My experience as a bilingual kindergarten (Spanish/English) teacher has demonstrated the ability children have to learn two languages in an immersion program. Through a well-structured program including reading, journal writing and phonics (Aranjo) my students acquired a broad vocabulary and the ability to communicate with confidence to their peers and adults. The curriculum is presented to kids in a fun exciting way including storytelling, song, chants, games, rhymes, movement, dance, cultural lessons and holiday celebrations (Faust). It is essential to commit to the faithful implementation of the English learning program for the minimal 45 minutes a day to provide the consistency and practice needed for their success.

Brain research supports the belief that teaching a second language at an early age can be a key factor in language ability. There is a “critical period hypothesis” that says the cortex of a child’s brain is more plastic than that of an older learner and therefore a child has many more synapses taking place (Mac Laughlin). These synapses or connections occurring in the brain result in a greater ability to pronounce particular sounds due to the fact that a child’s facial muscles have not yet matured and he/she has not lost the sensitivity to phonetic distinctions (Faust).

In addition, there is a great natural incentive for a child to talk to his/her friends on the playground (Mac Laughlin). At a young age children are willing to take risks and usually have a low affective filter. They often enjoy the challenge of new words resulting in an extensive vocabulary. Whereas, older children are more inhibited and are afraid to make mistakes (Faust). At the younger age the acquisition of a new and unfamiliar language can be exciting and playful when it is meaningful.

Another reason to teach a second language at the start of a child’s academic career is that children who study a second language score higher on verbal standardized tests conducted in English (Faust). They are usually better at math, logic and problem solving as a result of creating more connections between their learning experiences and gaining the ability to think in diverse paths. Children in immersion programs do not experience any long-term delays in speaking English, although they may suffer an initial temporary lag in English achievement as measured by the standardized tests. It is important to note that this is only one tool to assess how a child has mastered language skills and doesn’t necessarily signify their ability to write a story or have an engaging conversation. Howard Gardner presents an alternative view to standardized testing, stating that the multiple intelligences are an important tool to examine when measuring an individuals learning ability, these abilities include: linguistic, logical mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal and naturalist.

Teaching English as a fluent language (EFL) to kindergarteners can be key to a child’s success. The evidence is supported by brain research, social factors and the analysis of test results. But more than anything it is essential to be a world citizen and learner which entails the ability to respect other cultures and languages. The exposure to a second language provides the opportunity to network; ranging from friendships, family to business enterprises. Many European and Asian countries see the importance in speaking English in addition to a third language. They view this opportunity as an investment in the career of their children or for themselves. I hope to see this perspective grow in the culture of the United States.

Sandra Recoba Leal