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Providing early language education in Vietnamese context

This paper critically discusses the evidence supporting ‘the younger the better’ viewpoint and counter-evidence against this belief. More importantly, it brings into concern the constraints of introducing early language education in the context of Vietnam. | TẠP CHÍ KHOA HỌC - Số 33 2019 II 125 PROVIDING EARLY LANGUAGE EDUCATION IN VIETNAMESE CONTEXT Dang Thi Quynh Trang International School - National University Hanoi Abstract There is a common belief that providing early language education facilitates learners language acquisition. This belief is supported by critical period hypothesis defined as a biological period that humans are set to acquire a language. However much research has found the opposite. This paper critically discusses the evidence supporting the younger the better viewpoint and counter-evidence against this belief. More importantly it brings into concern the constraints of introducing early language education in the context of Vietnam. Keywords foreign language critical period hypothesis early language education. Email Trangdq@isvnu.vn Received 25 May 2019 Accepted for publication 10 August 2019 1. INTRODUCTION Approximately 1.5 billion people speak English as second or foreign language while there are nearly 400 million native speakers of English 1 . This figure has made English qualified to be given the status of a global language or an international language 8 . To gain this standing requires the language not only to have a large number of native speakers but also to be largely used as a second and foreign language in other countries. Having the status of a global language or an international language is one of the explanations for English to be introduced as a foreign language to the early age in many countries. Vietnam has acknowledged the status of English and made it to be the official compulsory subject in primary levels at grade 3 to 5 10 . There has been an increasing concern among parents and policy makers on introducing English to grade 1 and 2 or even earlier. However introducing English to earlier age needs further research and serious considerations. The common belief the younger the better cannot be relied on to make such an important decision as research has found the opposite. In .