A few years ago, the IT thing to have were those repulsive amorphorous creatures known only as Furbies. Then came the wave of technological toys: Gameboy, Wii, Ipods, etc..Now, the IT seems to be a lot less tangible, but a lot more pragmatic. The next big thing, then, seems to be being well-versed in several languages...before you reach adulthood, or really teenhood, really. Several different sources have reported some sort of foreign language program introduced to elementary school age children as early as kindergarden.
To keep up with the demand of contemporary society, schools feel like it can only be advantageous to start teaching students foreign languages at a young age. Quote: "But with increasing pressure on students to perform and a realization that children readily soak up subjects like foreign language at an early age, schools are offering those classes at the elementary level."
Articles have reported institutionalizing Spanish and Mandarin classes in elementary schools across the nation.
Even more innovative is the introduction of a program called Talking Hands that combines art and American Sign Language classes and brings it to kindergardeners. The creators of the program are delighted by the results they've seen so far, noting that kids pick up on ASL much more eagerly and rapidly when it's been combined with art education. For example, when the kids are taught to draw a tree, they are also taught how to sign "tree" in ASL.
Such World Language programs have been touted by school officials and parents alike, claiming that they cannot be more satisfied with something that'll teach their kids to be unbiased, multi-perspective individuals starting at an early age.
However, there are several things I see worth questioning in these programs
1. What is the efficiency/effectiveness of programs such as these? Assuming that kindergardeners today are no smarter than they were ten years ago, how much can they really learn? and how much will they really understand? I'd be impressed if at that age, they'd be able to have a sufficient grasp of english, much less any other language.
2. I agree with the consensus that kids will be introduced to much more diverse point of views through such programs, however, will such plans be really realized? I feel that unless there is a continual and systematic program that teaches these languages all through their elementary education, the kids have gotten nothing but a cursory glance at another world.
3. And as for the incorporation of these programs into their normal educational routine? Even though the concept is admirable--that a segment of time will be set aside periodically for foreign language instruction--what implications can this have on a young child? Would it be likely that the child, who has but a very shallow grasp of universal concepts, think that because such a marginal amount of time is dedicated to foreign language instruction, then that language is innately not as important as English, and will start perceiving it in an inferior way?
Of course, if all of these somewhat doubtful questions were taken into account, then there might not even be programs in the first place. Personally, I think these programs are great steps to connecting cultures, but the long term implications intrigue me. I'd attended a bilingual elementary school where mandarin was taught starting from kindergarden. However, because nearly everyone in the class was of some Chinese background, the language and culture were easier to absorb and actually understand beyond the superficial level. I was just wondering if such would be possible for languages with which young children have never had any contact with. What do you guys think?
Sources
"Kids learn sign language through art"
http://www.newarkadvocate.com/apps/pbcs.dll/article?AID=/20071112/UPDATES01/71112040/1002/
"Elementary students go global with language instruction"
http://www.pvnews.com/articles/2007/11/12/local_news/news2.txt
"It’s never too early to learn languages"
http://www.kansascity.com/105/story/355941.html
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Very interesting post. However, I am somewhat confused by your third point:
"3. And as for the incorporation of these programs into their normal educational routine? Even though the concept is admirable--that a segment of time will be set aside periodically for foreign language instruction--what implications can this have on a young child? Would it be likely that the child, who has but a very shallow grasp of universal concepts, think that because such a marginal amount of time is dedicated to foreign language instruction, then that language is innately not as important as English, and will start perceiving it in an inferior way?"
I am not sure what you mean by grasping universal concepts or how this will lead the child to devalue the second language... is it your fear that since the child may not understand that learning a second language is valuable in an abstract sense that they will stop caring about learning the language and therefore not learn it as well?
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