GASPRO International Journal of Eminent Scholars

ABSTRACT

The purpose of the study was to examine how foreign language education may

affect preschool children’s native language development. The early childhood

years represent a critical period in learning and development. At this age, children

are very receptive to learning a second language. Ideally, for effective language

learning to occur, a stimulating and rich linguistic environment is required.

Children learn a language, not because they are subjected to a similar

conditioning process, but because they possess an inborn capacity which permits

them to acquire a language as a normal maturational process. This capacity is

universal. The child has an innate language acquiring device. He learns a

language by exposure to it in society and by unconsciously forming certain

hypothesis about language, which he goes on modifying till he comes to the adult

model to which he is for the most part exposed. So the child goes on constructing

an innate grammar, operating over generalized rules. The study concluded that

foreign language education given to preschool children in institutions improves

children's language skills (both foreign and native). Embedding L2 learning within

a meaningful context has typically been demonstrated to be an effective way of

motivating children and encouraging the development of L1 skills. The study

recommended that it is important to note that teachers need to be provided with

support and training to use the technology to enhance pedagogical practices as

these technologies are merely useful tools to enhance teaching and learning in the

language classroom.

Keywords: Foreign Language Education, Preschoolers, Native Language

Development, New Technologies, and Content-Based Instruct