Children should start learning foreign languages at an early age
In today's world, learning English is essential for individuals of all ages, with parents increasingly prioritizing English education for their children from an early age Unlike subjects such as Maths and Physics, early exposure to a new language significantly enhances proficiency Young learners can absorb English naturally, akin to their first language, which aids in accurate pronunciation and fluency, resembling that of native speakers Furthermore, early language acquisition allows children to communicate effectively in English, saving them considerable time compared to adults who often struggle to achieve the same level of fluency.
At six months, infants begin to babble and imitate familiar sounds, often attempting to call their parents with simple words like "baba" and "mama." Research by Louise and Brenda (2013) indicates that children aged one to two start forming sentences with single words and begin asking questions about their surroundings This age group shows a keen interest in listening to children's songs and singing along, despite not understanding the lyrics Notably, children in this developmental stage have a heightened ability to learn new languages compared to older children.
The importance of brain development during early childhood education is undeniable Recent advancements in technology and research provide us with valuable insights into brain function and its developmental stages Between the ages of two and three, infants show a growing curiosity about their surroundings, often asking numerous "why" questions as they explore the world around them.
Children often imitate animals by mimicking their movements and sounds, such as barking like a dog or flying like a bird This playful behavior is crucial for their brain development, as it enhances their desire to express feelings and communicate with others Early childhood is a key period for language acquisition, enabling children to learn their mother tongue and effectively adapt to foreign languages Language is a learned skill, and young children are particularly adept at picking up new languages due to their natural ability to absorb linguistic nuances.
Significance of the study
Children in Vietnam face challenges in learning English due to several factors One primary concern among parents is the belief that early exposure to a foreign language may hinder their children's mastery of their mother tongue or lead to language disorders Additionally, most Vietnamese children begin learning English at the age of seven when they enter primary school, as it is only officially taught as a subject at that level This article aims to highlight the ideal age for children to start learning English and the benefits they can reap from early language acquisition.
Research questions
The study will be guided by the subsequent analysis questions:
1 What is the “golden age period” for Vietnamese children to learn English effectively?
2 What are the benefits of learning English at an early age?
Scope of the study
The study examines English teachers at the Vietnam USA Society English Centers (VUS) in Hau Giang Campus, District 6 It includes a survey of both Vietnamese and foreign teachers who educate children aged four to eleven across various levels, including Pre-Smartkids, Smartkids, Pre-Superkids, and Superkids.
Structure of the Thesis
The thesis consists of five chapters, starting with an overview of the "golden age period" for effective English language learning in children and highlighting the advantages of early English education in Chapter Two Chapter Three outlines the research methodology, including the research approach, setting, subject descriptions, data collection procedures, and analysis methods In Chapter Four, the data analysis provides insights into the research questions, while Chapter Five concludes the thesis by summarizing the findings and offering recommendations for addressing challenges in teaching English to young children.
Background of “golden age period” for children to learn English
Many researchers assert that there is a critical period for language acquisition, often referred to as a "golden age," during which children's brains are optimally equipped to learn new languages (British Council, n.d) Professor Patricia Kuhl (2006) highlights that a child's brain functions as an exceptional learning machine, particularly between six to twelve months of age During this time, children possess a remarkable ability to recognize and differentiate sounds, a skill that gradually diminishes as they grow older.
A 2014 Telegraph article emphasized that children should begin learning languages at age three, as their brains are highly receptive to new sounds and pronunciation Ford, head teacher at Moreton First Prep School, noted that three-year-olds enhance their English skills through songs, stories, and nursery rhymes, while also being introduced to French lessons in a playful manner These children can effortlessly sing French songs without realizing they are learning a new language Additionally, they engage with Mandarin Chinese through props and games, and participate in activities with a Spanish teacher who encourages language acquisition through imaginative play Consequently, these children are exposed to four languages, including three foreign ones, all while enjoying playful activities that foster their language development.
Preschool years, particularly the first three, are crucial for child development, as children possess an innate capacity to learn According to a 2015 Harvard University parenting resource, learning a second language during this period can significantly enhance executive function and self-regulation skills.
Research indicates that children should learn a foreign language before puberty, as highlighted by a 2000 study led by UCLA neurology professor Dr Thompson His team utilized advanced magnetic resonance imaging (MRI) technology to create detailed maps of children's brain growth patterns The study, which involved scanning children aged three to fifteen over varying timeframes, revealed that the capacity to acquire a new language increases significantly between the ages of six and ten, but declines sharply around eleven to fifteen This research underscores the critical window for language learning in early childhood development.
A significant survey led by Joshua Hartshorne, an assistant professor of psychology at Boston College, alongside researchers from three Boston universities, found that children should begin learning a foreign language before the age of ten to have a chance of achieving native-like fluency To further investigate this, the researchers developed a brief online grammar quiz.
