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Speak, Listen, Connect

Language is universal. It is not only the way we communicate our thoughts with others,

but how we create connections and build relationships. It shapes the way we perceive the world

and defines our cultural identity, becoming a part of who we are.

When I was in eighth grade, I participated in a student exchange trip to Italy. Weeks

before the trip my exchange student, Elisa, and I made contact and started to get to know each

other over text. It was surprisingly easy to have conversations because of her proficient English.

When we met in Italy, I was even more surprised to learn that she was fluent in four languages,

whereas I had just started learning my second. She naturally grew up learning Italian, and from

her early education she was also taught English, French, as well as German. The meager Italian I

had learned before the trip was in no comparison to Elisa’s almost-perfect English. Elisa was one

of the most proficient English speakers out of the group of Italian exchange students, which

really helped to strengthen our connection throughout the 10 days we spent together in Italy. It

allowed me to learn more about her life and the culture in Italy, and her to mine. It was at this

moment my passion for language and travel truly evolved.

Language has played an important role in my life. When I was in second grade, my

parents enrolled me into a Spanish class outside of school. I don’t remember much since I was

young, but I do remember how much I enjoyed learning words in Spanish such as the alphabet

and the colors of the rainbow. Some of my earliest memories include my excitement every day

coming home, eager to tell my parents the new words I learned that day. I stopped taking

Spanish until 7th grade, when we were encouraged to start taking a language in school. I

instantly remembered the love I had for learning languages, and my passion continued.

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Spanish has always been one of my favorite classes, as I find it so fascinating how I can

say the same thing in two different ways, relating to others in a new and unique way. I have

taken the language for six years now, currently taking AP Spanish. This is one class that has

noticeably pushed my intellectual abilities. We learn about various events and cultures of

Spanish-speaking communities, and then are tasked with comparing and contrasting to our own

community. Taking Spanish in high school has led me to observe that language in early

education has not been stressed enough. I remember last year in my AP Psychology class

learning about the cognitive benefits learning a language has with development. I began

wondering why elementary schools don’t integrate language into the curriculum, because even

after just skimming the surface of this topic it is clear that the benefits are infinite and

immeasurable. These thoughts and experiences have led me to my question: ​What are the social

and academic effects of the integration of a second language into early education?

Bilingualism has a long and more extensive history than many might think. In Europe,

schools have required a second or even a third language to be included​ ​early in a student’s

academic career since the 1960s. Canada began French immersion programs around the same

time, expanding rapidly from 45,000 students in 1977 to 300,000 students at the beginning of the

1990s (Wyels). Most of these language programs are implemented through a structure of

dual-immersion, meaning that the curriculum is taught in two languages in order to strengthen

the acquisition of both simultaneously. Living in America, bilingualism is a concept that is more

foreign to us than in other parts of the globe. It is not as common for American children to learn

a second language like in Europe or Canada, although in California it has a rising prevalence

with the large population of Spanish-speaking individuals. According to the U.S. Census Bureau,

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almost 11 million Californians (28%) speak Spanish (Amaya), leading many schools to start

integrating Spanish into their curriculum.

Something many people do not know is that about half of the worlds’ population is

bilingual (Grosjean, ​Life with Two Languages​ 12). However, in the US that percentage is

significantly lower, “approximately 20% of the population speaks a language at home other than

English...In a recent survey, 56% of the population across all European Union countries reported

being functionally bilingual, with some countries recording particularly high rates, such as

Luxembourg at 99%” (Bialystok). Although the United States has notably lower rates of

bilingualism, in recent years those numbers have considerably improved. Researchers Francois

Grosjean and Jeffrey Bloem compiled​ ​data from the ACS (American Community Survey),

discovering that, “in 1980, the percentage of bilinguals was 10.68% whereas in 2016, the last

ACS survey for which we have data, it was 20.14%, practically a doubling of the number”

(Grosjean, “The Amazing Rise”). This drastic increase may be the result of studies informing

citizens of the positive benefits bilingualism possesses.

Bilingualism is a skill most easily learned in early life. When young children are

constantly exposed to two languages, they are able to unconsciously but naturally acquire the

second language. The childrens’ brains are able to do this with ease, applying similar skills used

to acquire the native language. Conversely, the brains of teenagers and adults require conscious

thinking. This difference is a result of a deep motor area in the brain that controls the brain’s

unconscious actions, as well as the centers in the brain responsible for language acquisition that

stops their growth around age 11 (Perkins). In addition to the brain being more adept, the

children are at a more suitable time of development. The Center for Applied Linguistics explains

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that, “Very young children don't need to master the complexity of language that older children

and adults need to communicate well. They know fewer words and use simpler sentence

structures, which means they have less to learn” (Perkins). Much like with a child’s natural first

language, they are able to gain knowledge of the basics, and then build off it as their brains

develop.

