





































Microsoft Word - GRHE-V1N1-p17


Global Research in Higher Education 
ISSN 2576-196X (Print) ISSN 2576-1951 (Online) 

Vol. 1, No. 1, 2018 
www.scholink.org/ojs/index.php/grhe 

17 
 

Original Paper 

The Beliefs of Teachers, Students, and Parents on the 

Importance of Learning Second Language at a Young Age 

Özlem Doğan1* 
1 Uludag University, Bursa, Turkey 
* Özlem Doğan, Uludag University, Bursa, Turkey 

 

Received: March 31, 2018      Accepted: April 10, 2018     Online Published: April 23, 2018 

doi:10.22158/grhe.v1n1p17          URL: http://dx.doi.org/10.22158/grhe.v1n1p17 

 

Abstract 

There are so many factors which affect the learners when learning second language. Age, motivation of 

the learners, the ability to acquire language, cognitive development as the factors affect learning 

second language. When learners start at a young age the other factors are affected positively. The 

researcher aimed to search the importance of age when learning foreign language. She made a 

questionnaire with 52 volunteers; 26 of them are students at Foreign Language Department in Uludag 

University, 26 of them are parents. And she also interviewed with teachers. She carried out this study 

by collecting the qualitative and quantitative data. The research has shown that “Age” is important 

factor when learning second language. Person who learned second language at a young age has a lot 

of advantages in long term. The researcher chose this subject because she thought that learning second 

language at a young age is easier inasmuch as language acquisition is available. She wanted to learn 

thoughts of parents, students in Foreign Language Departments, teachers. She revealed the thought of 

“the younger the better” by making interview with teachers and making a questionnaire with parents 

and students in Foreign Language Departments. The researcher corroborate her theory by looking at 

these results. 

Keywords 

age, language learning, young, children, second language 

 

1. Introduction 

Second language acquisition is concerned with the study of the way in which an individual becomes 

able to use one or more language different from his first language. This process can take place in a 

natural setting or through formal classroom instruction, and, although the degree of proficiency that can 

be attained is a controversial topic, second language acquisition can be started at childhood or during 



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the adult age (Krashen, 1982). Indeed learners are affected by many factors while learning foreign 

language. A further instance of these are age, motivation of the learners, the ability to acquire language, 

and cognitive development. These factors have a relationship among them while the learners are 

learning foreign language. 

I think age is the most important thing amongst the other factors. Because learner’s age affects the 

other factors. In one study, Cenoz (2003) compared Spanish/-Basque L1 learners who had started EFL 

instruction (English as a third language) at the ages of 4, 8 and 11. The youngest learners scored the 

highest in attitude and motivation. Beyond cognitive enhancement and general academic success, 

“research has shown that foreign language study in the early elementary years … results in higher 

achievement test scores in reading and math” (Stewart, 2005). 

With this article I try to show the importance of learning foreign language at a young age. Firstly, I 

made a questionnaire with different age groups; with students who study at foreign language 

department, and with parents. And I conducted interviews with teachers. Secondly, I corroborated my 

theory by looking at these results. Finally, I reveal with this article that second language learning at a 

young age is important. 

 

2. Literature Review 

Age is contention issue that divides the scholars into two groups. Some scholars believe in “the earlier 

the better”; on the other hand, some scholars believe the opposite. “One of the earliest concerns that 

researchers tackled was the idea that bilingualism confused children” (Nicoladis, Charbonnier, & 

Popescu, 2016). Nevertheless recent studies indicate that the best time for learning a foreign language 

is in the first three to four years of our life. “Research has also shown that the earlier a child begins, the 

better a child can learn a second language and the more benefits he or she can reap from that 

knowledge” (Jeffery, 2008). “One of the greatest feats of human development is learning language”, 

says Lust (2016). It’s remarkable, she says, “how well equipped children are, beginning at birth, to 

accomplish the complex task of learning language” (Lang, 2016). Namely, people have started the 

learning since they were born. At a young age children can learn everything by listening, repeating the 

sounds; observing, exploring the environment and doing what they have seen thanks to their innate 

ability. So the earlier they begin learning language, the earlier they can learn. 

