Students’ Age and Effective English Language Education in Schools
First adopted 2002-2003
The relationship between the age at which English is introduced in public schools (as a second language, foreign language, and/or as a medium of instruction to speakers of other languages) and educational processes and outcomes.
Proposals that address this research priority examine issues such as the following:
- the relationship between age, duration, intensity of instruction, and learning outcomes;
- the impact of policies regarding age of initial English instruction on teacher education;
- and the relationships among first language/literacy learning, English language/literacy learning, and age, either in English-dominant or non-English-dominant countries.
There is a deep relationship between a student's L1 and the targeted L2. If a student has a solid background in his or her L1, the transition to the targeted L2 should be less difficult for the student.