Critical Review on Article about Language

This is a review about an article written by H. Victoria Prieto titled One Language, Two Languages, Three Languages ... More?. This article discuss about the myth that non-English speakers must learn English early and rapidly. Many parents out there believe that if their children s home language is not English the children should put aside their home language in order to learn English. Parents are worried that children will not learn English successfully if they continue to hear their home language. However, based on Genesee, Paradia & Crago (2004), Very young children can and will learn two or more languages at the same time. In this article, they argue whether it is better for a young child whose their first language is not English learn English as their second language after they have a firm grasp of their first language or learn both languages at the early age. The writer of this article tries to prove that a child can learn two languages at the same time by saying The belief that a child has to abandon his home language to be able to learn English implies that the young brain has limited learning capacity. In fact, there is no need to make space for language in a young childs brain, because the brain is wired to learn language. These two sentences from the article try to show that supposed children do not have any problem to learn more than one language in one time because human brain is wired to learn language. In addition, Linda M. Espinosa (2008) also agree in her article that There are exciting new research from neuroscientists and psycholinguists on the impact of learning two languages during the infant-toddler years has highlighted the human brains extensive capacity to learn multiple languages, as well as the infants ability to separate out each language and interpret contextual cues to know which language is appropriate in a given context. There is wide scientific consensus that infants have the

innate capacity to learn two languages from birth and that this early dual language exposure does not delay development in either language. Besides that, in this article the writer also said to help children learn dual language they need effective learning environment and the most important person to create the right environment are teachers and family. Most parents though to make sure their children can learn English successfully they need to always talk to them in that language. However, that action makes the children fail to learn their home language. So, in order to make sure the children learn both languages teachers should help families understand that children can learn two languages at the same time. Family should know their role to make sure the children do not abandon their home language. This statement is supported by Linda M. Espinosa (2008) in her article which she said Families should continue to talk with, read to, and sing to the child and to use the home language in everyday activities to promote continuous development of the childs first language while the child also is acquiring English. Then, Claude Goldenberg, Judy Hicks and Ira Lit (2013), also said in their article Continuing to speak the native language can also be important for other reasons in addition to the cognitive and linguistic benefits, such as maintaining cultural and family values and communication. Supposed, families should believe that teacher will do their best to help their children learn English. However, families still can encourage more English use at home but not totally abandon their home language to make sure the children learn English successfully. In conclusion, it is necessary for children to learn more than one language at one time especially when they are not English native speakers. This is because it is proven that they have the ability to learn both languages at one time. I think it is unnecessary for children to abandon their home language and focus in learning

English because both languages are important in their daily life. Not only that, based on a research in Oklahoma, one of the pioneers of universal high-quality pre-K education, preschools produce developmental gains across various demographic groups, including Latinos, approximately 70 percent of whom come from predominantly Spanish-speaking homes. Gains for these students (in English) were stronger than for students from English-speaking homes. This shows that learning dual languages give advantageous to children.

REFERENCES Claude Goldenberg, J. H. (2013). Dual Language Learners Effective Instruction in Early Childhood. American Educator , 26-29. Espinosa, L. M. (2008). Challenging Common Myths About Young English Language Learners. Foundation for Child Development , 1-11. Prieto, H. V. (2009). One Language, Two Languages, Three Languages ... More? Young Children on the Web , 1-2.