Lesson 2: Exploring the Critical Period Hypothesis

Definition:

The Critical Period Hypothesis suggests that there is a specific age range during which learning a second language (L2) is most effective.

It proposes that people who start learning an L2 after this period face more challenges compared to those who start earlier.

Key Concepts

Critical Period Hypothesis (CPH)
Language Mastery
Age of Acquisition vs. Environment of Acquisition

Ice Breaker

Pair up and discuss: Is there an ideal age to start developing various competencies? Think beyond language learning to include competencies like digital literacy, musical abilities, athletic skills, or even social skills like empathy and teamwork. Share with each other why you believe there might be a 'best age' to develop these competencies, or discuss why the concept of an ideal age might not be applicable.

Exploring the Critical Period Hypothesis (CPH)

Picture this: It's the 1970s, and a young girl named Genie, aged 13, is found after having spent most of her life in near total isolation. Her story is not just a dramatic one, it's also a key puzzle piece for linguists. Attempts to teach Genie language showed something startling – she could pick up words but struggled to put them into sentences. This led to the idea that maybe there's a specific 'golden period', or critical period, for learning a language, a time when our brains are just wired to soak up new words and grammar just as a sponge.

Initially, this hypothesis was all about learning a first language. But soon, linguists began wondering: what about learning second languages? They proposed that after a certain age, usually around late teens, learning a new language like French or English becomes trickier. It's not impossible, but it's like learning to ski as a teenager rather than as a kid – you might feel a bit more wobbly at first.

Researchers have been debating what 'mastering' a language really means. Early studies focused on pronunciation – they found that younger learners could roll their 'Rs' or nail the 'ü' sound in German more naturally. But is perfect pronunciation the only sign of being good at a language? Later research shifted to grammar, observing that younger learners tended to make fewer mistakes in sentence construction. This raised a new question: is grammatical accuracy the true measure of language mastery?

Recent studies generally support the idea of a critical period, suggesting that there's an advantage to starting language learning early. But, they also highlight that being a bit older isn’t a roadblock to becoming a great communicator in a second language. You might have a slight accent or occasionally mix up your der, die, das, but you can still chat, negotiate, joke, and connect in another language. That’s what really counts, right?

Discuss in pairs:

Reflect on the Critical Period Hypothesis. If this hypothesis holds true, what do you think it means for individuals who begin learning a second language after the age of 18?
Consider different aspects such as language proficiency, accent, cultural immersion, and learning strategies.
Do you think the challenges are significant enough to discourage late language learners, or are there ways to overcome these challenges?

When is the best time to introduce a L2 to students in school?

One of the ongoing debates in language education is determining the optimal time to introduce a second language to students. Let's unpack this:

Young Learners: For young kids in schools, learning a second language is just one of many subjects. While they have the advantage of being in the 'critical period', they also need extensive practice to absorb the language naturally.

Older Students: In contrast, older students might benefit more from structured learning environments typically found in schools, which could compensate for the passing of the 'critical period'.

You might recall the Critical Period Hypothesis suggesting a 'best age' for language learning. This has led to two schools of thought:

Early Introduction: Some advocate for introducing second languages early in school, believing that the longer the exposure, the better the mastery.

Environment Over Age: Others argue that it's more about the language environment than the age at which formal learning starts.

Since the 1990s, there's been a noticeable shift in many European countries, including Switzerland, towards introducing second language learning at an earlier stage in primary schools. This trend reflects the growing emphasis on multilingualism in an increasingly interconnected world.

Let's consider the example of language education in Swiss cantons. Here, students often start learning French, followed by English. What's intriguing is that despite starting French earlier, many students ultimately show a higher proficiency in English. This challenges the assumption that starting earlier automatically leads to better language skills. We will have time to discuss this point more in Lesson 4.

Exercise

Objective: Critically evaluate the trend of introducing second languages at an earlier age in European schools.

Activity Instructions:

Start by studying the provided chart that outlines the trend of teaching second languages at younger ages across various European countries.
Group Analysis (10 minutes):
In small groups, discuss the implications of this trend based on your understanding of the Critical Period Hypothesis and the factors that influence language learning. Consider questions like: Does starting earlier always lead to better language proficiency? What role do teaching methods and cultural environment play.
Class Discussion (5 minutes):
Groups share their insights with the class.
Discuss the potential benefits and drawbacks of this educational trend. Consider how this trend might impact language learning outcomes.

Final thought for this lesson

Language acquisition is a lifelong journey. While early exposure has its advantages, the richness of linguistic diversity can be embraced at any age.

continue with the 3rd lesson

Bibliography

Cook, V., & Singleton, D. M. (2014). Key topics in second language acquisition. Multilingual Matters.

Hartshorne, J. K., Tenenbaum, J. B., & Pinker, S. (2018). A critical period for second language acquisition: Evidence from 2/3 million English speakers. Cognition, 177, 263-277.

VanPatten, B., Smith, M., & Benati, A. (2019). Key Questions in Second Language Acquisition: An Introduction. Cambridge: Cambridge University Press.