It is undoubtedly that learning a foreign language is essential for children. However, educational institutions should not force the student to learn it. I share a similar point of view with this statement with the reasons stated below.
To begin with, pushing the youngsters to learn the second language in the school is not an ideal method to improve their language ability due to the fact there is a shortage number of competent teachers to deliver this knowledge. In Indonesia, for instance, just a small number of English subject in the school is taught by subject specialist teachers. This affects the teaching methods and materials used in the classroom and the tutors are unable to stimulate language-learning activities resulting in the pupils becoming passive participants. Consequently, this process is waste time without significant benefit to the student.
Furthermore, the school curriculum consists of various fundamental subjects such as math, science and social sciences in which they are compulsory subjects. The curriculum grade 6 of the elementary school in Indonesia, for example, has at least 6 or 7 mandatory subjects and minimum 3 additional subjects. This is a heavy burden for the youngster and by obligating them to acquire the second language may cause overpressure leading to a declining of academic performance.
To sum up, although, it is admittedly that foreign language is beneficial for children in many ways, I, convinced that the educational institutions should not compel the student to learn the second language because there is a limited number of competent human resources to transfer this knowledge and a complicated curriculum system the school.
It is
undoubtedly
that learning a foreign
language
is essential for children.
However
, educational institutions should not force the student to learn it. I share a similar point of view with this statement with the reasons stated below.
To
begin
with, pushing the youngsters to learn the second
language
in the
school
is not an ideal method to
improve
their
language
ability due to the fact there is a shortage number of competent teachers to deliver this knowledge. In Indonesia,
for instance
,
just
a
small
number of English
subject
in the
school
is taught
by
subject
specialist teachers. This affects the teaching methods and materials
used
in the classroom and the tutors are unable to stimulate language-learning activities resulting in the pupils becoming passive participants.
Consequently
, this process is waste time without significant benefit to the student.
Furthermore
, the
school
curriculum consists of various fundamental
subjects
such as math, science and social sciences in which they are compulsory
subjects
. The curriculum grade 6 of the elementary
school
in Indonesia,
for example
, has at least 6 or 7 mandatory
subjects
and minimum 3 additional
subjects
. This is a heavy burden for the youngster and by obligating them to acquire the second
language
may cause
overpressure
leading to a declining of academic performance.
To sum up, although, it is
admittedly
that foreign
language
is beneficial for children in
many
ways, I, convinced that the educational institutions should not compel the student to learn the second
language
because
there is a limited number of competent human resources to transfer this knowledge and a complicated curriculum system the
school
.