Different research works
Research works have indicated that most of the children require a minimum of 12 years to effectively learn their first language. There are a number of ways children learn a second language. Understanding a second language is dependent on the culture, group as well as the individual personality of a child. For children to effectively understand their first and second languages there is a need for teachers to understand, speak as well as confidently the language of instruction which can be their first or second language. The paper sets to discuss the use of first and second language in primary education.
Literature review
A research conducted by Turnbull, Lapkin, and Hart in 2001 indicates that third-grade children who are taught mathematics in French as their second Language in immersion programs perform indistinguishably from others who were taught the same subject in English as their first language.
Jarvis, 2003
Jarvis, 2003 indicates that teachers are the major motivators of children learning second languages. This is mainly because they will encourage children to acquire new topics. This point has been supported by other researchers who argue that children learning foreign languages in primary schools have the same enthusiasm. Jarvis also indicated that conveying the knowledge of the first language knowledge to the subsequent language is only successful given a satisfactory exposure to the second language, willingness to learn and understand it as well as guidance from the institution and the entire environment. Moreover, the researcher argues that academic improvement in both first and second languages are connected. This means that second language students should be encouraged to progress in both languages.
Housen 2002
Housen 2002 affirmed that multicultural and multilingual education are both beneficial to students and always produces well-adapted students with broad goals. Additionally, the author indicated that the use of the second language outside the school settings is also important as it shows students that concepts of the second language are applicable outside the school settings.
Swain and Lapkin 1991
According to Swain and Lapkin 1991, most of the families speaking minority languages always feel that their native language has no priority. Their main desires are to have their children speaking the majority language as much as possible so as to effectively function in the community.
Methodologies
The case study will involve both qualitative and quantitative research methods. On the one hand, the qualitative method to be used will be interviews where the researcher will have face to face discussions with teachers and school administrators concerning the benefits of using first and second languages in primary education. The researcher will mostly use closed questions in order to have fixed facts such as the number of children learning foreign languages in a school and so on. Open questions will also be used. On the other hand, quantitative methods will include questionnaires which will be filled by both teachers and students using first and second learning.
Results
The case study found out that 95 percent of teachers and students admit that using first and second language in primary education is important as it strengthens a child’s linguistic skills in his or her native tongue (Housen, 2002). This is mainly because the whole process of learning a second language involves breaking down the native language into its component segments. Most of the teachers indicated that this offers children a rare opportunity to reconsider their assumptions concerning the meaning of different words as well as how sentences are constructed.
Additionally, it came out clear that using first and second languages in primary school widens children’s global perspective; different research works have even indicated that the best way to enrich one's understanding of the world is to engage in new perspectives from various people who one does not have the chance of interacting with ordinarily (Jarvis, 2003). Additionally, being bilingual reduces the language barriers that may affect primary school children.
Teachers also indicated that using first and second language in primary schools builds up the self-confidence of both teachers and students. Whenever a new skill is mastered, the level of confidence increases, and understanding foreign languages is no different (Cook, 2016). The different techniques used in developing a second language lead to a greater sense of open-mindedness.
Discussion
Recent research works have indicated that two languages cannot be learned in exactly the same way. The way a person learns and understands his or her first language is very different from the way they learn any other additional language after that. New languages after one’s first non-native language are important as they add different reference points within one’s linguistic repertoire, thus benefiting and improving the acquisition of future languages. There are different reasons why foreign languages are introduced in primary schools (Housen, 2002). The first one is that 'the younger the better' which means that children are better language learners, and so they have higher chances of becoming proficient as compared to adults. Secondly, globalization came along with the need for intercultural competence, which awakens a child’s interest in other cultures. Additionally, it has been proven that early exposure to a second language helps primary school children improve the density of the first-language syntax used. Moreover, it helps in improving non-logistic skills such as meta-linguistic skills and divergent thinking.
Primary school teachers should always use content-based language teaching. This is mainly because it encourages students to relate the second language study and the real world. Eventually, this will boost enthusiasm and reinforce learning throughout the curriculum (Jarvis, 2003). Children with special needs should also have similar opportunities for studying second languages. However, special considerations should be put similar to those of other subjects since they may require some special adjustments. There is nothing natural when it comes to learning second languages that preclude children with special needs.
Conclusion
It is evident from the above discussion that the use of foreign languages in primary schools has great advantages. However, the goals need to be clearly realistic as well as articulated considering what research has indicated concerning how primary school children learn and understand second languages. To avoid demotivating transition issues, the needs of teaching foreign languages should be embedded within the overall education system from early years to the end of schooling. Additionally, it is clear that understanding the first and second language improves the decision-making skills of primary school children. This is mainly because bilinguals make more rational decisions as compared to those who only understand one language.
References
Cook, V. (2016). Second language learning and language teaching. Routledge.
Housen, A. (2002). “Processes and Outcomes in the European Schools Model of Multilingual Education.” Bilingual Research Journal, 26. Vrije Universiteit Brussel (Accessed July 4, 2005): http://brj.asu.edu/content/vol26_no1/pdf/ar4.pdf
Jarvis, S. (2003). “Probing the Effects of the L2 on the L1: A Case Study.”
Swain, M. and S. Lapkin. (1991). “Heritage Language Children in an English–French Bilingual Program.”
Turnbull, M., S. Lapkin and D. Hart. (2001). “Grade Three Immersion Students’ Performance in Literacy and Mathematics: Province-wide Results from Ontario (1998–99).”