“Which English?”, and it included questions about nouns, verb-agreement, pronouns, prepositions, and relative clauses and other linguistics elements (Smith,
In a viral survey reported by Scientific American and Mail Online in 2018, over 670,000 respondents participated, sharing the study 300,000 times on Facebook This research encompassed speakers from thirty-eight different languages and represented about one percent of Finland's population The findings highlighted the ability to learn a new language, focusing particularly on understanding its grammatical structure.
Children are most adept at language acquisition before the age of ten, making early exposure to foreign languages, such as English, crucial for achieving fluency Starting language learning at a young age significantly enhances their ability to master the language effectively.
Benefits of learning English at an early age
Cognitive development
According to Anne Merritt (2013), children who learn multiple languages simultaneously are more likely to enhance their cognitive skills These cognitive skills encompass various abilities, including memory, learning new information, speech development, and comprehension of written material.
A 2017 article by School Advisor highlighted the cognitive benefits of learning a foreign language, noting that it can improve children's problem-solving and critical thinking skills, foster creativity, and enhance mental flexibility Additionally, it may boost memory and improve multitasking abilities, as supported by research from Hakuta Kenjii.
Research indicates that young learners acquiring two languages simultaneously develop flexible thinking skills, enabling them to think abstractly about language These bilingual children demonstrate improved judgment regarding grammar, an appreciation for wordplay, and enhanced problem-solving abilities Additionally, they can seamlessly switch between different speech and writing systems, showcasing their advanced cognitive skills (Merritt, 2013; Kroll, Distinguished Professor of Psychology, Penn State).
A study conducted by Penn State University in 2011 revealed that bilingual children excel in multitasking skills By utilizing MRI technology, researchers observed the brain's activity during language juggling, demonstrating how this practice enhances cognitive flexibility.
9 children can switch between two languages, and they often select the word or phrase from the language that most clearly express their thoughts
A 2004 study by Bialystok and Martin-Rhee found that bilingual preschoolers outperformed their monolingual peers in problem-solving tasks The research involved a shape sorting task designed to assess controlled attention, requiring children to sort shapes into bins of conflicting colors The findings revealed that bilingual children demonstrated quicker and more effective problem-solving abilities, highlighting the cognitive advantages of bilingualism.
A study by Foster & Reeves (1989) demonstrated that children who learn a foreign language exhibit superior cognitive skills compared to their peers who do not The research involved sixty-seven sixth-grade students divided into four groups based on their duration of foreign language study: one group of twenty-five students who had no exposure to a foreign language and three groups with varying lengths of study (6.5 months, 15.5 months, and 24.5 months) The findings highlighted the cognitive advantages associated with foreign language learning.
Figure 2.1: Shape sorting task (Source: Blog Ertheo, 2018)
Figure 2.2: Bloom's Taxonomy (Source: Vanderbilt University
Research shows that students enrolled in foreign language programs achieve higher scores on evaluation tasks, which represent the highest cognitive skills in Bloom’s taxonomy This taxonomy categorizes academic learning objectives by complexity and specificity across cognitive, affective, and sensory domains Additionally, the analysis reveals that students who have studied a foreign language for an extended period tend to perform the best academically.
Academic achievement
A 2013 Telegraph article revealed that students who study foreign languages tend to achieve higher scores on standardized tests compared to their monolingual counterparts, particularly in Math, reading, and vocabulary Additionally, a study by Armstrong & Rogers in 1997 found that third-grade students who participated in thirty-minute Spanish lessons three times a week for one semester showed notable improvements in their academic performance.
A study revealed that students who participated in 11 lessons focused on speaking and listening skills in Spanish demonstrated improved performance in Math and language on the Metropolitan Achievement Test (MAT) compared to their peers who did not receive Spanish lessons.
A study conducted in Louisiana in 1986 found that elementary school students who learned a foreign language scored higher on the Basic Skills Language Arts Test compared to their peers who did not The research focused on third, fourth, and fifth graders who participated in thirty-minute foreign language lessons, revealing that these students also excelled in math scores This suggests that learning a foreign language not only enhances students' performance in language tests but also positively impacts their math skills.
Better linguistics
Learning a foreign language at an early age significantly enhances fluency and ease of acquisition, as infants' brains are primed for language learning, allowing them to achieve proficiency without an accent (School Advisor, 2017) A study by Eddy (1981) found that high school students who engaged in long-term foreign language studies performed better on the Scholastic Aptitude Test (SAT), with higher foreign language scores positively influencing overall SAT results This evidence underscores the importance of foreign language education in enriching children's vocabulary and linguistic skills beyond just English.
