Research Paper

Bilingualism, Second Language Learning, and Early Childhood Education

Haley Gibbons

EDBL 603

Dr. Ahn

Bilingualism, Second Language Learning, and Early Childhood Education

Introduction

            The concepts of bilingualism and second-language learning have gained prominence in the age of globalization, technological innovations, and cross-cultural interaction. Notably, globalization and innovations in technologies – especially in transport and communication – have contributed to an increase in socio-cultural, economic, and political interactions of people from different regions. The augmented interaction frameworks resonate with the need for people to learn new languages to improve communication, business interaction, and promote economic growth and development. As a result, the dynamics have contributed to the emergence of the concepts “bilingualism’ and “second-language learning’ which provide a framework for understanding and improving communication between groups exhibiting diverse language affiliations. Bilingualism entails a phenomenon whereby individuals understand and communicate in more than one language (Byers-Heinlein & Lew-Williams, 2013). Moreover, second-language learning incorporates numerous frameworks, practices, and approaches intended to improve a person’s conversancy of a second language (Seker, Girgin, & Akamca, 2012). Another concept evaluated in the research is Early Childhood Education. The early childhood education programs are focused on promoting their understanding, learning, and discernment of basic issues. The study evaluates how past studies address the issue of bilingualism, second-language learning, and childhood education. Besides, the research examines the connection between the mentioned concepts and their implication on learning. The concepts bilingualism, second-language learning, and childhood education are closely interrelated and interdependent as well as important in the achievement educational goals and objectives

Review of Literature

            The review focuses on how past studies have evaluated and addressed the concepts of bilingualism, second-language learning, and early childhood education. The evaluations emphasize the development of the concepts, basic assumptions, implications and benefits on children and adults, and challenges, among other issues. The review is well articulated to provide the reader with a comprehensive and holistic understanding of the research topic and concepts.

            Notably, numerous studies have focused on understanding the concepts of bilingualism and its implication in human education and understanding. One study, Benefits of Bilingualism in Early Childhood: A Booster of teaching English to Young Learners, evaluates the concept from a scientific perspective. For instance, the study asserts that the concept has emerged as an effective framework leading to the spread of the English language all over the world (Pransiska, 2017). The study also examines the myths and misconceptions associated with the improved understanding of more than one language. For instance, it suggests that bilingualism among children resonates with increased cases of mixing language, language learning problems, cerebral confusion, and split personality (Pransiska, 2017). Another study, bilingualism in the Early Years: What the Science Says, evaluates common questions by parents concerning the issue of bilingualism. The study utilizes scientific findings to separate facts from fiction and assists parents in making the rights choices on teaching second-languages to their children (Byers-Heinlein & Lew-Williams, 2013). Notably, the study asserts that bilingualism improves children learning abilities over the course of their education (Byers-Heinlein & Lew-Williams, 2013). However, Garcia rebukes the misconception that understanding multiple languages causes confusion among children (García, 2009). For that reason, understanding the concept requires one to take a scientific approach in addressing the issue. Besides, Chin evaluates the benefits and limitations of bilingualism in student achievement and suggests that the framework assists multicultural societies to foster inclusion, improve student language skills, and promote learning (2015). Therefore, despite the misconception associated with bilingualism, the concepts exhibit numerous benefits for students and learners.

            Moreover, the concept of bilingualism is closely associated with second-language learning. A recent study, Plasticity, Variability, and Age in Second-Language Acquisition and Bilingualism, examines the implication of learning and understanding more than one language relative to age and culture, among other human characteristics (Birdsong, 2018). The study posits that the acquisition of second language and bilingualism is influenced by age factors, which is associated with brain plasticity (Birdsong, 2018). In another study, the benefits of utilizing a second language in learning relative to using native language are examined. Notably, Seker et al. (2012) opine that children receiving education in English exhibited higher processing skills and abilities when compared to those learning using the Turkish Language. The study was conducted in Turkey, where English is used as a second language. From this perspective, learning a second language is considered beneficial for both children and adults, especially concerning memorization and processing skills. Likewise, past literature has focused on the need for parents to teach their children a second-language and push them to become bilingual. One study posits that children need to be taught to distinguish between diverse languages, which contributes to an improvement in learning (De Houwer, 2006). The study also remarks that a majority of children exposed to converse in more than one language tend to gain proficiency in one of the languages (De Houwer, 2006). Similarly, the correlation and connection between second language acquisition and human memory are evaluated comprehensively in Bridging the Gap between Second-language Acquisition and memory Science: The Case of Foreign Language Attrition (Mickan, McQueen, & Lemhöfer, 2019). In this study, the authors reveal that people tend to a foreign language when they stop using it (Mickan et al., 2019). Therefore, understanding the concept of second language acquisition and multilingualism is paramount to promoting learning and communication.