According to The Bilingual Edge by Dr. King and Dr. Mackey (2007), “one of the most common 

misconceptions about early language learning is that it will result in language delay”. Children begin 

speaking anywhere from 8 to 16 months, and, “There is no scientific evidence to show that hearing two, 

three, or more languages leads to delays or disorders in language acquisition” (King & Mackey, 2007). 

“A second misconception is that instead of a larger vocabulary, brain space is taken up by the second 

language resulting in a smaller vocabulary. This issue may be raised by concerned parents who pay 

close attention to the second language and not necessarily the first language” (Jeffery, 2008). In 

contrast, when we calculate the children’s vocabulary knowledge, known words in each languages, 



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they know the same number of words or more than the children who don’t learn second language. The 

children learning foreign language try to correlate their first language to understand the second 

language easily. Learning second language is confirmed the children’s vocabulary knowledge in their 

first language. “Children can differentiate between two languages within the first weeks of life. 

Learning another language actually enhances a child's overall verbal development” (Kaparova & 

Sabyrova, 2015). 

Lenneberg (1967), claims that “there is a certain period in acquisition of a second language. In this 

period, which is identified critical period hypothesis in language acquisition, Lenneberg theorizes that 

the acquisition of language is an innate process determined by biological factors which limit the critical 

period for acquisition of a language from roughly two years of age to puberty. Lenneberg believes that 

after lateralization, which is a process by which the two sides of the brain develop specialized functions, 

the brain loses plasticity and lateralization of the language function is normally completed by puberty, 

making post-adolescent language acquisition difficult” (Gömleksiz, 2001). In other words, children 

learn more easily because their brains are more flexible than adults’ brains. The children can learn 

second language naturally as their mother tongue. They have innate ability to acquire the rules of any 

languages. They have the ability to hear and reproduce new sounds. They differentiate the sounds of 

the first and second language owing to their speech muscles and ears. And also they can reproduce 

native-like sounds. These abilities disappear by adulthood. 

“When a child learns a second language, it not only activates the components of the brain that are 

responsible for verbal and written communication, but it also activates the areas of the brain that are 

directly responsible for reasoning, thinking, and numeric understanding. As a result, the child is 

capable of excelling in virtually every area of their academic careers” (Shiflett, 2010). “Children who 

learn a foreign language at a young age also exhibit better problem-solving skills, enhanced spatial 

relations, and heightened creativity” (Benefits of Learning Language While Young, February 23, 2015). 

Namely; the children learning second language at early stage make progress their motivation at the 

same time. They are more enterprising, their perceptions are more flexible, their confidence is higher 

than the other children. Their relationship between people is better, they can get into touch more easily, 

express themselves, by looking something from a different standpoint they can untie matter more easily. 

By means of these qualities they can be more successful in their life. They can gain better job 

opportunities in adulthood. “A child that takes the time to learn a second language when they are young 

can actually use these skills to improve their job prospects when they get older. Globalization is 

making the world smaller and smaller” (Steele, 2014). So the companies look for employees who can 

know foreign language. 

The other advantages of learning second language at a young age are mentioned by Rehman. 

According to Silke Rehman (2010) in her book “Make your Child Multilingual” she says that 

“Bilingual children build bridges to new relationships because they have the capability: they can talk to 

diverse people, they build different sorts of relationships, and they can be the bridge between two kids 



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who can’t talk to each other, they can actually translate and help out” (Cordova Cordova, Gonzalez 

Menjivar, & Martinez Garmandez, 2010). “They are simultaneously learning the language and how to 

use it appropriately in different situations and with different people” (Winskel, Zhou, Li, Mei, & Peart, 

2016). Specifically, the children who learn a second language communicate with other people more 

easily thanks to their self-esteem. 

 

3. Methodology 

Elena Nicoladis (in her book Encyclopedia on Early Childhood Development) says that the differences 

are that the children knowing second language achieve higher scores than the children knowing only 

their mother tongue on a number of tests of cognitive ability, including mental flexibility, non-verbal 

problem-solving tasks, understanding the conventional origin of names, distinguishing between 

semantic similarity and phonetic similarity and capacity to judge the grammaticality of sentences. 

