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The puzzle of language learning: From child's play to ‘linguaphobia’

Published online by Cambridge University Press:  01 April 2008

Alison Wray
Alison Wray*
Affiliation:
Cardiff University, UKwraya@cf.ac.uk
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Abstract

A new education policy for England, announced in Spring 2007, aims to introduce the learning of a foreign language to all children from the age of 8 by the year 2010. But there was a similar initiative in the 1960s and it didn't work then, so why should it now? This presentation explores the reasons underlying the belief that children can ‘naturally’ learn another language if they begin young enough, and considers reasons why classroom learning may not always tap into whatever natural language learning skills children have. Drawing on a range of previously published research and my own recent empirical studies, I suggest that, unless we are careful, our primary-age children will be flung into an adult-style learning approach, which they are too immature to handle. How, then, can young children's learning potential be exploited most effectively? The role of multiword sequences as a form of lexis is considered, making reference to my model of formulaic language processing e.g. Wray 2002. Consideration is given to how memorising useful wordstrings may assist children in developing a view of language knowledge that promotes effective learning.

Type
Plenary Speeches
Information
Language Teaching , Volume 41 , Issue 2 , April 2008 , pp. 253 - 271
Copyright
Copyright © Cambridge University Press 2008

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