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A Transforming World – Let Children Be Ready for the Future!  Information Bulletin for Foreign Language Acquisition for Children

Researchers have concluded:

The child's brain is different from the adult brain in that it is a very dynamic structure that is evolving. A two-year-old child has twice as many synapses (connections) in the brain as an adult. The young brain must use these connections or lose them. Thus, failure to learn a skill during a critical or sensitive period has important significance. According to Dr. Michael Phelps, Chairman of the Department of Molecular and Medical Pharmacology of the UCLA School of Medicine, the learning experiences of the child determine which connections are developed and which will no longer function.

--Gray Matters: The Developing Brain

Developmentally Appropriate Practice in Foreign Language Acquisition for Young Children

Even in the first few months of life, children begin to experiment with language. Young babies make sounds that imitate the tones and rhythms of adult talk; they “read” gestures and facial expressions, and they begin to associate sound sequences frequently heard—words—with their referents.

-Berk 1996

During the preschool years, most children can be expected to function in phase 1 of the developmental continuum, Awareness and Exploration. In Kindergarten, an appropriate expectation is that most children will be at phase 2, Experimental Reading and Writing. By the end of first grade, most children will function in phase 3, Early

Reading and Writing. An appropriate expectation for second grade is Transitional Reading and Writing (phase 4), while the goal for third grade is Independent and Productive Reading and Writing (phase 5).

-IRA & NAEYC: Position Statement (1998)

Curriculum in Second Language Learning

For Young Children:

We believe all children can learn the second language through planned activities and self-motivated learning experience.

A planned curriculum helps children to acquire knowledge, skills, and positive attitude toward themselves, learning, and other people. This can apply to learning the value of different cultures, and the skills of learning a second language.

A knowledgeable teaching team is the foundation of curriculum implementation. Trained bilingual teachers are the source of a second language teaching team.

Working with families and community is part of the curriculum.

Curriculum in Bilingual Education plans equally for the physical, social and emotional growth of young children.

Dual Languages  For New Language Learners: Develop higher cognitive skills. Understand different cultures and people. Open windows to a whole new world. Be prepared to take their place in that world and ready for new challenge in the future. Proficiency in a foreign language can help children acquire higher academic achievement.

Dual Languages For Heritage Children: Be able to keep the home language and culture. Be able to talk to family and community members who cannot speak English. Understand and appreciate the community's diversified culture and values, be prepared to work in a multicultural environment. Be better prepared for future challenges.