Learning English as a Second Language: Earlier is Better :

Jamie  Wallin; Boonsri Cheevakumjorn

doi:10.21070/jees.v5i1.349

(1) * Jamie Wallin Bilingual Education Programme of Suryadhep Teachers College, Rangsit University, Thailand
Thailand
(2) Boonsri Cheevakumjorn International College of Rangsit University, Thailand
Thailand
(*) Corresponding Author

DOI: https://doi.org/10.21070/jees.v5i1.349

Abstract

This study reviews recent evidence concerning childhood bilingualism: what is the optimal age to begin learning a second language? Acquiring a first language is mainly unconscious and begins at birth. A bilingual child is one who has acquired a second language simultaneously or is acquiring a second language sequentially. Research evidence confirms that second language acquisition should begin as early as possible. It requires a holistic approach in which learners are immersed in the sounds and daily experiences of the second language, much in the same way as the first language was acquired. It is during the very early years of a child’s life that brain development is most receptive to acquiring linguistic competence in one or more additional languages. Evidence is clear that younger-age learners will have better accents and a more diversified vocabulary than those who are older. Thus, creating an immersion-like environment is essential for schools which aim to develop sequential bilinguals. Elements for successful English as a second language programmes are identified, with supporting research evidence.

HIGHLIGHTS:

When young bilinguals ‘borrow’ words from the other language could be regarded as being very resourceful, not confused.
Children from lower socioeconomic backgrounds may lack certain linguistic experiences in terms of vocabulary size, and lack of exposure to books, conversation practice, or first-hand life experiences.

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Author Biographies

Jamie Wallin, Bilingual Education Programme of Suryadhep Teachers College, Rangsit University, Thailand

Dr. Jamie Wallin, a 1^st generation Canadian, completed a Ph.D. degree in higher education administration and sociology at the University of California, Berkeley. He then taught at The University of British Columbia, Vancouver, Canada, where he was awarded the title Professor Emeritus. Following early retirement he served as a Canadian government consultant to BAPPANAS, an advisory agency of the Government of the Republic of Indonesia. Currently he is serving as a lecturer in Bilingual Education at Rangsit University’s Suryadhep Teachers College, as well as its International College as a teacher of advanced English academic reading. In addition to being a native speaker of English, he earned qualifications in French and Swedish.

Boonsri Cheevakumjorn, International College of Rangsit University, Thailand

Dr. Boonsri Cheevakumjorn recently assisted in a major revision of this article (Learning English as a Second Language: Earlier is Better). Previous she was a lecturer in Early Childhood Development for Rangsit University’s M.Ed. degree programme in Bilingual Education. Also, she holds the distinction of being the first principal of the pre-school division of the Demonstration Bilingual School of Rangsit University. Currently she is an English programme director at International College of Rangsit University. Dr. Boonsri is trilingual, being fluent in Chinese, Thai, and English.

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