Young children learn language naturally and unconsciously. They have the ability to imitate the word the word child in the German language and work out the rules for themselves. Any idea that learning to talk in English is difficult does not occur to them unless it’s suggested by adults, who themselves probably learned English academically at a later age through grammar-based text books.
Read the notes below about young children learning English as another language. You can also download these notes as a booklet. Right-click on the link below to download the booklet to your computer. The advantages of beginning early Young children are still using their individual, innate language-learning strategies to acquire their home language and soon find they can also use these strategies to pick up English. Young children have time to learn through play-like activities. They pick up language by taking part in an activity shared with an adult. They firstly make sense of the activity and then get meaning from the adult’s shared language.
Young children have more time to fit English into the daily programme. School programmes tend to be informal and children’s minds are not yet cluttered with facts to be stored and tested. They may have little or no homework and are less stressed by having to achieve set standards. Children who have the opportunity to pick up a second language while they are still young appear to use the same innate language-learning strategies throughout life when learning other languages.
Picking up third, fourth, or even more languages is easier than picking up a second. Young children who acquire language rather than consciously learn it, as older children and adults have to, are more likely to have better pronunciation and feel for the language and culture. When monolingual children reach puberty and become more self-conscious, their ability to pick up language diminishes and they feel they have to consciously study English through grammar-based programmes. Stages in picking up English Spoken language comes naturally before reading and writing. During this time parents should not force children to take part in spoken dialogue by making them repeat words. Spoken dialogues should be one-sided, the adult’s talk providing useful opportunities for the child to pick up language.