The Critical Period Hypothesis Revisited: The Implications for Current Foreign Language Teaching to Young Learners

Abstract

Teaching foreign languages to young learners is gaining popularity all over the world and as a result the age for learning a second/foreign language is being reduced in many countries. However, the outcomes of early language teaching haven’t been thoroughly investigated and the question related to why we are teaching English at younger ages is not answered adequately. The SLA research has investigated the issue of age as an outcome of L1 acquisition research. The studies related to age and the ‘Critical Period Hypothesis’ (CPH) were mostly conducted in the second language environments and neglected the foreign language contexts. Moreover, the results of such studies, where adults versus children; and younger children versus older children are compared, have conflicting findings. Thus, the study aims to reconsider the ‘Critical Period Hypothesis’ by discussing significant considerations in the literature, such as neurolinguistic, cognitive and affective arguments and studies comparing children with adults. It also aims to shed some light on current foreign language teaching practices. In addition, the implications of the CPH to teaching English to young learners will be discussed.