Career and salary boost
Nowadays, the number of people who speak English is 1.75 billion (Lyons,
As of 2017, English speakers make up a quarter of the global population, a figure that continues to rise daily due to its significance in economic development (British Council, 2013; Brett Montrose, 2016) The education market is evolving, with a notable increase in children learning English as a foreign language, driven by parents' awareness of the enhanced job opportunities it provides for their children In response, the Vietnamese government has mandated English as a compulsory subject in elementary schools, encouraging early language acquisition.
According to a blog article from Ertheo, the demand for multilingual employees is increasing, leading to better job opportunities for those who speak multiple languages Positions such as interpreters and translators are particularly sought after by companies Additionally, children who grow up learning more than one language tend to earn significantly higher salaries compared to their monolingual peers, regardless of whether they pursue careers in translation or other fields.
In various sectors like education, healthcare, and international business, multilingual employees are often favored, making it easier for them to secure jobs compared to their monolingual counterparts A study of American college graduates revealed that individuals who speak a foreign language earn, on average, over two percent more per hour than those who do not.
Social abilities
Learning a foreign language can help children gain more knowledge about new vocabulary, grammar structures, and children can learn more about cultural education (Stratford School, n.d)
A 2015 study published in Psychological Science found that multilingual children excel in communication skills compared to their monolingual peers Researchers assessed children aged four to six from diverse linguistic backgrounds, finding that both bilingual children and those exposed to multilingual environments performed better in interpreting intended meanings during communication tasks This ability requires not only comprehension of spoken content but also an understanding of contextual cues, enabling multilingual children to leverage their social experiences to grasp others' perspectives effectively.
Learning a foreign language enhances children's cultural awareness and appreciation for diversity (The University of Denver, n.d) According to Ertheo (n.d), multilingual children are more likely to travel and connect with various cultures, fostering global relationships Additionally, Guessabi (2016) noted the intricate relationship between language and culture, emphasizing that mastering a foreign language can lead to a deeper understanding of different worldviews.
Difficulties in teaching English to children at a very young age
Teaching English to young learners presents several challenges due to their energetic and physically active nature Keeping children engaged in a classroom setting can be difficult, as they may crawl under tables, exhibit shyness, or cry when reluctant to participate (Durrant, 2014) Additionally, young learners have short attention spans, making them easily distracted and prone to boredom during longer activities (Stewart, 2018) Teaching pronunciation adds another layer of difficulty, particularly for Vietnamese learners, as certain English sounds, such as /∫/ and /ð/, do not exist in their native language, and the concept of word stress is unfamiliar (Dan Tri, 2008) Furthermore, large class sizes exacerbate these issues, leading to increased noise, distractions, and limited teacher-student interaction (Barton, 2018) To address these challenges, educators can enhance student engagement by incorporating attractive activities and interesting materials into their lessons.
Review of English learning programs for Vietnamese children in
In Vietnam, English is officially taught in schools starting from primary education, but many parents desire their children to learn the language earlier, leading to a rapid increase in English centers In Ho Chi Minh City, numerous English centers, including those affiliated with national universities and fully foreign-owned institutions like ILA, Apollo English Center, British Council, and VUS, cater to this demand Parents often prefer international English centers, seeking programs that allow their children to begin learning English at a young age Many centers now offer specialized English programs for preschoolers, such as Apollo English's Kindergarten program for children aged three and older, which utilizes the Welcome to Apollo world curriculum This curriculum includes traditional songs, folk games, and stories from various cultures, and children learn English from native teachers, ensuring an immersive language experience.
Figure 2.3: Kindergarten’s program at Apollo English center
Vietnam USA Society English Centers (VUS) offers preschool English programs called Pre-Smartkids and Smartkids for children aged four to six The Pre-Smartkids program utilizes the Playtime Starter curriculum, while Smartkids employs the Super Safari curriculum (levels 1-3) Students learn in a modern setting with Imagine Learning English, an effective software used in 47 U.S states and exclusively available at VUS in Vietnam, enhancing children's reading skills VUS centers provide an enjoyable and interactive atmosphere, allowing children to practice everyday English and improve their language knowledge in a fun, relaxed environment As English centers continue to grow rapidly, they offer a variety of levels and tuition options, making it easy for students to find suitable English language programs.
Figure 2.4: Learning English with Imagine Learning Software at VUS
(Source: Internet) match their abilities English centers also expand English language program for children and it helps a lot in learning English for young learners
This chapter outlines the methodology employed to examine teachers' perspectives on the advantages of early English language learning for children in Vietnam It details the research approach, setting, subjects, instruments, and the data collection procedure used in the study.
Research approach
This research paper employs a qualitative research methodology for data collection, utilizing questionnaires to validate and enrich the findings The qualitative data enhances the study's depth and reliability through effective evaluation methods.