Actually, at young age, people can learn easily, they can solve problems easily, associating with their 

mother-tongue they can understand words easily, remember what they listen/hear thanks to their brains 

flexibility. So; if the children learn second language at a young age, they will be more successful than 

the other children who know only mother tongue. 

In this article the researcher collected both Qualitative (Interview, 3 open-ended questions in 

Questionnaire) and Quantitative Data (Questionnaire). 

3.1 Participants 

Participants were 52 Turkish people; 26 of them who have been studying at foreign language 

department, Uludag University, Bursa, Turkey; 26 of them who are parents. The participants are in 

different age groups. The participants were randomly selected from among the volunteers.  

The researcher interviewed with 4 teachers who work at Uludag University in ELT department to 

support her study. 

3.2 Materials 

Questionnaire which includes 20 multiple-choice items and 3 open-ended questions (look at the 

appendix) that was prepared by the researcher was administered to all participants. Each item provided 

an option for “strongly agree”, “agree”, “no opinion”, “disagree”, “strongly disagree” requesting 

utterances. Participants chose the best relevant to them and they shared their thoughts. 

In this study, the researcher used 10 sources for this article which is related to the subject. And one of 

them was Encyclopaedia on Early Child Development, 4 of them were websites, the other 5sources 

were articles. English sources were used. 

Also, she made interview with teachers. The interview included 5 open-ended questions which are 

related the effects of age when learning second language. Moreover, they answered these questions 

based on their experience. 

 

 



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3.3 Procedures 

Prior to the implementation of procedures, it had been determined which participants would be 

included. The participants were selected from different age groups; parents and students at foreign 

language departments. This study was prepared by using L1 for parents and it was prepared by using 

L2 in Foreign Language Department. 

The questionnaire was carried out in students’ free time when they did not have a lesson. Before the 

lesson and after the lesson, the survey was implemented. Also the questionnaire was carried out in 

parents’ free time. The participants were 52 people; 26 of them have been studying in Uludag 

University Foreign Language Departments who were volunteers and were from different grades; 26 of 

them are parents who were volunteers. And the survey took less than ten minutes in total for each 

person. In addition, the study was completed in three days. Moreover, Researcher didn’t lead and affect 

the parents and learners who were volunteer participants. The participants were informed that the 

investigation was a part of a research, additionally, that all private information would be protected to 

make them feel relaxed. So, volunteer participants had opportunities for expressing their true opinion 

about the questions. Also, they felt comfortable while doing the questionnaire. Before they didn’t do 

the questionnaire, they had been informed about what they would do in that study. 

Furthermore, the researcher made interviews with teachers besides the questionnaire. The researcher 

performed the interviews in the same day to teachers who are successful in their own branches. 

The researcher’s aim was exposing the importance of age when learning second language. Furthermore, 

she aimed to reveal that children who learn a second language at a young age can learn more easily, 

and they are more successful in various fields. 

The researcher produced this article by regarding research questions and she prepared the questionnaire 

by looking at these questions which they would find the answers in the article. The main purpose of the 

study was to answer the following questions: 

What is the importance of age when learning second language? 

What are the contributions of learning second language at a young age? 

3.4 Analyses 

The researcher made a questionnaire to find out the learners’ thoughts at foreign language departments 

and the thoughts of parents. And there were alternatives such as strongly agree, agree, no opinion, 

disagree, strongly disagree. Moreover, because the learners and parents could express their opinions 

clearly and the researcher could reach her purpose there were three open-ended questions which the 

learners and parents could express liberally whatever they wanted to say. Furthermore, she would get 

rational result to be able to develop her article and she would corroborate her theory by looking at these 

results. 

The researcher preferred the questionnaire as a data tool since she thought that the learners at foreign 

language departments and parents owing to their experiences could answer the questions. Thanks to 

volunteer participants, the researcher could interpret the most common shared thoughts. Also, the 



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researcher interviewed with teachers to gain more absolute result for her study. 

The researcher began to analyse the questionnaire. The questionnaire is implemented 52 volunteers. 

She analyse the questionnaires by looking at each question which was answered by the volunteers. And 

according to their answers, she got percentage for each questions. She made these for Quantitative 

Results. 

She analysed the interview questions and 3 open-ended questions in questionnaire. For interview; she 

listened each record, analysed and translated in English. For open-ended questions; she read each 

question which was answered by participants. She translated the answers which were answered by 

parents into English. She made these for Qualitative Results. 

