Age is Just a Number

             Second language acquisition is a key component of the Pre-Kindergarten program in which I work. This week, I decided to consider how we view age as a component in learning a second language. The program serves parents and children, so I explored some articles about the ways in which age can be a factor in second language teaching. My program strives to integrate meaningful linguistically enriching opportunities that facilitate language development. It must be noted that because it is a Pre-Kindergarten program, language skill development of students’ L1 and L2 is encouraged to be simultaneously developed within a dual language programmatic framework. As a Head Start and Educare program, the Center prides itself on being culturally and linguistically sensitive in an effort to meet the comprehensive needs of families who are mostly native Spanish speakers. To make this possible, the program operates within a two-generational framework (caregivers and children), infusing English and Spanish intentionally into daily routines, activities, and interactions. As a result, children develop their L2 (and L1) within the classroom each day, and caregivers are encouraged to enroll in language classes, GED classes, and parenting classes, all focused on assisting them attain L2 proficiency.

            As I reflect on the ways in which the program views age in relation to the rate and ultimate attainment of L2 acquisition,  I am met with a perceived dichotomy between adult learners and young learners that ultimately impacts programmatic framework, goals, objectives, and implications. I came across a text in an article I read, Guía para Padres y Maestros de Niños Bilingues, and it communicates the importance of developing a child’s L2 at an early age. Full of guidance and encouragement, this text allows parents (and teachers) to consider the meaningful ways they can engage children. The text describes the importance of context and how a positive environment can facilitate rapid learning of the L2, assisting the child in attaining the ultimate goal of being bilingual. The book discusses the child’s interest and the parent’s or teacher’s role in helping motivate the child, rather than focusing on the child’s capacity to learn- after all, a child’s capacity to learn is open ended, right? The book states, “El interés del niño en el lenguaje es importante, y es independiente de su habilidad,” meaning that the child’s interest in the language being acquired is independent of the child’s ability, thus motivation becomes a driving factor that facilitates skill, ultimately fueled by positive reinforcement and exposure to the L2. It becomes understood that children (ages 3-5) can flourish and thrive as they acquire the L2 quickly, soundly, and meaningfully. The program’s goal is to facilitate the growth and creation of truly bilingual students, as they achieve native proficiency.
            It is evident to me that the same fervor and practice is not apparent in the adult learner classes that the program provides. Caregivers who are native Spanish speakers are assisted in their acquisition of English in a limited fashion, constrained by the objectives of the class in which they enroll. Their learning is confined within a specific task, such as completing their GED, being able to assist children with at-home activities in English, or reading basic English texts with their children. The same focus of an “endless-possibility” mentality is not applied to adult learners. It is perceived within the program that adult learners learn at a slower pace because they have a linguistic map to which they already adhere. This is assumed that it is challenging for the learner to mold phonetic and syntactic knowledge. Ultimately, the adult learner is considered to be fixed in his or her capacity to acquire a second language, never quite able to attain native proficiency. Therefore, their learning becomes constricted and designated to a specific purpose. The program functions within a framework that superimposes-unconsciously I hope-ideas surrounding a monolingual bias, ideas that are associated with acquiring first language. 

When considering the ways in which we often associate age with second language learning, we can more readily see how viewing these concepts through an alternative lens lends itself to more effective teaching and practices. Considering age, its implications, and L2 acquisition affects the way we can enhance learning opportunities.