Timing of introduction of L2 in classrooms

Summary

Existing Knowledge:

·   There's a common belief that early exposure to a second language (L2) and exclusive use of the L2 in the classroom are beneficial for L2 learning.

New Insights from this Study:

·   This research challenges the common beliefs about early L2 exposure and exclusive L2 use in classrooms.

·   The study found no significant long-term advantages of starting L2 instruction early or avoiding the use of the first language (L1) in the classroom.

·   Instead, the authors propose alternative approaches, such as intensive L2 instruction later in the curriculum and integrated language and content teaching.

Putting Research into Practice:

·   Educators and policymakers should reconsider the emphasis on early L2 start times and exclusive L2 use in classrooms.

·   Focusing on intensive L2 instruction at later stages and integrating language learning with other subjects can be more effective for L2 development.

·   Evidence-based approaches should guide L2 teaching and learning decisions rather than relying on intuition or public opinion.

Story Version: Timing is of the essence: A Language Learning Tale

Young, curious minds filled a classroom, their eyes sparkling with anticipation as they prepared to learn a new language. Ms. Ramirez, an experienced language teacher, has always believed in the power of early exposure. She started her students on Spanish in kindergarten, immersing them in the language for as much time as possible.

Yet, despite her efforts, she noticed something curious. While her students could string together simple phrases, their grasp of complex grammar and vocabulary seemed limited. She wondered if there was a better way to optimize their limited classroom time.

Then, she discovered a groundbreaking study that challenged conventional wisdom. The research suggested that starting language learning earlier wasn’t necessarily the golden ticket to fluency. Instead, it proposed focusing on intensive language instruction at a later stage in a student's academic career.

Intrigued, Ms. Ramirez decided to experiment. She shifted her focus to providing concentrated language learning experiences in the upper grades. She designed lessons that were rich in language input, opportunities for practice, and authentic communication. To her surprise, the results were astonishing. Students in the intensive program made rapid strides in their language abilities. They developed a deeper understanding of grammar, expanded their vocabulary, and gained confidence in using the language in real-life situations.

The research revealed a compelling truth: it’s not just about the amount of time spent learning a language, but the quality of that time. By providing focused and intensive instruction at a later stage, Ms. Ramirez and her students discovered the power of efficient language learning.

Reference:

Article Title: Teaching and learning L2 in the classroom: It's about time

Authors: Patsy M. Lightbown and Nina Spada

Journal:     Language Teaching       

Publication Year: 2020