            Besides, Early Child Education (ECE) has emerged as an important concept for understanding and promoting learning and memory processing among individuals from an early age. The study, 2-3 Early Childhood Education Journal Early Childhood Teachers as Socializers of Young Children’s Emotional Competence, provides a framework for understanding the nature and implication of a vast assortment of issues notable in ECE (Denham et al., 2012). Through the study, the author elaborates on how effective communication, language, and emotional understanding promote learning for children aged eight years or below (Denham et al., 2012). A comprehensive evaluation of the outlined factors in ECE provides a framework for developing and improving learning and knowledge acquisition for children. For instance, the study notes that effective communication between students and their teachers contributes to an improvement in the learning process and promotes information processing (Denham et al., 2012). In another study, scholars have evaluated the knowledge acquisition and learning capabilities for children to assist in the development of frameworks intended to promote learning and cognitive growth (Penn, 2014). The study notes that children tend to remember things more vividly than adults, especially concerning memories (Penn, 2014). From this assertion, it is notable that children have improved capacities and abilities to learn, process, and memorize new information. Besides, Birdsong concurs with this assertion by stating the children have high brain plasticity that promotes second-language learning (2018). Therefore, children exhibit high capacities in learning new languages and becoming bilingual.

Relationship between Bilingualism, Second-Language Learning (L2), and ECE

Over the years, an evaluation of the correlation between bilingualism, second language learning, and ECE has provided educators, parents, teachers, and other stakeholders with a framework for understanding and developing policies for improving education access in a multicultural and high globalized word. The research focused on evaluating the connection between outlined concepts in education. For instance, it is notable that bilingualism and second language learning influences ECE. Conversely, ECE also tends to promote bilingualism and second language learning among children. Therefore, providing a comprehensive analysis of the intertwining relationship provides a framework for making decisions and improving learning.

Benefits of Bilingualism and L2 on ECE

            Notably, the aspects of bilingualism and Second language learning exhibits numerous benefits on ECE, especially in regards to cognition, memorization, and information processing. Over the years, studies have noted that bilingualism contributes to a vast assortment of benefits for children, which encompass enhanced communication skills, improved educational performance, heightened cognitive abilities, improved, health, and improvement in individual creativity (García, 2009). Likewise, the outlined benefits are crucial in promoting learning for children aged eight years or below. Consequently, studies have noted that increased cases of bilingualism in children contribute to improved learning and academic outcomes (Pransiska, 2017). For that reason, the adoption of bilingual frameworks plays an important role in the achievement of ECE goals and objectives in the short- and long-term. In addition, learning a second language is a beneficial undertaking for students in diverse education fields. One study found that children utilizing using English as a second language exhibited better information processing processes when compared to those using local dialects (Seker et al., 2012). For that reason, bilingualism and L2 is important in promoting the achievement of ECE goals and objectives, which encompass improved learning, cognition abilities, and academic outcomes.

Consequences Bilingualism and L2 on ECE

            Nonetheless, promoting bilingualism and second language learning among children is associated with an increase in potential negative implications on learning. One common expressed fear of promoting both concepts relates to the perception that teaching the second language to children contributes to increased confusion in terms of cognition and communication (García, 2009). Studies conducted on bilingual immigrants and monolingual children born in the U.S. have contributed to the propagation of such phobia. The researches – conducted in the early 1900s – noted that monolinguals performance better than bilinguals (De Houwer, 2006). From this perspective, teaching children a second language contributes to a decline in their performance and information processing. However, recent studies have refuted such claims by terming them as misconceived and not scientifically proven. For instance, one study has suggested that bilingualism and the study of a second language do not confuse children but rather improves their sensitivity to information (Byers-Heinlein & Lew-Williams, 2013). Considering that, the consequences of bilingualism among children remain in contention between different factions of the scholarly debate. Therefore, more research on the implications of the concepts on ECE needs to be conducted to provide different stakeholders with a coherent, comprehensive, and viable framework for making educational decisions.

The intersection between the three concepts

            Bilingualism, second-language learning, and early childhood education exhibit numerous points of intersection, which is associated with the interrelation and interdependence among the three concepts. Notably, studies have defined bilingualism as the ability to understand and converse in two languages (Byers-Heinlein & Lew-Williams, 2013). However, the connection between bilingualism and second language learning cannot be ignored. Second language learning remains one of the most important frameworks for promoting bilingualism today (Birdsong, 2018). A recent study has posited that a majority of bilingual individuals in the United States have acquired their proficiency in multiple dialects through second language learning (García, 2009). Considering that, second language learning contributed to bilingualism by assisting monolingual speakers to become bilingual or – in some cases – multilingual. Therefore, the adoption of second language learning mechanisms attributes to an increase in bilingualism in society. In addition, both bilingualism and L2 are also closely associated with ECE. For instance, it is notable that ECE entails the adoption of effective programs for promoting learning for children below eight years and below (Penn, 2014). Besides, studies have commended that such children exhibit increased plasticity in the brain, which improves their memories and information processing (Birdsong, 2018). Based on that, the adoption of such frameworks in L2 would play a fundamental role in improving bilingualism in society.