The collected data focuses on the two research questions, as stated in Chapter One:
1 What is the “golden age period” for Vietnamese children to learn English effectively?
2 What are the benefits of learning English at an early age?
Research setting
According to a report (2012) on the English centers market in Ho Chi Minh City of a group of students from Ho Chi Minh City Open University claimed that by
Since 2011, the English teaching market in Vietnam has significantly expanded, with over 200 English centers managed by the Department of Education and Training, including notable institutions like the International Language Institute (ILA), Apollo English Language Center, CleverLearn English Language Center, British Council, and Vietnam USA Society English Centers (VUS) This study focuses specifically on the VUS English center located at the Hau Giang Campus in Ho Chi Minh City for several reasons.
Vietnam USA Society English Centers (VUS), established in 1997, is one of the largest English centers in Vietnam, boasting nearly 2,000 professional teachers, including both Vietnamese and native instructors VUS employs a rigorous recruitment process, ensuring that 100% of foreign teachers possess international English teaching degrees such as TESOL, CELTA, or TEFL Candidates must successfully navigate three recruitment stages: pre-selection, interviews, and demo teaching to become VUS teachers With 32 campuses across Vietnam, VUS is the first English language teaching institution to meet global standards recognized by NEAS, an independent organization overseeing the quality of international English language centers By 2018, VUS had trained 100,000 students to earn international English language certificates and received the Vietnamese record certificate from the Vietnamese Record Organization Parents, like Ms Le Anh Thu, express trust in VUS, highlighting the careful selection of teachers and the diverse levels offered for all ages, as well as their satisfaction with their children's high English test results.
VUS organizes free parenting workshops led by experts and psychologists to enhance parents' understanding of effective home teaching methods and children's psychology The recent event, "Cùng Con Khôn Lớn," is part of the "Hành Trình Hạnh Phúc" series, focusing on addressing challenges in teaching English to children and promoting stress-free self-study These workshops have proven beneficial, receiving positive feedback from participating parents.
Secondly, Vietnam USA Society English Centers offers various courses for different ages and levels from preschool (four years old to six years old) to adults
In addition, VUS is famous for its kids’ program
The Smartkids program is designed for children aged four to six, providing them with the opportunity to enhance their listening and speaking skills in English through the use of Imagine Learning English software.
• VUS Superkids program is intended for kids aged from six to eleven years old This program is designed to build an English sound basis right from the beginning
VUS offers a dynamic learning environment equipped with the latest technology and software, including innovative English learning tools like Itools Children can engage in interactive activities within labs and multimedia rooms, enhancing their English language skills through games, songs, and videos that spark their interest in learning.
VUS offers a Super Summer program for children aged six to eleven, focusing on happiness-based learning Launched in 2019, this program equips kids with essential 21st-century skills, preparing them to pursue their future dreams.
The writer has over two years of experience as a Teaching Assistant at VUS and maintains strong relationships with the campus teachers, making it easy to reach out to them for conducting the survey.
Description of the subjects
In April 2019, a study was conducted involving thirty VUS English teachers, comprising eighteen females and twelve males The majority of participants, seventeen teachers, have been with VUS for less than five years, while eleven teachers have five to ten years of experience, and two teachers have been teaching English at VUS for over ten years.
Teaching experience Number of teachers
Table 3.1: Number of teachers by the length of teaching experience
The study involved a total of thirty respondents, comprising eighteen Vietnamese and twelve foreign teachers A significant number of these educators specialize in teaching English to young learners across all four levels: Pre-Smartkids, Smartkids, Pre-Superkids, and Superkids Specifically, seven teachers instruct at the Smartkids, Pre-Superkids, and Superkids levels, while four focus solely on the Superkids level Additionally, two teachers are dedicated to the Pre-Smartkids, Smartkids, and Pre-Superkids levels, with one teacher each assigned to the Smartkids, Pre-Superkids, and Superkids levels.
At VUS, teachers benefit from numerous workshops and training courses designed to enhance teaching quality and adapt to educational changes These sessions address challenges faced in teaching, particularly at the children's level Additionally, VUS hosts an annual conference featuring diverse topics that not only support its teachers but also draw English educators from Ho Chi Minh City and Hanoi, providing valuable opportunities for experience exchange and professional development.
This summer, VUS will host a workshop titled "ELT 4.0: The Era of Automation and Productivity," focusing on the impact of the revolution on English language teaching VUS teachers possess extensive knowledge and experience in teaching English to children, ensuring that their insights will greatly enrich the workshop and enhance its overall value.
Procedures of data collection
The questionnaire aimed to explore the optimal age for young children to learn English and gather teachers' perspectives on the advantages of early English language acquisition It consisted of six closed questions, one open-ended question, and six Likert scale questions to assess responses effectively.
The questionnaire is divided into two sections, with Section A featuring four questions aimed at gathering personal information about English teachers at VUS This section includes inquiries regarding the teachers' gender, years of teaching experience, nationality, and the educational levels they are currently instructing at the VUS center.