 

4. Results and Discussion 

In the quantitative section, the researcher’s concentrated on two main issues to determine: 1) the 

opinions about importance of age when learning second language according to students in foreign 

language department (Table 1); 2) The opinions about importance of age when learning second 

language according to parents (Table 2). In the qualitative section, on the other hand, the researcher 

asked three open-ended questions that were parallel with the quantitative focus. Another qualitative 

section is interview with teachers which was performed. The interview data provided parallel results 

with the questionnaire findings. The qualitative and quantitative analyses and findings are provided in 

the following table. 

 

Table 1. In This Table, These Questions Were Implemented to Students at Foreign Language 

Department 

 Strongly 

Agree 
Agree 

No 

Opinion
Disagree 

Strongly 

Disagree 

Total 

Responses

Age is an important criterion when learning a 

second language.  

%69.23 

(18) 

%30.76

(8) 
   

%100 

(26) 

The children who know second language are 

unsociable. 
   

%23 

(6) 

%77 

(20) 

%100 

(26) 

Second language acquisition should be at a 

young age. 

%57.69 

(15) 

%34.61

(9) 

%7.69 

(2) 
  

%100 

(26) 

Age which is one of the factors of learning 

foreign language affects the other factors. 

%57.69 

(15) 

%42.30

(11) 
   

%100 

(26) 

As mentioned that the children who know 

second language develop their positive attitude 

in social domain. 

%61.53 

(16) 

%38.46

(10) 
   

%100 

(26) 

Learning second language in adulthood is   %15.38 %34.61 %50 %100 



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easier. (4) (9) (13) (26) 

As mentioned that the children who know 

second language their attitudes don’t change 

(this is a rather vague question). 

  
%11.53

(3) 

%42.30 

(11) 

%46 

(12) 

%100 

(26) 

If children learn second language at a young 

age, they can learn it like mother tongue. 

%46.15 

(12) 

%26.92

(7) 

%7.69 

(2) 

%15.38 

(4) 

%3.84 

(1) 

%100 

(26) 

There are no differences between the children 

who know second language and know only their 

mother tongue. 

 
%3.84 

(1) 

%7.69 

(2) 

%23 

(6) 

%65.38 

(17) 

%100 

(26) 

As if children learn second language at a young 

age, they can’t learn it like mother tongue. 
 

%19.23

(5) 

%7.69 

(2) 

%23 

(6) 

%50 

(13) 

%100 

(26) 

Learning second language at a young age is 

easier. 

%76.92 

(20) 

%23 

(6) 
   

%100 

(26) 

While the children learn second language, 

development of their first language slow down. 
 

%3.84 

(1) 

%3.84 

(1) 

%26.92 

(7) 

%65.38 

(17) 

%100 

(26) 

Person learning foreign language at a young age 

has advantages. 

%80.76 

(21) 

%19.23

(5) 
   

%100 

(26) 

Thanks to their self-esteem the children who 

know second language are more active. 

%57.69 

(15) 

%30.76

(8) 

%11.53

(3) 
  

%100 

(26) 

Age is not important criterion when learning 

second language. 
 

%3.84 

(1) 
 

%46 

(12) 

%50 

(13) 

%100 

(26) 

Second language acquisition should be at an old 

age. 
  

%11.53

(3) 

%38.46 

(10) 

%50 

(13) 

%100 

(26) 

Learning foreign language at a young age has 

positive effects in long term.  

%76.92 

(20) 

%23 

(6) 
   

%100 

(26) 

Learning foreign language at a young age has no 

effect in long term. 
   

%46 

(12) 

%53.84 

(14) 

%100 

(26) 

Person learning foreign language at a young age 

has disadvantages. 
   

%19.23 

(5) 

%80.76 

(21) 

%100 

(26) 

There are differences between the children who 

know second language and know only their 

mother tongue. 

69.23 

(18) 

%30.76

(8) 
   

%100 

(26) 

 

 

 

 

 



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Table 2. In This Table, These Questions Were Implemented to Parents 

 Kesinlikle 

Katılıyorum 
Katılıyorum Kararsızım Katılmıyorum 

Kesinlikle 

Katılmıyorum 
Toplam 

Ikincidilögrenirkenyaşönemlibirkrit

erdir. 