Importance on ECE in Second Language Learning and Bilingualism and Methodology

            Over the years, a majority of studies have focused on the implication of learning a second language and bilingualism in learning and information processing in children aged eight years or below. Minimal studies have been dedicated to understanding the implication of adopting ECE frameworks on L2 and bilingualism. However, a recent study has emphasized on the importance of ECE programs on improving learning among children, which is crucial to promoting education outcomes (Seker et al., 2012). The study commends that, considering the capacity of children to learn and memorize information better than adults, adopting ECE programs in teaching a second language would be effective in promoting bilingualism (Seker et al., 2012). In most developing nations, children are taught English from an early age as a second language and they grow up exhibiting improved proficiency and dialectical prowess in both native and second language. From this perspective, the application of ECE programs and frameworks in promoting bilingualism is not a new concept. Considering that, the process remains important in improving learning, cross cultural communication, and academic outcomes. Therefore, the concepts of bilingualism, second-language learning, and early childhood education are interrelated and somewhat interdependent.

There a number of different methods when approaching how to teach a bilingual student. The two that I have found most research on and that I am most familiar with are the transitional and the ESL (English as a second language) approach. The transitional is what I mostly observe in and is comprised of one classroom with two teachers. The class is taught in both English and the second language, gradually building up to mostly English. The ESL approach is a pullout method where second language learners are pulled from their classroom weekly to reinforce their English skills.

Conclusion

            The concepts second language learning (L2), bilingualism, and Early Childhood Education (ECE) are somewhat interrelated and interdependent, which provides a comprehensive framework for improving communication and learning. Over the years, literature has focused on understanding the three concepts to provide a framework for decision making in the education sector. The literature has focused on evaluating the nature, conception, and implication of bilingualism, L2, and ECE from global and national contexts. Notably, bilingualism and L2 exhibits numerous benefits as well as consequences on ECE, which tend to influence decision and policy making in the sector. L2 and bilingualism contributes to improvements in children learning capabilities, improved communication, and cognitive abilities. However, there exists fears attributing the two concepts to increased confusion in language and communication for students. Besides, there is an intersection between the three concepts, especially based on the adoption of ECE programs intended to promote L2 and improve bilingualism for individuals and society. Therefore, there exist a correlation and interdependence among concepts, which provides a framework for understanding and improving education in multicultural societies.

References

Birdsong, D. (2018). Plasticity, Variability and Age in Second Language Acquisition and Bilingualism. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00081

Byers-Heinlein, K., & Lew-Williams, C. (2013). Bilingualism in the Early Years: What the Science Says. LEARNing Landscapes, 7(1), 95–112.

Chin, A. (2015). Impact of bilingual education on student achievement. IZA World of Labor. https://doi.org/10.15185/izawol.131

De Houwer, A. (2006). Bilingual Language Development: Early Years. Encyclopedia of Language & Linguistics. https://doi.org/10.1016/B0-08-044854-2/00842-7

Denham, S., Bassett, H., & Zinsser, K. (2012). 2 3 Early Childhood Education Journal Early Childhood Teachers as Socializers of Young Children’s Emotional Competence. Early Childhood Education Journal, 40, 137–143.

García, O. (2009). Chapter 8: Education, Multilingualism and Translanguaging in the 21st Century. In Social Justice through Multilingual Education. Bristol, UK: Multilingual Matters.

Mickan, A., McQueen, J. M., & Lemhöfer, K. (2019). Bridging the Gap between Second Language Acquisition Research and Memory Science: The Case of Foreign Language Attrition. Frontiers in Human Neuroscience, 13. https://doi.org/10.3389/fnhum.2019.00397

Penn, H. (2014). Understanding Early Childhood. Retrieved from https://books.google.co.ke/books/about/Understanding_Early_Childhood.html?id=U4NFBgAAQBAJ&printsec=frontcover&source=kp_read_button&redir_esc=y#v=onepage&q&f=false

Pransiska, R. (2017, January 1). Benefits of Bilingualism in Early Childhood: A Booster of Teaching English to Young Learners. https://doi.org/10.2991/icece-16.2017.68

Seker, P. T., Girgin, G., & Akamca, G. O. (2012). A Study on the Contributions of Second Language Education to Language Development in Pre-school Period. Procedia - Social and Behavioral Sciences, 47, 230–234. https://doi.org/10.1016/j.sbspro.2012.06.643