A frequent topic of discussion among early language teachers is whether children are language sponges. This topic was recently explored in the Home & School Connections newsletter published by NNELL, the National Network of Early Language Learning. This article is a summary of these discussions and conclusions. 

First, even before defining a language sponge, we need to explore how young children approach second language acquisition. Children typically approach language differently than adults. Because their focus is not on linguistic elements nor do they dissect the language, children have a great advantage in developing oral skills. However, this advantage does not help develop their reading and writing skills. Also, the younger the child, the more focused the child is on playing interactively with other children. Playing interactive games gives children practice with language while decreasing focus on mistakes. This gives children an inner drive to engage in interactions with others.

Thus, for the reasons stated above, children are sponges, letting the language flow without overanalyzing it. However, they are not sponges in the sense that they become fluent quickly. Children typically have a silent period during which they build listening skills that help them speak appropriately. NNELL concluded that a minimum of 720 hours of formal instruction are needed to get students to an advanced level of speaking on the ACTFL proficiency scale. Thus, while the approach taken by children is a good one for learning language, more is needed, and children aren’t automatically sponges. They need our help.

Since children need our help to learn, what can we, as teachers, do? We can develop a solid program that uses the target language. Formal instruction is important. We need to explain to children that language learning takes time and encourage them not to be discouraged. We can get children excited about learning a new language by teaching them about the culture and reminding them that they can communicate with people they otherwise couldn’t if they were monolingual. Furthermore, the learning approaches of children and adults differ but are complementary. Teachers should incorporate play in their efforts to learn different languages and children should learn some of the more formal elements of language.

In conclusion, following these tips should help children learn a language better. Just as a sponge retains water, students retain language both by their natural interactions with language and by more formalized instruction we give them. While children aren’t automatically language sponges, they have the tools and inclination to become sponges. We can help them the rest of the way, making them better world citizens in this process.