%53.84 

(14) 

%34.61 

(9) 
 

%11.53 

(3) 
 

%100 

(26) 

Erkenyaştayabancıdilöğrenimininuz

unvadedebiretkisiyoktur. 
 

%3.84 

(1) 

%7.69 

(2) 

%38.46 

(10) 

%50 

(13) 

%100 

(26) 

İkincidilöğrenimierkenyaştaolmalıd

ır. 

%50 

(13) 

%42.30 

(11) 

%7.69 

(2) 
  

%100 

(26) 

Yabancıdilöğreniminietkileyenfaktö

rleriçindeolan “yaş” 

diğerfaktörlerietkiler. 

%38.46 

(10) 

%26.92 

(7) 

%23 

(6) 

%11.53 

(3) 
 

%100 

(26) 

İkidilbilençocuklarınsosyalalandaki

davranışlarındaolumluyöndegelişm

elersözkonusudur. 

%61.53 

(16) 

%34.61 

(9) 
 

%3.84 

(1) 
 

%100 

(26) 

İkincidilöğrenimigeçyaştaolmalıdır. 
  

%11.53 

(3) 

%42.30 

(11) 

%46 

(12) 

%100 

(26) 

Erkenyaştaikinciyabancıdilibilenço

cuklasadeceanadilinibilençocukaras

ındafarklılıkyoktur. 

 
%3.84 

(1) 

%11.53 

(3) 

%42.30 

(11) 

%42.30 

(11) 

%100 

(26) 

İkidilbilençocuklarınsosyalalandaki

davranışalarındagelişmesözkonusud

eğildir. 

 
%7.69 

(2) 

%7.69 

(2) 

%46 

(12) 

%38.46 

(10) 

%100 

(26) 

Çocuklarikincibirdilöğrenirkenanad

ilgelişimindebir problem yaşanmaz. 

30.76 

(8) 

%57.69 

(15) 

%3.84 

(1) 

%7.69 

(2) 
 

%100 

(26) 

Erkenyaştaöğrenilenikincidiliçocukl

aranadiligibiöğrenebilirler. 

%38.46 

(10) 

%50 

(13) 

%11.53 

(3) 
  

%100 

(26) 

Çocuklarınerkenyaştaikincidilöğren

imidahakolaydır. 

%53.84 

(14) 

%42.30 

(11) 
 

%3.84 

(1) 
 

%100 

(26) 

İkinciyabancıdilöğrenimierkenyaşta

olsa da kişianadiligibiöğrenemez. 
  

%19.23 

(5) 

%42.30 

(11) 

%38.46 

(10) 

%100 

(26) 

Erkenyaştaikincibirdilöğrenmenina

vantajlarıvardır. 

%57.69 

(15) 

%42.30 

(11) 
   

%100 

(26) 

İkidilbilenbirçocukkendinedahaçok

güvendiğindendahaaktiftir. 

%53.84 

(14) 

%42.30 

(11) 
 

%3.84 

(1) 
 

%100 

(26) 

İkincibirdilöğrenimindeyaşönemlibi %3.84 %11.53  %38.46 %46 %100 



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rfaktördeğildir. (1) (3) (10) (12) (26) 

Erkenyaştaikinciyabancıdilibilenço

cuklasadeceanadilinibilençocukaras

ındafarklılıklarvardır. 

%34.61 

(9) 

%42.30 

(11) 

%23 

(6) 
  

%100 

(26) 

Çocuklarikincibirdilöğrenirkenanad

ilgelişimiyavaşlar. 
 

%3.84 

(1) 

%7.69 

(2) 

%42.30 

(11) 

%46 

(12) 

%100 

(26) 

Erkenyaştaöğrenilenyabancıdilinuz

unvadedeolumluyöndeetkilerivardı. 

%42.30 

(11) 

%50 

(13) 

%3.84 

(1) 

%3.84 

(1) 
 

%100 

(26) 

Yetişkinlerinikincidilöğrenimidaha

kolaydır. 
 