One of the main concerns with learning a second language at such a young age is that it

will interfere with the child’s cognitive development and language acquisition. A common worry

is the confusion it will cause the child, resulting in negative consequences like slowed

development. Many parents ignorantly assume this is true, however, many studies have been

performed to show that it is quite the opposite. There will undeniably be challenges that

accompany the sizable task of learning a second language; it is not a simple skill. Nonetheless,

challenges are not to be confused with negative consequences. In an interview with the principal

of Holbrook Language Academy, Marga Marshall explained some of the hardships the

kindergarteners experience towards the beginning of their time in the dual-immersion program:

Especially the little ones, in the first weeks they are like I don’t know what the teacher’s

talking about. But then a few weeks after the school year started you see the kids say

something in Spanish or the teacher says ‘Muy bien, me gusta mucho tu trabajo’ and they

might not know exactly what the teacher said, but they know that the teacher is saying

something good so they start lighting up and being nice and everything. They even go to

recess and if they need something they go to a Spanish teacher and try to say “Maestra

necesita ayuda” even if that’s the only words that they say [in Spanish]. The big thing is

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when they first are like I have no idea what’s going on, but they quickly overcome that

and realize oh, I am learning this and how to communicate in both languages.

The inevitable struggles are something every child will experience learning a second language,

but there is no evidence to show that it creates any negative consequences with language

acquisition or development. In fact, many studies exist to disprove this long-held but false

pretense. Two researchers Peal and Lambert conducted a study in Montreal with French speaking

students as well as bilingual French and English speaking students. The psychologists tested the

students with a variety of different tasks. Much to their surprise at the time, the study revealed

that the bilingual children scored higher​ ​on the majority of tests, particularly ones with an

emphasis on symbol manipulation and reorganization. This study allowed for further research

where it was discovered that the bilingual children have a significant advantage in their

metalinguistic awareness ​(​Bialystok).

Bilingual students performing to a higher level than their monolinguistic counterparts on

standardized tests is a common pattern. Marga Marshall revealed​ ​that this is true for her second

grade class at Holbrook Language Academy. The students who are in the dual-immersion class

scored higher on standardized tests than those in the standard second grade class (Marshall). The

reason for the higher scores on the standardized tests are a result of many things, one being the

development of problem-solving skills with misleading information (Fortune). Studies have

shown that bilingual children develop proficient conflict management skills. Additionally, they

perform better with tasks that deal with inhibitory control, such as, “...switching between two

tasks; for example, when bilinguals have to switch from categorizing objects by color (red or

green) to categorizing them by shape (circle or triangle), they do so more rapidly than

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monolingual people, reflecting better cognitive control” (Marian). Cognitive control can help

with decision making and informational awareness based on tasks and goals. Similar results have

also been found using brain imaging techniques, such as fMRIs, “...to investigate which brain

regions are active when bilingual people perform tasks in which they are forced to alternate

between their two languages…they show increased activation in the dorsolateral prefrontal

cortex (DLPFC), a brain region associated with cognitive skills like attention and inhibition”

(Marian). These attention and inhibition skills that are developed as a bilingual can have some

tangible and practical benefits, “The improvements in cognitive and sensory processing driven

by bilingual experience may help a bilingual person to better process information in the

environment, leading to a clearer signal for learning” (Marian). These skills can be applied to

any number of subjects in school, helping to improve academic performance.

While the academic effects of childhood bilingualism are easily studied, it is more

difficult to measure the ways in which it has an effect on the children socially. Some of the

academic effects may also cross over and relate socially​,​ “Furthermore, the benefits associated

with bilingual experience seem to start quite early—researchers have shown bilingualism to

positively influence attention and conflict management in infants as young as seven months

(Marian). Having proficient attention skills can allow children to focus their energy and care on a

specific social interaction. This could include anything from a conversation to a game.

