This education.com article discusses how children are even capable of learning a language other than their native tongue. The two ways in which second language acquisition is carried out is through simultaneous or sequential learning.
Simultaneous language learning occurs in children under the age of 3, who are exposed to at least 2 languages on a consistent basis during their speech development. Before 6 months of age children are able to learn both of the languages at the same rate and do not show preferential treatment towards one over the other. Their brains are still malleable enough to have constructed two separate portals for each of the languages, avoiding confusion in processing. After 6 months, parents must be cautious to give equal treatment to each language taught, as children can now demonstrate preference towards the language they hear most often. Benefits to simultaneous language learning include greater neural activity and denser tissue in the memory, attention and language areas of brain than in those of monolingual children.
Sequential language learning occurs when children are already familiar with a native language, but must learn a second language in addition. This type of learning has no age limit and there are 4 stages to its development:
1) Students may at first continue to use their native language, even if no one understands them.
2) Recognizing that their language is not working, children fall silent and use nonverbal cues to communicate.
3) Children slowly start to speak the new language, but in small, simplistic phrases, and in the repetition of others' words.
4) Children begin to speak on their own with rough grammar that improves over time.
What resonates most with me is the statement qualifying that the ability to speak at the native level is a result of second language learning prior to ages 6 or 7. This is an area for which I would like to find more support.
(Halgunseth)
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