomed all over the world. However, besides overwhelming enthusiasm, more recently critical voices can also be heard. On the one hand, early exposure is often seen as a key to success and a solution to all problems in language education; on the other hand, it may be perceived as a threat to first language development and identity. Finally, we explore areas for further research.

Organizational and pedagogical conditions of introduction foreign language teaching at early stage in the republic of Kazakhstan: experience, problems and perspectives

“…Thus, the analysis of foreign countries experience in foreign languages teaching at early stage 3 [9][10][11][12][13] and its comparison with the current state of early foreign language learning in Kazakhstan revealed the following problems: Problem 1. Lack of a unified interpretation of the essence of the concept of "teaching foreign languages at early stage".…”

Role of Formal Input Exposure and Onset Age in Grammaticality Judgement

“…The influence of the CP on various skills and linguistic factors at different ages, levels and areas of knowledge have been studied and the results have caused disagreement among researchers and linguists (Huang 2009, Johnson & Newport 1989, Dekeyser et al 2008, Flege, Yein-Komshian & Liu 1999, Nikolov & Djigunovic 2006, Johstone 2002. BettoniTechio (2008) states that, according to Lenneberg (1967) the beginning of lateralisation (age two) is introduced as the onset for learning and the offset would be the end of lateralisation (puberty); though she points out that there is no fixed agreement on the onset and offset of language acquisition, it is mostly agreed that puberty is the offset.…”

Teacher provision of opportunities for learners to develop language knowledge and cultural knowledge

“…Intercultural competence is desirable for developing language learners' positive attitudes towards others (Nikolov & Djigunović, 2006); enabling learners to view the world through different eyes (Bennett, Bennett & Allen, 2003); and helping them to "understand more about themselves and become more understanding of others" (Ministry of Education, 2007b, p.1).…”