Additionally, being able to conflict manage and problem solve can assist the children deal with

difficult situations in school from a young age. Marga Marshall has been working with bilingual

children for 18 years, first as a bilingual teacher and now as the principal of a dual-immersion

school. When asked how being in a dual-immersion program affects the kids socially, she

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responded with one word, “Kind. They are super kind to each other. I’ll see kids stopping me in

halls and say oh I just saw somebody in the halls saying something nice to somebody else… I see

kids that don’t even know that I'm outside at recess or looking, kids that see another kid with

their shoes untied and then they'll go and say let me tie your shoe for you.” This kindness the

students have learned from such a young age fosters a mindset of inclusivity. At Holbrook

Language Academy culture is heavily emphasized. The children gain cultural awareness through

events such as multicultural literacy nights “...we have our own parents come in and bring food,

books, and clothing from their cultures and they teach the kids about that. One of the differences

[between a monolingual and bilingual student] is that learning two or more languages is bringing

the students a lot more cultural awareness.” The environment of kindness and inclusivity that is

promoted and cultivated through the school and dual-immersion program shapes the children to

be caring and loving people.

The kindness and inclusivity learned in their young age is sure to stick with them for the

rest of their lives, shaping the person they become and the success they will enjoy. Being

bilingual creates many future opportunities for the children. Scoring higher on standardized tests

is beneficial in school, as well as with tests like the SAT or ACT that determine where they will

attend college, future job, and success. Additionally, the skill of knowing two languages opens

up limitless career opportunities. Applying for a job as a bilingual instantly gives a leg up on a

monolingual candidate. It opens up opportunities for careers that could use people who speak

multiple languages, such as: healthcare, customer service, sales, public relations, human

resources, marketing, and more. It could even open up chances to travel and work

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internationally. Furthermore, studies have shown that, “Bilingual employees can earn between

5% and 20% more money per hour than those who speak only one language” (Schwartz).

Integrating a second language into early education only holds benefits, opening up

children to the potential of the world. Academically, it opens up the brain to better cognitive

control, problem-solving, and attention skills. Socially, it opens up the mind to the kindness and

inclusivity we are sometimes lacking in the world today. Most importantly, being bilingual opens

up opportunities to travel and connect with others. I found out how valuable this was through my

experience with my exchange student Elisa. The connection we created with the help of language

allowed us to open up and enrich the other about our lives and cultures. To this day we still stay

in touch and I hope to never lose that bond. One of the most priceless things that comes with

being bilingual is being able to open yourself up to people of other backgrounds and cultures, an

experience lost without the bilingual programs in early education.

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Works Cited

Amaya, Nigel. "The Most Spoken Languages in California." ​WorldAtlas,​ Mar. 22, 2019,

worldatlas.com/articles/the-most-spoken-languages-in-california.html. Accessed 8 March

2020

Bialystok, Ellen. “Bilingualism: Consequences for Mind and Brain.” ​National Center for

Biotechnology Information,​ 1 April 2013,

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3322418/. Accessed 10 March 2020

Fortune, Tara Williams. “What the Research Says About Immersion.” ​Center for Advanced

Research on Language Acquisition,​

https://carla.umn.edu/immersion/documents/ImmersionResearch_TaraFortune.html.

Accessed 8 March 2020

​ . Harvard
Grosjean, Francois. ​Life With Two Languages: An Introduction to Bilingualism

University Press, 1982

Grosjean, Francois. “The Amazing Rise of Bilingualism in the United States.” ​Psychology

Today​, 11 September 2018,

https://www.psychologytoday.com/us/blog/life-bilingual/201809/the-amazing-rise-biling

ualism-in-the-united-states​. Accessed 15 March 2020

Marian, Victoria. “The Cognitive Benefits of Being Bilingual.” ​National Center for

Biotechnology Information,​ 31 October 2012,

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3583091/. Accessed 12 March 2020

Marshall, Marga. Personal interview. 3 March 2020.

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Perkins, Shannon. “Why is it Easier for a Child to Learn a New Language Than an Adult?” ​How

to Adult,​ 26 September 2017,

https://howtoadult.com/importance-learning-foreign-language-personal-development-139

83.html. Accessed 11 March 2020

Schwartz, Matt. “The Career Advantages of Being Bilingual.” ​Schwartz Insurance Group,​ 26

December 2017,

https://www.schwartzinsgrp.com/blog/the-career-advantages-of-being-bilingual Accessed

16 March 2020

Wyels, Joyce Gregory. "Bilingual Education." ​Immigration and Migration: In Context,​ edited by

Thomas Riggs and Kathleen J. Edgar, vol. 1, Gale, 2018, pp. 83-88. In Context Series.

Gale In Context: High School​,

https://link.gale.com/apps/doc/CX3662200027/SUIC?u=wal55317&sid=SUIC&xid=5b6

efcdd. Accessed 15 Mar. 2020

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