Language is an important part of early development. It allows people to communicate, understand each other and develop social skills. Kids can’t do this alone, so having dual language learning in schools and at home provides the support they need.
To learn more, check out the infographic below, created by Augusta University Online, which offers a Master of Education in Instruction program that includes various language concentrations.
A total of 27 percent of children younger than 6 are dual language learners, according to a 2021 study by the International Journal of Educational Research. Learning more than one language can offer many benefits.
Bilingual children are more interested in processing new information and understanding their environment than monolingual children. They also develop skills differentiating between languages at an early age. These include improved pattern recognition skills, elevated general attention skills and better executive functioning.
According to a 2021 survey from the National Literacy Trust, 56.2 percent of multilingual children aged 11 to 16 said they enjoyed reading in all the languages they knew because they learned new words. An expanded vocabulary has other dividends: Learning more than one language at once allows children to understand sentence structure and make connections between languages, making them faster learners.
Multilingual children use all their languages at once to become creative problem-solvers, an ability known as “code-mixing.” This can be beneficial as they get older, as it can help with future employment, with travel and in building diverse communities. Since learning languages becomes harder with age, learning multiple languages in childhood can give people an advantage over others during adulthood.
The National Literacy Trust survey also reported that 73.6 percent of children aged 11 to 16 believed that their non-English language was an important part of their identity. This further demonstrates how learning both majority and home languages help children understand the cultural practices of their communities, as they can learn about their heritage and history directly from non-English-speaking family members.
The U.S. had more than 3,600 dual-language immersion (DLI) programs in 2021, according to the American Councils for International Education: 80 percent Spanish, 8.6 percent Chinese and 5.0 percent French.
Children learn better in their native language. As such, providing resources for non-English speakers helps them to stay interested in learning, to grow confident in their academic skills and to learn another language faster.
Elementary schools with successful dual language programs have effective bilingual teachers, active parent participation and knowledgeable leadership in place. Such programs are important: It takes a minimum of four years for a student to reach grade-level performance in a second language, so starting early gives them the best chance for success.
Many high schools require language courses, so taking dual language classes in middle school can help students get ahead. By middle school, many programs adopt either a 90/10 immersion method or a 50/50 immersion method. A 90/10 immersion uses non-English instruction 90 percent of the time, whereas a 50/50 immersion uses non-English instruction 50 percent of the time.
Most states have minimum second language requirements for high school graduation. Additionally, many colleges and universities require applicants to have completed three to four years of a foreign language.
Extracurricular language education opportunities come in many forms. In transfer programs, for example, students live with host families in a foreign country to help them learn about the local language and culture. Many schools also have language clubs dedicated to specific languages in which students practice speaking and learn about the country of origin. Additionally, students can earn community service hours and practice a language at the same time by volunteering in their community.
Children learn from their surroundings and the adults in their life, so having a support system boosts their education.
Most children who are dual language learners have close family members who speak a language other than English. Parents can support their children by communicating with their teachers and getting involved in school. They can also seek out ways to ensure that language isn’t a barrier. This can include asking for an interpreter at the school, helping with homework and enrolling children in extracurricular programs.
An adaptive classroom highlights a child’s strengths and skills. Different cultures learn differently, so adapting learning plans to match students’ needs help students succeed in school.
To build an adaptive classroom, the U.S. Department of Education recommends a “research-based, assets-oriented framework.” This means integrating books and materials from students’ cultures, inviting family into the classroom for culturally relevant lessons, exploring students’ home cultures through arts and crafts, and encouraging students to use their home languages in learning tasks.
Assessing a child’s language skill doesn’t just happen once. For example, a young learner may be placed in an English as a second language (ESL) program in first grade, then moved to native English classes in eighth grade.
When assessing a child’s language proficiency, a few variables need to be considered. One such variable is the length of time the child has been speaking or listening to their home language. Another is the length of time a child has been speaking or listening to English. Other factors include noting any difficulties the child may have with language in general, the child’s learning environment and how the child’s language proficiencies have changed over time.
While language learning is a lifelong endeavor, individuals who begin dual language learning at a young age benefit from it. They may have higher executive functioning skills, more social understanding and awareness, and a long-lasting connection to their families and cultures.
Sources
American Councils for International Education, 2021 Canvass of Dual Language and Immersion (DLI) Programs in US Public Schools
Arlington Public Schools, Dual Language Immersion Program Framework
Bureau of Educational and Cultural Affairs Exchange Programs, High School Study Abroad
California Department of Education, Multilingual FAQ
Developmental Science, “The Effects of Bilingualism on Attentional Processes in the First Year of Life”
Education Sciences, “School Effectiveness in Multilingual Education: A Review of Success Factors”
International Journal of Educational Research, “Supporting Multilingual Development in Early Childhood Education: A Scoping Review”
IRIS Center, Young Dual Language Learners: Screening and Assessment: Instructors Guide
Learning Landscapes, “Bilingualism in the Early Years: What the Science Says”
Lingopie, “7 Main Benefits of Language Learning”
Migration Policy Institute, “The Impacts on English Learners of Key State High School Policies and Graduation Requirements”
National Clearinghouse for English Language Acquisition, “Integrating Language Into Early Childhood Education”
National Literacy Trust, “Multilingual Young People’s Reading in 2021”
Participate Learning, “Ten Frequently Asked Questions About Language Immersion Programs”
Royal Society Open Science, “Is Mere Exposure Enough? The Effects of Bilingual Environments on Infant Cognitive Development”
Scientific Reports, “Early Bilingual Experience Is Associated With Change Detection Ability in Adults”
Sylvan Learning, 5 Tips for Parents of English Language Learners
The Koppelman Group, “The Best Extracurriculars for Foreign Language Majors”
World Bank, “Loud and Clear: Effective Language of Instruction Policies for Learning”
