Debunking Misconceptions About Child Language Acquisition

Myth 1: Children Learn Second Languages Quickly and Easily

The argument is made that differences in the rate of second language acquisition may reflect psychological and social factors, rather than biological ones that favor child learners. Adolescents and adults perform better than young children under controlled conditions. Teachers should not expect miraculous results from children who are learning English as a Second Language (ESL) in the classroom context.

In fact, it may be more difficult, as young children do not have access to the memory techniques and other strategies that more experienced learners can use in acquiring vocabulary and in learning the grammatical rules of the language.

Myth 2: The Younger the Child, the More Skilled

Differences in performance are by no means as great as the relative amount of classroom exposure would lead one to expect. Research suggests that younger children do not necessarily have an advantage over older children. Because of their cognitive and experiential limitations when compared to older children, they are actually at a disadvantage in how quickly they learn a second language—other things being equal.

Because second language acquisition takes time, children will continue to need the support of their first language, where possible, so as not to fall behind in content area learning.

Myth 3: More Time in L2 Context Means Quicker Learning

Over the length of the program, children in bilingual classes—where there is exposure to both the home language and English—have been found to acquire English language skills equivalent to those acquired by children who have been in English-only programs. The use of the home language in bilingual classrooms enables the child to avoid falling behind in schoolwork and provides a mutually reinforcing bond between the home and the school.

Myth 4: Speaking Fluency Equals Language Mastery

Exiting children who are not ready for the all-English classroom may be harmful to their academic success. A child who is learning in a second language may be having language problems in reading and writing that are not apparent if the child's oral abilities are used as the sole gauge of English proficiency.

Myth 5: All Children Learn a Second Language the Same Way

Issue 1: Cultural and Group Differences

There are significant differences among groups with different languages and cultures. When they enter school, they are more likely to pay attention to what their peers are doing than to what the teacher is saying. At this point, the other children are more important to them than adults.

Issue 2: Individual Differences

Unless the teacher is aware of such cultural differences, the child's lack of attentiveness and lack of persistence can influence the teacher's expectations and the way the teacher interacts with these children.