Learning english in kindergarten, from the parents’ and from an education science perspective
DOI:
https://doi.org/10.17165/TP.2020.1-2.14Abstract
Today basic English proficiency is required in everyday life. For most English speakers, English is a second language. However, opinions differ with regard to the age at which second language learning should start. There is an increasing evidence on the importance of the first years of life from the perspective of effective language acquisition. The learner’s age seems to play a key role in various aspects of learning a language. Nonetheless, a considerable number of parents are wary of early second language learning. Here I study how the parents’ level of education, English proficiency, and age correlate with their opinion about early second language learning at kindergarten.
References
Byers-Heinlein, K. - Lew-Williams, C. (2003). Bilingualism in the Early Years: What the Science Says. Learning Landscapes. 7: pp. 95-112. DOI: https://doi.org/10.36510/learnland.v7i1.632
Chomsky, N. (1965). Aspects of the Theory of Syntax. Cambridge: MIT Press.
Kitzinger, A. I. (2015). Multilingual and multicultural challenges in a hungarian kindergarten. [Doktori disszertáció] Budapest: Pázmány Péter Katolikus Egyetem
Klein, Á. (2011). Anyanyelvelsajátítás - kétnyelvűség - idegennyelv - tanulás. Pécs: Pécsi Tudományegyetem Bölcsészettudományi Kar, [online] http://janus.ttk.pte.hu/tamop/tananya-gok/nyelv_elsajatitas/index.html [2020. 03. 22.]
Koloszár, I. (2010). Az angol nyelv az óvodában. In: Létünk, 40. évf 4. szám pp.75-84. [online] http://epa.oszk.hu/00900/00997/00015/pdf/EPA00997_Letunk_2010_04_075-084.pdf [2020. 03. 18.]
Kovács, J. (2009). A gyermek és az idegen nyelv. Budapest: Eötvös József Kiadó
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon
Lenneberg, E. (1967). Biological Foundations of Language. Hoboken: Wiley. DOI: https://doi.org/10.1080/21548331.1967.11707799
Marchmann, V. A. - Fernald, A., - Hurtado, N. (2010). How vocabulary size in two languages relates to efficiency in spoken word recognition by young Spanish-English bilinguals. in Journal of Child Language, 37(4), pp. 817-840. DOI: https://doi.org/10.1017/S0305000909990055
Paradis, J., - Genesee, F., - Crago, M. B. (2010). Dual language development and disorders. Baltimore: Paul H Brookers Publishing Company
Pásztor, E. (2017). Játszva németül, Hogyan neveljünk többnyelvű gyermekeket. Sopron: Pásztor Enikő Bodza Tanoda
Penfield, W. - Roberts, L. (1959). Speech and Brain Mechanisms. Princeton: Princeton University Press
Petitto, L. A., - Holowka, S. (2002). Evaluating attributions of delay and confusion in young bilinguals: Special insights from infants acquiring a signed and an oral language. Sign Language Studies, 3 (1), pp. 4-33. DOI: https://doi.org/10.1353/sls.2002.0025
Singleton, D. (2003). "Critical period or general age factor(s)?" In:(eds. García Mayo, M.P. and García Lecumberri, M.L.), Age and the acquisition of English as a foreign language, (pp. 23-22). Clevedon: Multilingual Matters, DOI: https://doi.org/10.21832/9781853596407-002
Varga, D. (2005). Mikor kezdjék a nyelvtanulást? [online] http://nol.hu/archivum/archiv-3686 21-182566 [2020. 03. 18.]
Varga, L. (2015): Új tudomány születőben: kisgyermekkori neuropedagógia. In Belovári Anita (szerk.), I. Nemzetközi Kisgyermeknevelési Konferencia : Tanulmánykötet (pp. 151-161.). Kaposvár: Kaposvári Egyetem Pedagógiai Kar
Vigotszkij, L. Sz. (1967). Gondolkodás és beszéd. Budapest: Akadémiai Kiadó
Downloads
Published
Issue
Section
License
Copyright (c) 2020 Fehér Ágnes
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
How to Cite