Section B comprised nine questions, with the first two focusing on teachers' perspectives regarding the significance of early English language acquisition and the optimal age for children to begin learning English effectively.
The survey included ranking questions focused on the benefits of early English language learning Question 3 addressed the cognitive advantages, highlighting six key items identified in the literature review Questions 4 and 5 explored aspects of academic achievement related to English learning Question 6 utilized a Likert scale, featuring two specific items: the ability to "adapt the language easily and fluently."
“increase their vocabulary” For question 7, it was about children who speak more than one language often get more job opportunities in the future than those who do
The survey included two items related to social abilities in question 8, and the second part featured an open-ended question that inquired about the disadvantages of teaching English to children at an early age For the complete questionnaire, please refer to Appendix 1.
In April 2019, a survey was conducted at VUS Hau Giang Campus in Ho Chi Minh City, where fifty questionnaires were randomly distributed to teachers during their break time, taking only fifteen minutes to complete The questionnaire, presented entirely in English, allowed foreign teachers to participate comfortably, and all respondents volunteered to provide their feedback.
The role of the researcher in qualitative research is crucial, as they serve as the primary data collection tool In this study, the researcher developed questionnaires to gather insights from English teachers regarding the advantages of early English language learning While the researcher’s background as a Teaching Assistant at VUS for two years may introduce potential bias into the study's results, this experience also significantly enhances the data analysis process, making it an essential component of the research findings.
Data analysis
In this study's qualitative analysis, fifty questionnaires were distributed to VUS teachers at the Hau Giang Campus, with thirty completed copies returned and entered into Google Forms Descriptive statistics, expressed as percentages, were utilized to analyze the questionnaire data, and the findings will be detailed in the following chapter.
Figure 4.1 Teachers' viewpoint on the importance of learning English at a very young age
This chapter will outline the potential outcomes and findings derived from the collected data, which is visually represented through pie charts and bar charts illustrating the percentage of responses from teachers Subsequently, it will delve into the insights regarding teachers' perspectives on the benefits of teaching English to children at an early age.
Teachers believe that taking English lessons at a young age is crucial, as indicated by the results presented in Figure 4.1 The survey utilized a five-point Likert scale to gauge opinions, where five represents "Very Important," four signifies "Important," three indicates "Moderately Important," two denotes "Of Little Importance," and one reflects "Not Important."
“Unimportant” More than half of the teachers reported that learning English from a
Learning English at a very young age is crucial for children's development, with 40% of teachers rating its importance as "Important" on a 4-point scale Additionally, 7% of educators view early English learning as moderately important Overall, a majority of teachers agree on the significant benefits of acquiring English skills during early childhood.
According to Figure 4.2, teachers' opinions on the optimal age for children to start learning English vary, with 50% advocating for ages three to six as the ideal period Meanwhile, 37% of teachers suggest that ages six to ten are more suitable for effective English learning Additionally, a mere 3% of teachers believe that the "golden age" for young children to learn English is under six years old.
Figure 4.2 The "golden age period" for children to start learning English effectively
Cognitive benefits of learning English at an early age [Better problem solving skills]
Overall, most of the teachers approved of the age period between three to six years old which is a suitable time for children to learn English effectively
Teachers perceive several cognitive benefits when children start learning English at an early age Research highlights six key advantages that early English language acquisition can provide for young learners, enhancing their cognitive development and overall learning experience.
Cognitive benefits of learning English at an early age [Better critical thinking skills]
Figures 4.3.1 and 4.3.2 highlight the positive impact of early English education on children's problem-solving and critical thinking skills, with over 50% of teachers recognizing these cognitive benefits Notably, only 3.3% of teachers disagreed with the advantages of enhanced problem-solving and critical thinking abilities The findings reflect the perceptions and teaching experiences of educators, indicating that a significant majority support the notion that early English lessons contribute to improved cognitive skills in children.
Cognitive benefits of learning English at an early age [More creativity]
Research indicates that early exposure to English significantly enhances children's creativity Approximately 50% of teachers agree that young learners develop greater creative skills when they start learning a foreign language early, with 33.3% expressing strong agreement The data suggests that beginning English education at a young age fosters increased creativity in children.
The pie chart illustrates the significant cognitive advantage of enhanced mental flexibility, with 60% of teachers expressing agreement and an additional 30% strongly agreeing with this perspective This data indicates that children who begin learning English at an early age exhibit greater flexibility in language use.
Figure 4.3.4 Cognitive benefits of learning English at an early age [Better flexibility of mind]
According to Figure 4.3.5, a significant majority of teachers (80%) believe that early foreign language learning enhances children's memory The data shows a close similarity in the percentages of teachers who "Strongly agree" (43%) and those who "Agree" (40%), with only a 3% difference between the two.
