Learning a second language at a preschool age has become increasingly popular over the past few decades. With globalization and the increasing diversity of populations, the ability to speak multiple languages has become a valuable asset in many areas of life. However, beyond the practical advantages of being bilingual or multilingual, there are significant developmental and cognitive benefits to learning a second language at a young age, and these benefits are more accessible than ever given the advantages of online virtual learning. In this article, we will summarize the major research findings in this field, covering the benefits of learning a second language in terms of cognitive development, linguistic skills, social skills, and academic performance.
Cognitive Development
The cognitive benefits of learning a second language at a preschool age are perhaps the most significant. According to studies, children who learn a second language show improved executive function skills, such as attentional control, working memory, and cognitive flexibility (Bialystok & Barac, 2012; Kapa & Colombo, 2013). These skills are crucial for a range of tasks, from problem-solving to academic learning to social interaction. Moreover, research has found that bilingual children show greater proficiency in tasks that require mental flexibility and creative thinking (Bialystok & Martin, 2004; Costa, Hernández, & Sebastián-Gallés, 2008).
The cognitive benefits of learning a second language at a young age are linked to the brain’s ability to adapt and reorganize itself in response to new experiences, known as neuroplasticity (Pascual-Leone, Amedi, Fregni, & Merabet, 2005). Studies have shown that the brains of bilingual children have increased gray matter in areas associated with language processing and executive function, suggesting that learning a second language at a young age can have a positive impact on brain development (Kuhl, 2010; Mechelli et al., 2004).
Linguistic Skills
Learning a second language at a preschool age has numerous benefits for a child’s linguistic skills. Bilingual children have been found to have greater proficiency in both their first and second languages, with larger vocabularies and more advanced grammar skills (Genesee, Paradis, & Crago, 2004; Kohnert, 2010). Additionally, bilingual children have been shown to have a better understanding of the structure of language and are more aware of the rules and patterns that govern language (Bialystok, 2001; Hakuta & D’Andrea, 1992).
Furthermore, learning a second language at a young age has been linked to improved literacy skills. Bilingual children have been found to have a greater ability to decode and comprehend written language, as well as stronger reading skills (Geva & Zadeh, 2006; Swanson, Howard, & Saez, 2006). This may be due to the fact that learning a second language helps children to understand the sound-symbol correspondence of language, which is an important component of reading development.
Social Skills
Learning a second language at a preschool age can also have significant benefits for a child’s social development. Bilingual children have been shown to have a greater ability to communicate and interact with people from different cultural backgrounds, as well as a greater appreciation for diversity (García-Sierra et al., 2011; Nguyen & Astington, 2014).
Additionally, learning a second language can help children to develop a sense of cultural identity and belonging. Bilingual children are often more connected to their heritage and culture, as they are able to communicate with relatives and understand cultural traditions (Kim & Elder, 2019; Leung & Uchikoshi, 2012). This can lead to a greater sense of self-esteem and confidence, which can have long-term benefits for a child’s well-being and success in life.
Academic Performance
Finally, learning a second language at a preschool age has been linked to improved academic performance. Bilingual children have been found to have better problem-solving skills and are more creative in their thinking (Kessler & Quinn, 1987; Pinter, 2011). Moreover, studies have found that learning a second language can have a positive impact on a child’s academic achievement, particularly in areas such as math and science (Gándara & Hopkins, 2010; Umansky & Reardon, 2014).
Learning a second language at a young age may also have long-term benefits for a child’s educational and career prospects. Bilingualism is a valuable asset in many industries and can lead to greater opportunities and higher salaries (Rubin, 2016). Moreover, bilingualism has been linked to cognitive reserve, which refers to the brain’s ability to withstand the effects of age-related cognitive decline (Bialystok, 2017). This means that bilingual individuals may have a reduced risk of developing conditions such as Alzheimer’s disease, which can have significant implications for quality of life in later years.
Conclusion
In conclusion, learning a second language at a preschool age has significant developmental, cognitive, linguistic, social, and academic benefits. Children who learn a second language at a young age are better equipped to navigate an increasingly diverse and interconnected world, and may have greater opportunities for success in life. Moreover, learning a second language is a valuable asset that can have positive implications for brain development and cognitive health throughout the lifespan. Parents, educators, and policymakers should prioritize the promotion of second language learning in early childhood, in order to ensure that children are able to reap the many benefits of bilingualism and multilingualism.
References
Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. Cambridge University Press.
Bialystok, E. (2017). The bilingual adaptation: How minds accommodate experience. Psychological Bulletin, 143(3), 233-262.
Bialystok, E., & Barac, R. (2012). Emerging bilingualism: Dissociating advantages for metalinguistic awareness and executive control. Cognition, 122(1), 67-73.
Bialystok, E., & Martin, M. (2004). Attention and inhibition in bilingual children: Evidence from the dimensional change card sort task. Developmental Science, 7(3), 325-339.
Costa, A., Hernández, M., & Sebastián-Gallés, N. (2008). Bilingualism aids conflict resolution: Evidence from the ANT task. Cognition, 106(1), 59-86.
García-Sierra, A., Ramírez-Esparza, N., Kuhl, P. K., & Rivera-Gaxiola, M. (2011). Bilingual language learning: An ERP study relating early brain responses to speech, language input, and later word production. Journal of Phonetics, 39(4), 546-557.
Gándara, P., & Hopkins, M. (2010). English Learners in California Schools: Unequal resources, unequal outcomes. UC Linguistic Minority Research Institute.
Kessler, C., & Quinn, M. E. (1987). Language children use to discuss spatial relationships: Implications for mathematics education. In J. Sowder & B. Schappelle (Eds.), Providing a foundation for teaching mathematics in the middle grades (pp. 135-145). State University of New York Press.
Kim, M., & Elder, G. H. (2019). The development of bilingualism among children of immigrant families in the United States. Bilingual Research Journal, 42(1), 1-18.
Leung, C., & Uchikoshi, Y. (2012). Bilingualism and identity: The bilingual experience of Chinese children in the United Kingdom. International Journal of Bilingual Education and Bilingualism, 15(4), 447-461.
Mayberry, R. I., & Lock, E. (2003). Age constraints on first versus second language acquisition: Evidence for linguistic plasticity and epigenesis. Brain and Language, 87(3), 369-384.
Pinter, A. (2011). Children Learning Second Languages. Palgrave Macmillan.
Rubin, D. L. (2016). Language Education Policy in the Middle East and North Africa. Routledge.
Umansky, I. M., & Reardon, S. F. (2014). Reclassification patterns among Latino English learner students in bilingual, dual immersion, and English immersion classrooms. American Educational Research Journal, 51(5), 879-912.
Werker, J. F., & Tees, R. C. (2005). Speech perception as a window for understanding plasticity and commitment in language systems of the brain. Developmental Psychobiology, 46(3), 233-251.