%3.84 

(1) 

%15.38 

(4) 

%38.46 

(10) 

%42.30 

(11) 

%100 

(26) 

Erkenyaştaikincibirdilöğrenmenind

ezavantajlarıvardır. 
   

%42.30 

(11) 

%57.69 

(15) 

%100 

(26) 

 

Quantitative Results (Questionnaire Data) 

The researcher obtained the results from questionnaires (Table 1 and Table 2). In Table 1, the 

researcher found out that the students at foreign language department thought that age is important 

criterion when learning second language. Almost all of them agreed that second language acquisition 

should be at a young age. At a young age children learn easily thanks to freshness of their mind and 

flexibility of their brains. And all of them agreed that learning second language at a young age is easier. 

No one said to opposite. 

All of them agreed that “Person learning foreign language at a young age is at an advantage”. They 

differentiate the sounds of the first and second language owing to their speech muscles and ears, they 

can reproduce native like sounds; 73% of students thought that if they learn second language at young 

age, they can learn it like mother tongue 7.69% of students had no opinion for this questions; but 

19.23% of students thought the opposite. All of them said that the children who know second language 

develop their positive attitude in social domain, also they thought that they are more sociable. 88.46% 

of students said that “Thanks to their self-esteem the children who know second language are more 

active”, 11.53% of students had no opinion about this questions; but anyone didn’t think the opposite. 

And all of them thought that “Learning foreign language at a young age has positive effects in long 

term”. No one said the opposite. 

In Table 2, the researcher found that 96.15% of parents thinking age is important criterion when 

learning second language. Only 3.84% of parents thought the opposite. Also 92.30% of parents thought 

that second language acquisition should be at a young age; 7.69% of parents had no opinion about this 

question but anyone did not say opposite. They are sense that children can learn more easily at a young 

age. Also all of the parents thought that “Person learning foreign language at a young age has 

advantages”. No one thought the opposite. 88.46% of parents thought that if they learn second language 



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at young age, they can learn it like mother tongue. Except 96.15% of parents thought that the children 

who know second language develop their positive attitude in social domain. And except 96.15% of 

parents said that “Thanks to their self-esteem the children who know second language are more active”, 

and 92.30% of parents thought that “Learning foreign language at a young age has positive effects in 

long term”. 

Overall they are aware of importance of age when learning second language at a young age and also 

they sense to know advantages of learning foreign language in early childhood.  

Qualitative Results (Interview Data and Open-ended questions) 

Thanks to the interview, the researcher gained qualified results. The researcher interviewed with 4 

teachers. She asked 5 questions. These questions are that: 

When did you start learning second language? Do you think this is advantage or disadvantage? Why? 

How old do you think should start the learning second language? Why? 

Do you think learning second language at a young age is important? 

What are the advantages of learning second language at a young age? 

Do you think that there are differences between the children who know second language and know only 

their mother tongue? 

They started to learn second language at 4th grade when they were 9-10. They think that person should 

start to learn second language as early as possible but systematically. They think learning second 

language at young age is important. Because the more early they begin learning language, the more 

permanent they learn. They who know second language use more of their brains than the other children 

who know only their mother tongue. Learning a second language at a young age encourages flexible 

thinking and communication skills, helping children consider issues from more than one perspective. 

Knowing second language not only activates the responsible for verbal, communication areas of brain, 

but it also activates reasoning, thinking, understanding areas of brain. So, the children knowing second 

language are capable of excelling in virtually every area of their academic careers. 

The researcher also asked 3 open-ended questions to volunteer participants. These are that: 

How old do you think one should start learning a second language? Why? 

Learning second language should start at age 3-4. Do you agree with this opinion? Why/why not? 

What are the differences between learning second language at a young age and learning second 

language in adulthood? 

According to participants almost all of them said that age affects language learning and learning second 

language should start at young age (at the age of 3 to 5). Because language acquisition is still available 

for children in these age. So they can memorize all structure, vocabularies easily like in their mother 

language. They remember the things with games more easily. The cognitive skills can be activated in 

these ages. Their development is appropriate for learning. So they can start at age 3-4. At young age 

people can learn more easily and remember what they hear/listen. They have no fear to make mistakes. 

