유아기 영어교육의 적절성에 관한 연구

Abstract

Purpose

l This study aimed to investigate the critical period for young children to learn English as a foreign language(EFL) by collecting data from previous studies and the countries(Japan, China, Taiwan), which language environments were similar to Korean.

Methods

l Literature review

Results

l Analysis of the Previous Studies

- For the supporting view of starting the EFL course at early age, it was critical to start learning English as early as possible and be exposed to English as much as possible; however, they opposed to the overwhelming cramming method of teaching English to young children.

- For the opposite view of starting the EFL course at early age argued that learning English as a second language at early age would cause the stress and negatively affect to the cognitive development of young children.

- For the common results from both views were as follows: 1) the socioeconomic backgrounds of parents influenced on the English education of young children 2) the language gap among children who started English at early age and late would be overcome as they got older.

l EFL Policy for Young Children in Japan, China, and Taiwan

- All 3 countries did not include English subject in the kindergarten curriculum. However, the parents showed a strong desire to teach English to their young children.

- Taiwan and Kiangsu in China prohibited teaching English at the kindergartens, while most of the other kindergartens in China and Japan taught English autonomously. Moreover, kindergartens at Shanghai and Changchun in China even had international class, taught by native speakers. There were more local variations in China.

Recommendations

l Conduct a long-term longitudinal study at the national level to test the effects of English education on young children with the English education pros and cons.

l Regulate the operating hours of expensive English institutions, which can make English gaps among young children and promote an atmosphere of social disharmony.