Figure 4.3.5 Cognitive benefits of learning English at an early age [Enhance memory ]
According to the latest data on cognitive benefits, over half of teachers believe that early English language learning enhances children's multitasking abilities, with only 7% of respondents disagreeing.
As a result, there is a majority of teachers claimed that children may have a higher chance of gaining better multitasking abilities as they begin learning English early
Figure 4.3.6 Cognitive benefits of learning English at an early age [Better multitasking abilities]
Strongly agree Agree Neutral Disagree Strongly disagree
Figure 4.4 Teachers'perspective if children can gain higher academic achievement
80% get higher scores in English skills at school get higher scores in standardized tests
Figure 4.5 Teachers' opinion of the benefits of gaining higher academic achievement
A survey revealed that a significant majority of teachers believe early English language learning contributes to higher academic achievement, with 80% of teachers either strongly agreeing or agreeing with this notion Only 7% disagreed Furthermore, 70% of teachers indicated that children who learn English at a young age tend to achieve higher scores in both English skills and standardized tests, while the remaining 30% believed that these children primarily excel in English tests Overall, the findings underscore that early English education is perceived as beneficial for enhancing academic performance across various assessments.
Strongly agree Agree Neutral Disagree Strongly disagree
Figure 4.6 Teachers' opinion on better linguistics of learning English at an early age for kids
1 adapt the language easily and fluently
A significant majority of teachers, 97%, believe that early English language learning enables children to adapt to the language easily and fluently Additionally, 90% of educators agree that this early exposure helps children expand their vocabulary Consequently, almost all teachers acknowledge that starting English language education at a young age can lead to fluency and vocabulary enhancement in children.
This seventh figure illustrates the thoughts of teachers on how learning English at an early age may affect children’s career and salary boost in the future
Nearly half of the teachers strongly believe that early multilingual education enhances children's future job opportunities, with only 6.7% expressing strong disagreement Overall, a significant majority (83.3%) of teachers agree on the benefits of children learning multiple languages at a young age.
Strongly agree Agree Neutral Disagree Strongly disagree
Figure 4.7 Teachers' viewpoint on career and salary boost
37 to learn English at a very young age since it might contribute to help children get more job opportunities in the future
According to Figure 4.8, a significant majority of teachers believe that early English language learning fosters empathy and cultural diversity understanding in children, with 30% strongly agreeing and 46.7% agreeing, resulting in a total of 76.7% of educators supporting this view.
Strongly agree Agree Neutral Disagree Strongly disagree
Figure 4.8 Teachers' opinion of gaining social abilities at an early age
Purpose of the study
This study explores the "golden age period" for effective English learning in young children and highlights the specific benefits of early English education It also addresses the challenges faced in teaching English to young learners and offers recommendations for educators to enhance their teaching methods.
Review of important findings and discussion on the results
The importance for children to learn English at a very young
A survey conducted by thirty teachers from the Hau Giang Campus of the Vietnam USA Society English Centers (VUS) revealed valuable insights based on their teaching experiences The participants included educators with varying levels of experience, ranging from five to seventeen years The consensus among all teachers is that learning English is crucial in today’s world, particularly for children They emphasized the necessity of acquiring English skills and highlighted the importance of starting English education at a young age Overall, the findings indicate that English learning is increasingly popular and essential for personal and academic development.
Vietnam today, especially in big cities Learning English helps Vietnamese quickly integrate with the world, especially in the cultures
5.2.2 The “golden age period” for children to learn English effectively
Research indicates that early English language acquisition is crucial for children, with the optimal learning period often referred to as the "golden age," which varies among experts from ages 0 to 10 A study involving VUS teachers revealed that 50% believe the ideal age for children to start learning English is between three and six years old, as this age allows for natural language adaptation through play-based activities Additionally, this period coincides with children starting kindergarten, providing them with valuable opportunities to learn English in a supportive environment.
Benefits of learning English at an early age
Research shows that multilingual children exhibit superior cognitive skills compared to their monolingual peers Data analysis reveals a strong consensus among respondents that early English learning provides significant cognitive advantages These benefits encompass improved problem-solving abilities, enhanced critical thinking, greater mental flexibility, superior multitasking skills, and better memory retention.
Children and adults approach problem-solving differently, with children's abilities often receiving greater recognition To assess these skills, children undergo tests that reveal their responses to various problems Research indicates that young multilingual learners tend to exhibit enhanced problem-solving capabilities compared to their peers (Kenjii, 1986; Bialystok & Martin, 2004) Notably, data analysis shows that over half of the respondents (56.7%) acknowledged the advantages of this skill set, highlighting the connection between multilingualism and improved critical thinking skills.
Critical thinking skill not only helps children diagnose the problem well but also helps them better at making decisions As it was stated in Kenjii’s research
Research from 1986 suggests that multilingual children may exhibit enhanced cognitive abilities, particularly in abstract thinking and problem-solving Additionally, a survey revealed that 53.3% of teachers support the notion that multilingualism contributes to improved thinking skills and fosters greater creativity in children.