They have memory to learn new words, their pronunciation ability is higher, but in adulthood that 



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process get harder. Fresh minds are always better than busy, old minds. But adults should try more to 

learn. Because of the fact that they should focus on other fields at the same time like family or some 

problems. 

 

5. Conclusion 

In conclusion, results of the data analyses showed that the subjects’ “age” is an important factor when 

learning second language. According to Dr. Patricia Kuhl, what’s going on in a baby’s brain is nothing 

short of rocket science: “By three, a little child’s brain is actually twice as active as an adult brain”. 

Children learn second language more easily at young age. They can discriminate the sounds of 

languages; also they can reproduce native-like sounds. They can learn like mother tongue. It is an 

obvious fact that the more years committed to learning a language and the more use of it made, the 

greater the proficiency that will be achieved. Learning second language in early age has so many 

advantages in long term. The cognitive benefits of learning a language have a direct impact on a child’s 

academic achievement. Compared to those without an additional language, the children learning second 

language at a young age have improved reading, writing, and math skills, and they generally score 

higher on standardized tests. Increased cognitive abilities also help children develop their 

communication skills. While talking with people, they try to understand more than one way which 

supports children’s understanding of other people’s perspectives. Also—Flora Lewis said that 

“Learning another language is not only learning different words for the same things, but learning 

another way to think about things”. Their relationship between people is better, they can express 

themselves more easily, by looking something from a different standpoint they can untie matter more 

easily. Thanks to these qualities they can be more successful in their life. They can gain better job 

opportunities in adulthood. Knowing second or more languages opens up the door to a variety of job 

opportunities not available to monolingual job candidates. These opportunities exist in marketing, 

transportation, administration, sales, retail, banking, education, law, communication, public relations, 

tourism, government and etc. Also the people knowing second language are more productive, earn 

higher salary. As Lynn Jeffery said “Children have nothing to lose and much to gain by learning a 

foreign language”. 

 

References 

Benefits of Learning Language While Young. (2015). Retrieved from 

http://www.planethanchinese.com/benefits-of-learning-language-while-young/ 

Córdova Córdova, W. A., González Menjívar, Y. L., Garmendez, M., & Miguel, E. (2010). Advantages 

and disadvantages that kids have at the time they are learning English as a foreign language to 

become bilingual (Doctoral dissertation, Universidad de El Salvador). ISO 690. 

Gömleksiz, M. N. (2001). The effects of age and motivation factors on second language acquisition. 

Firat University Journal of social science, 11(2), 217-224. 



www.scholink.org/ojs/index.php/grhe            Global Research in Higher Education                  Vol. 1, No. 1, 2018 

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Published by SCHOLINK INC. 

Jeffery. (2008). Early Language Learning Research White Paper Report. Retrieved from 

http://www.aatg.org/resource/resmgr/Promoting_German/Early_language_learning_rese.doc 

Kaparova, A. (2016). Why is it important to teach English at an early age? Republic of Kazakhstan. 

Lang. (2016). Learning a second language is good childhood mind medicine, studies find. Retrieved 

from 

https://www.news.cornell.edu/stories/2009/05/learning-second-language-good-childhood-mind-m

edicin 

Nicoladis, E., Charbonnier, M., & Popescu, A. (2006). Second language/bilingualism at an early age 

with emphasis on its impact on early socio-cognitive and socio-emotional development. 

Encyclopedia on early childhood development. 

Shiflett. (2010). Why Kids Get Ahead Learning a Second Language? Retrieved from 

http://education.more4kids.info/253/kids-learning-a-second-language/ 

Steele. (2014). Why Children Should be Learning a Second Language? Retrieved from 

http://www.mastersintesol.net/resources/second-language-learning-benefits-a-guide-children 

Winskel, H., Zhou, J., Li, Z., Mei, G. X., Peart, E., & Booth, K. (2016). Challenges of foreign language 

learning in early childhood. 

 

Appendixes 

 

Interview Questions 

When did you start learning second language? Do you think this is advantage or disadvantage? Why? 

Do you think learning second language at a young age is important? 

How old do you think should start the learning second language? Why? 

Do you think that there are differences between the children who know second language and know only 

their mother tongue? 

What are the advantages of learning second language at a young age? 

 

Appendix a. Questionnaire 

 Strongly 

Agree 
Agree 

No 

Opinion 
Disagree 

Strongly 

Disagree 

Age is important criterion when 

learning second language.  

