FOREIGN LANGUAGES IN THE ELEMENTARY SCHOOLS
I. Pronunciation:
Children have the ability to learn and excel in the pronunciation of a foreign language
(Dulay and Krashen; Krashen and Long, et al.; Krashen and Terrell).
II. Higher Scores:
Children who have studied a foreign language in elementary school achieve expected gains
and even have higher scores on standardized tests in reading, language arts and
mathematics than those who have not (Masciantonio, i977; Raffcrty, 1 986). In the area of
language arts, students of second languages are thought to improve their reading
comprehension in the native language and also score higher In reading achievement,
including vocabulary, cognitive learning, and total reading ability (Masciantonio, 1977;
Rafferty, 1986).
III. Listening Skills
Foreign language study has been shown to enhance listening skills and memory (Rattle,
1968), and the development of second language skills can contribute a significant
additional dimension to the concept of communication.
IV. Basic Skills
The Louisiana Report. Second Language Study Improves Basic Skills (Rafferty,
198C).The results of this study indicate that regardless of their race, sex, or academic
level, students in foreign language classes outperformed those who were not taking foreign
language on the third, fourth, and fifth grade language arts sections of Louisiana's Basic
Skills Tests. Foreign language study appears to increase the scores of boys as much as
girls, and blacks as much as other races.This finding supports the notion that, beginning
as early as third grade, second language study facilitates the acquisition of English
language skills.
V. Cognitive Development
Children who have studied a foreign language show greater cognitive development in such
areas as mental flexibility, creativity, divergent thinking and higher order thinking
skills (Foster and Reeves, 1989; Landry, 1973; Rafferty, 198G; Ginsburg and McCoy, 1981).
With respect to cognitive abilities, Ginsburg and McCoy (1981) cited research findings to
support that when students learn another language at the elementary level and there is
good program articulation, second language students advance more rapidly than monolingual
students in cognitive abilities, independent of IQ. Regarding creativity, in the Landry
(1973) and Kessler and Quinn (1980) studies, students who studied a second language in
elementary school scored significantly higher on tests of divergent thinking as measured
in terms of figural fluency and figural flexibility independent of age and IQ.
Vl. Cultural Pluralism
Children who have studied a foreign language develop a sense of cultural pluralism,
openness to and appreciation of other cultures (Carpenter and Torney; Hancock and Lipton
et al., Lambert and Tucker).
VII. Self Concept
Children studying a foreign language have an improved self-concept and sense of
achievement in school (Genesee; Holobow et al.; Masciantonio).
VIll. Previous Knowledge
Second language learning in the elementary school, especially at its beginning stages, is
less dependent on previous verbal learning than are most other elements of the curriculum.
This factor allows some students to succeed who have otherwise experienced repeated
failure in school. In a recent study (Holobow et al. 1987) working class students did just
as well in French as middle class students even though their English skills were not as
good.
IX. Foreign Language and the Brain.
Recent research in brain mapping reveals that young children who learned another language
in infancy use the same brain circuits for both their native and the foreign language
whereas adult learners rely on special brain circuits to learn another language (Hirsch,
1997). Thc transition is believed to take place around the age of seven or eight.
Neurobiologist Carla Shatz believes that there are windows of opportunity which open and
close one by one throughout a person's life. "The implication being that if you miss
the window, you're playing with a handicap" (Newsweek, February 1996). Obviously,
learning continues to take place throughout a person's life; however, the optimum time for
learning occurs until the age of 10 to 12 when the brain of young children Is believed to
be most receptive (Chuganl). For this reason, early language Iearning is most effective
when it is started early on in a child's life.
Conclusion.
Concerns about achievement in the "basics" are voiced by educators and parents
involved with FLES programs. They assume that taking time out of the school day for
foreign language may detract from achievement in other subject areas.The issue of
foreign language study and achievement has been investigated repeatedly with similar
results: study of a foreign language in elementary school has no negative effects on
achievement in other areas. Quite the contrary, considerable evidence is avail able that
the achievement of students in such programs equals, if not surpasses that of their peers
(Donoghue, 1968)
Significantly, such data include urban integrated school populations.
Submitted by Bernadette Morris.
Foreign Language Consultant