Does the Shadowing Affect the Second Language Preschool Childrens English Speaking Proficiency?

Abstract

Unsurprisingly, changes in attitudes towards learning English in the international context have coincided with English becoming a global lingua franca. Learning a foreign language, especially English, from an early age is believed to impact children's language acquisition positively. This belief is supported by the Critical Period Hypothesis, which suggests that there is a biologically determined period when language can be acquired more easily. However, recent studies suggest that the assumption that younger people are better when learning English is only sometimes valid. The growing body of research on bilingual development examines the connection between language exposure and learning outcomes. The research studies the factors and the process of shadowing the efficiency of preschool children in learning English (as the L2) and which age is the most suitable for learning a foreign language. This paper presents two views: the earlier, the better to learn L2, or the latter to learn L2 during preschool years, with some degree of understanding of the native language. The implications of the holistic view on the neurolinguistics of bilingualism will be used in the field of education directly. Afterwards, the students could get a favourable education with rigorous and correct scientific practice and cultivate their English thinking patterns.