It is frequently said that it is preferrable for young pupils to start lessons in an extra language in primary school rather than senior high school. Despite of its benefits, it has numerous drawbacks. First and foremost, children in this age may be possibly interested in learning new things and exploring the vast world that surrounds them. Consequently, an extra language may be probably proven as a wide attachment in their course structure. Moreover, the acknowledgement of another language apart from their mother tongue can be possibly be regarded as beneficial. Not only does it broaden their horizons and familiarise themselves with various cultures, but also it can make them become more competitive in their adult lives. For instance, recent studies conducted by the European Union showed that a bilingual child may be able to cope with difficulties of a foreign society than a monolingual one.
On the other hand, there are a plethora of disadvantages. More particularly, in this age, children are mainly keen on playing rather than beginning lessons in a foreign tongue. As a consequence, adding an extra language to their compulsory core structure may possilby limit the available leizure time to play. Furthermore, in this peer group, juniors are still learning their mother tongue. As an outcome, starting tutorials in one or two foreign languages, apart from their mother tongue, may possibly negatively influence their identity and their ability to write and speak in their mother tongue. For example, recent studies conducted in Egypt showed that children who studied at international english schools that taught english from grade one received lower marks in Arabic compared to those who were taught english later.
In conclusion, although beginning lessons to a foreign tongue may have positive aspects in this age, it causes many disadvantages too.
It is
frequently
said that it is
preferrable
for young pupils to
start
lessons in an extra
language
in primary school
rather
than senior high school.
Despite of
its benefits, it has numerous drawbacks.
First
and foremost, children in this age may be
possibly
interested in learning new things and exploring the vast world that surrounds them.
Consequently
, an extra
language
may be
probably
proven as a wide attachment in their course structure.
Moreover
, the
acknowledgement
of another
language
apart from their
mother
tongue
can be
possibly
be regarded
as beneficial. Not
only
does it broaden their horizons and
familiarise
themselves with various cultures,
but
also
it can
make
them become more competitive in their adult
lives
.
For instance
, recent studies conducted by the European Union
showed
that a bilingual child may be able to cope with difficulties of a
foreign
society than a monolingual one.
On the other hand
, there are a plethora of disadvantages. More
particularly
, in this age, children are
mainly
keen on playing
rather
than beginning lessons in a
foreign
tongue
. As a consequence, adding an extra
language
to their compulsory core structure may
possilby
limit the available
leizure
time to play.
Furthermore
, in this peer group, juniors are
still
learning their
mother
tongue
. As an outcome, starting tutorials in one or two
foreign
languages
, apart from their
mother
tongue
, may
possibly
negatively
influence their identity and their ability to write and speak in their
mother
tongue
.
For example
, recent studies conducted in Egypt
showed
that children who studied at international
english
schools that taught
english
from grade one received lower marks in Arabic compared to those who
were taught
english
later.
In conclusion
, although beginning lessons to a
foreign
tongue
may have
positive
aspects in this age, it causes
many
disadvantages too.