     

The children who know second 

language are unsociable. 

     

Second language acquisition should 

be at a young age. 

     



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Age which is one of the factors of 

learning foreign language affects the 

other factors. 

     

As mentioned that the children who 

know second language develop their 

positive attitude in social domain. 

     

Learning second language in 

adulthood is easier. 

     

As mentioned that the children who 

know second language their attitudes 

don’t change. 

     

If children learn second language at 

a young age, they can learn it like 

mother tongue. 

     

There are no differences between the 

children who know second language 

and know only their mother tongue. 

     

As if children learn second language 

at a young age, they can’t learn it 

like mother tongue. 

     

Learning second language at a 

young age is easier. 

     

While the children learn second 

language, development of their first 

language slow down. 

     

Person learning foreign language at 

a young age has advantages. 

     

Thanks to their self-esteem the 

children who know second language 

are more active. 

     

Age is not important criterion when 

learning second language. 

     

Second language acquisition should 

be at an old age. 

     

Learning foreign language at a 

young age has positive effects in 

     



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30 
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long term.  

Learning foreign language at a 

young age has no effect in long 

term. 

     

Person learning foreign language at 

a young age has disadvantages. 

     

There are differences between the 

children who know second language 

and know only their mother tongue. 

     

 

How old do you think should start the learning second language? Why? 

Learning second language should start at age 3-4. Do you agree this opinion? Why/why not? 

What are the differences between learning second language at a young age and learning second 

language in adulthood? 

 

Appendix b. Anket 

 KesinlikleK

atılıyorum 

Katılıyorum Kararsızım Katılmıyorum KesinlikleKatıl

mıyorum 

Ikincidilögrenirkenyaşönemlibirkriterdir.      

Erkenyaştayabancıdilöğrenimininuzunva

dedebiretkisiyoktur. 

     

İkincidilöğrenimierkenyaştaolmalıdır.      

Yabancıdilöğreniminietkileyenfaktörleri

çindeolan “yaş” diğerfaktörlerietkiler. 

     

İkidilbilençocuklarınsosyalalandakidavr

anışlarındaolumluyöndegelişmelersözko

nusudur. 

     

İkincidilöğrenimigeçyaştaolmalıdır.      

Erkenyaştaikinciyabancıdilibilençocukla

sadeceanadilinibilençocukarasındafarklıl

ıkyoktur. 

     

İkidilbilençocuklarınsosyalalandakidavr

anışalarındagelişmesözkonusudeğildir. 

     

Çocuklarikincibirdilöğrenirkenanadilgeli

şimindebir problem yaşanmaz. 

     

Erkenyaştaöğrenilenikincidiliçocuklaran      



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adiligibiöğrenebilirler. 

Çocuklarınerkenyaştaikincidilöğrenimid

ahakolaydır. 

     

İkinciyabancıdilöğrenimierkenyaştaolsa 

da kişianadiligibiöğrenemez. 

     

Erkenyaştaikincibirdilöğrenmeninavanta

jlarıvardır. 

     

İkidilbilenbirçocukkendinedahaçokgüve

ndiğindendahaaktiftir. 

     

İkincibirdilöğrenimindeyaşönemlibirfakt

ördeğildir. 

     

Erkenyaştaikinciyabancıdilibilençocukla

sadeceanadilinibilençocukarasındafarklıl

ıklarvardır. 

     

Çocuklarikincibirdilöğrenirkenanadilgeli

şimiyavaşlar. 

     

Erkenyaştaöğrenilenyabancıdilinuzunva

dedeolumluyöndeetkilerivardır. 

     

Yetişkinlerinikincidilöğrenimidahakolay

dır. 

     

Erkenyaştaikincibirdilöğrenmenindezava

ntajlarıvardır. 

     

 

Sizceikincidilöğrenmeyekaçyaşındabaşlanmalıdır? neden? 

İkincidilöğrenmeye 3-4 yaşlarındabaşlanmalıdır. Budüşünceyekatılıyormusunuz? Neden? 

Erkenyaştaikincidilöğrenenileyetişkinkenöğrenenarasındakifarklılıklarnelerdir? 

 


