A Critical Examination of the Beliefs about Learning a Foreign Language at Primary School

CHAPTER TWO

Catching them Young - The Origins of the Beliefthat Younger is Better
2.1 Introduction

This chapter examines the origins of the belief that 'younger is better¹ for
language learning. It investigates the literature on age in language learning and
examines Whetherthe evidence supports the commonly held view that 'younger
is better^, for second language learning, especially the learning of a foreign
language in the classroom.

2.2 The Origins of the Belief that Younger is Better

A number of arguments have been put forward in support of the belief that
younger is better for language learning. Neurological explanations based on
the plasticity and flexibility of the child's brain and hemispheric specialisation,
cognitive explanations, social and affective arguments based on the assumption
that adolescents and adults might be more inhibited, might have negative
attitudes towards the target language and culture and might perceive
acculturation as a threat to their identity established in their first language, and
the argument of total exposure time. Carroll's suggestion (1969, 1975) that the
amount Ofteaching time provided was the most important factor in attainment
has led to the conclusion that, as it takes a long time to Ieam a language well,
the sooner learning begins the better.

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