The question of the optimal timing for language learning in schools is a topic of debate. Although some argue that students should commence language instruction at an early age, few others contend that it is more appropriate to introduce these subjects later. Both views have compelling arguments yet I believe that early learning of those subjects would provide numerous advantages.
On one hand, proponents of early language learning believe that exposure to a foreign language reinforces brain function. To brief, young children excel in language acquisition and readily absorb linguistic structures, fostering bilingualism and boosting cognitive abilities such as problem-solving and critical thinking. If a family where parents speak both French and Mandarin, for instance, consistently expose their child to both languages from birth, as the child grows, one effortlessly acquires proficiency in both languages, effortlessly switching between them in everyday conversations.
On the other hand, advocates of delayed language learning argue that it allows students to focus on other essential subjects during their early education. This ensures a well-rounded education, covering a broader range of knowledge and skills. For example, in countries where language learning is postponed until secondary school, students have more time to build a solid foundation in STEM (Science Technology Engineering Mathematics) subjects.
In my opinion, studying a dialect at a younger age improves overall linguistic abilities, as it enhances listening, reading, writing, and speaking skills. Moreover, early exposure to languages broadens one’s perspectives and enhances one’s future opportunities, both academically and professionally.
In conclusion, despite the arguments that exist for both early and delayed language instruction, I firmly concur that early exposure to several dialects would be beneficial as it leads to bilingualism and enhancement of cognitive abilities. Also, it expands one’s overall linguistic proficiency while broadening horizons.