Learning a foreign language, particularly English, at an early age significantly enhances children's creativity, as evidenced by activities like coloring and role-playing (School Advisor, 2017) A notable 83.3% of teachers concur that young learners foster their creative skills through early English language acquisition.
Ninety percent of teachers agree that early exposure to a foreign language, such as English, enhances cognitive flexibility, particularly in multilingual children This increased mental agility enables them to make better grammatical estimations and appreciate puns in jokes, ultimately improving their memory skills.
Learning a new language at an early age significantly enhances cognitive skills and brain functions in young learners Research shows that early language acquisition improves memory retention in children Additionally, a survey revealed that 80.3% of participants believe that early English learning positively impacts children's memorization abilities and fosters better multitasking skills.
A 2011 study by Penn State revealed that children excel in multitasking due to their ability to effortlessly switch between different concepts The research included a survey on language juggling among young children, concluding that this practice enhances their flexibility in switching languages As a result, children can select the appropriate words to convey their thoughts and feelings effectively This advantage was supported by 50% of teachers at VUS.
According to questionnaire data, 80% of teachers believe that early English language learning contributes to higher academic achievement in children Additionally, studies by Louisana (1986) and Armstrong & Rogers (1997) support the notion that young learners tend to achieve higher scores.
Research indicates that 70% of teachers believe that young learners can achieve higher scores in both language skills assessments and standardized tests This trend is evident not only in language evaluations but also across various standardized testing formats.
Eddy's study reveals that prolonged foreign language learning significantly enhances children's linguistic abilities compared to those who do not engage in such learning Specifically, it facilitates easier and more fluent language acquisition while also expanding their vocabulary A survey conducted among VUS teachers supports these findings, with 97% of respondents affirming that early English learning aids in fluency and 90% noting an increase in vocabulary for children.
As the multicultural economy expands, multinational corporations increasingly prioritize hiring employees who are multilingual, making early foreign language education a significant advantage Learning a language from a young age can enable children to communicate fluently, akin to native speakers A recent survey revealed that 83.3% of teachers believe that children who begin learning English early are more likely to achieve fluency, thereby enhancing their future job prospects.
Research indicates that multilingual children develop greater empathy and cultural awareness They demonstrate enhanced analytical skills when interpreting others' words, showing increased sensitivity to situations and a receptiveness to problem-solving Additionally, 76% of respondents believe that early language learning significantly contributes to children's social development.
45 abilities such as empathy increase, cultural understanding For cultural understanding, children may learn how to get acquainted with cultural diversity and have deep insights into other people’s world.
Difficulties in teaching English to children at a very young age
The demand for early English learning has led to the expansion of English centers and the hiring of experienced teachers However, data analysis reveals that these educators face significant challenges when teaching young children Key difficulties include the short attention spans of young learners, which hinder sustained engagement in lessons Teachers must frequently change activities and create age-appropriate games to maintain interest Additionally, large class sizes complicate classroom management, reducing interaction and making it difficult to monitor individual student progress, which can lead to behavioral issues Furthermore, teaching pronunciation poses a challenge, particularly with sounds absent in the Vietnamese alphabet, compounded by a lack of practice opportunities outside the classroom These factors collectively impact the effectiveness of English instruction for young learners.
46 challenges that make teachers find difficulties in teaching English for young learners.
Limitations of the study
The findings of this study should be viewed with caution due to several limitations Specifically, three key limitations have been identified that future research could address to enhance the understanding of the results.
The study was conducted over a short period and involved only 30 teachers from the Vietnam USA Society English Centers (VUS) at the Hau Giang Campus in District 6 Consequently, the findings may not be representative of all English teachers across Vietnam.
During the questionnaire process, there is a chance that not all questions were answered thoughtfully, as some teachers may have felt hesitant or reluctant, leading to potentially inaccurate responses.
“right” However, most of the teachers answered the questionnaire carefully and gave helpful responses
The researcher faced challenges due to limited experience in conducting surveys while also managing extensive tasks such as data collection for the Literature Review and questionnaire development Despite these difficulties, the researcher gained valuable insights and knowledge throughout the research process.
To enhance the reliability of findings, it is recommended to conduct additional research that includes interviews with English teachers specializing in early childhood education and observations of young learners in actual classroom settings during the crucial "Golden Age" of language acquisition.
Implication
This study highlights the significant advantages of English language learning for young learners, providing valuable insights for parents Additionally, the findings suggest that English centers can develop more tailored classes that cater to children's needs, enhancing their learning experience.
The "golden age period" refers to a crucial time for children to learn English, and tailored programs can maximize their learning benefits Additionally, the insights from this graduation paper could serve as valuable recommendations for future English teachers working with young learners.
