In my last Cardinal article, I explored whether early language learners are “language sponges.” That article concluded that children are language sponges in the sense that they let language flow in and out without overanalyzing it, but not in the sense that they acquire fluency within a short period of time. The purpose of that article was to confirm that our youngest learners can and do learn a second language. This article will address common misunderstandings about early second language learning, going beyond young learners’ ability and providing arguments for why they should learn a second language. Each of the most common misunderstandings will be addressed with counterarguments that can be used to encourage more early second language learning in your area. The National Network for Early Language Learning (NNELL) Home/School Connection Newsletter has addressed the following questions, and this article summarizes its findings.

Is it true that learning a second language early hinders first language development?

According to NNELL, learning a second language has been shown to increase awareness of different sounds. Recognizing sounds in a different language can increase phonological awareness in students’ first language. Students establish connections to both languages and compare them, thus increasing their abilities in both languages.

What if my child is not speaking a second language after a few classes? Is that evidence that he/she isn’t learning?

Research has shown that students typically have a silent period in which receptive skills develop before productive skills. First language development occurs the same way. Parents can help by creating a supportive environment and encouraging their children to speak the second language.

Do bilingual children confuse languages?

Language transfer can occur at any level and is actually a sophisticated sign that students are using both language systems. Again, a supportive and language-rich environment can further student language development in both languages.

Do children who learn two languages take longer to develop language skills?

Circumstances and children vary widely, so this question is more difficult to answer. Bilingual children may have a smaller vocabulary in each language than monolingual children, but they may have a larger overall vocabulary. Vocabulary can be developed with reading and with more exposure to each language. Bilingual children are not double monolinguals; bilingualism is a complex display of their cognitive and linguistic skills. Any assessments of bilingual children need to account for their bilingual and bicultural status.

Should I wait until my child is older to introduce a second language?

Earlier is better! Babies can hear all sounds and the brain trima out connections that are not used. Parents who don’t know the second language are encouraged to learn it with their children.

Should my child only learn a few words at a time?

Children, and anyone else, learn a language best in communicative situations. Children tend to learn their first language in communicative situations as well.

The advantages for young bilingual children are numerous, including but not limited to the following: wider communication, deeper multiculturalism, greater tolerance, greater creativity, increased sensitivity, higher self-esteem, increased academic achievement, and ease in learning a third language, along with economic and employment benefits. I hope that this article provides tools to counteract these misunderstandings about early second language learning.