Recommendations
Based on a review of various studies and the researcher’s experience as a Teaching Assistant collaborating with both professional Vietnamese and foreign educators, several recommendations are proposed to effectively address the challenges of teaching English to young learners.
To effectively engage young learners, teachers should create a stimulating and enjoyable learning environment that incorporates both realia and technology Utilizing vibrant flashcards, pictures, and posters can enhance vocabulary teaching, while integrating technology, such as songs and videos from popular YouTube channels like Pinkfong, Badanamu, and SuperSimple Songs, can further captivate children's attention These dynamic resources are essential for maintaining focus and interest in the classroom.
To engage young learners with short attention spans, teachers should frequently change activities every 5 to 10 minutes Incorporating brain breaks is essential; instead of traditional dancing, a game called “Stop the Music” can be employed, where children dance until the music stops and must remain still to avoid elimination This simple yet effective game serves as a physical activity brain break and helps maintain an exciting learning environment, ultimately enhancing children's focus during English lessons.
Creating age-appropriate activities for children can be challenging for teachers To enhance engagement among young learners, incorporating kinesthetic activities is essential One effective option is the game "Four Corners," which encourages movement and interaction while reinforcing learning concepts.
“Musical chairs” in teaching English for kids
In the "Musical Chairs" game, children arrange chairs in a circle and walk around them as music plays When the music stops, players who don't find a chair are eliminated and must say the words on flashcards This engaging activity not only reinforces new vocabulary but also enhances the learning environment, making it more creative and exciting for children.
In the engaging "Four Corners" game, the teacher places flashcards in each corner of the classroom while students gather in the center When the teacher announces a word from the flashcards, children race to the corresponding corner, shouting the word aloud The quickest participant earns a sticker as a reward from the teacher, promoting both learning and friendly competition.
Teachers can engage students with creative activities using classroom supplies For instance, games like "Slap the Desk" and "Slap the Board" can be incorporated into lessons, utilizing desks and boards to enhance learning and make the classroom experience more interactive.
The "Slap the Desk" game engages students in a fun and interactive way to learn new vocabulary In this game, desks are arranged in a circle, and the teacher writes vocabulary words on each desk A student stands in the center with a fly swatter, while the teacher calls out a word The student must quickly slap the correct desk before the seated student can respond with a new word If successful, the seated student takes a turn in the center, promoting quick reflexes and memory retention of vocabulary This dynamic activity not only enhances learning but also fosters a competitive spirit among students.
The "Slap the Board" game is an engaging vocabulary activity where the teacher writes words or attaches flashcards to the board To enhance competitiveness, the class is divided into two teams, with one player from each team taking turns The teacher calls out a word, and the player who quickly slaps the correct word with a fly swatter earns a point for their team The team with the most points at the end wins, and rewards such as candy or fun stickers are given to the winners For a visual reference, please see Appendix 5.
Some more interesting game activities that teachers can use the classroom space are “What time is it, Mr Wolf?”, “Duck, duck, goose”, etc
In the game "What time is it, Mr Wolf?", players line up while Mr Wolf stands with their back turned The players chant the question, "What time is it, Mr Wolf?", to which Mr Wolf responds with a time, prompting them to take steps forward corresponding to the hour For instance, if it's three o'clock, they take three steps When Mr Wolf calls out "Dinner time," they turn around to tag a player, who is then eliminated and becomes the next Mr Wolf If players reach Mr Wolf before "Dinner time" is called, the game restarts.
The game "Duck, Duck, Goose" effectively utilizes classroom space while enhancing children's memory and pronunciation skills In this activity, children sit in a circle as one player taps their shoulders, saying "Duck, duck, goose." When a child is called the "goose," they must chase the player to tap their shoulder, while the remaining child becomes the next player To increase the challenge, teachers can introduce new vocabulary, such as "blue, blue, yellow," or focus on sound differentiation with phrases like "ball, ball, doll."
Physical activity games are straightforward and easy to implement, allowing teachers to utilize classroom supplies and space effectively This approach can engage children and enhance their interest in learning English.
Teachers often face challenges in sourcing engaging materials for teaching English to young learners Utilizing realia such as food, toys, puppets, and actual objects can effectively enhance lessons on various subjects, including animals and clothing.
In addition, teachers can create new materials like making pop-outs, mini- flashcards, mini-books to make learning more active Young kids can create their
Children can create their own mini-books using just one sheet of paper, where they can illustrate everything they've learned during lessons, such as cars, flowers, and balloons This creative activity allows them to personalize and decorate their mini-books, fostering their interest in making new things and enhancing their creativity in learning.
Teachers can easily discover engaging coloring sheets on Pinterest, which are perfect for enhancing lessons for young learners For instance, when teaching about colors and rainbows, educators can find appealing coloring pictures related to the rainbow theme on this platform.