THE SILENT PERIOD: AN EXAMINATION

Abstract

This paper deals with three widely accepted propositions: (1) that children learning a second language will remain silent for a period of one or more months if they are not pressured to speak, (2) that this period of silence is a result of a need for intake and acquisition before speaking, and (3) consequently the second language curriculum should include an initial period of silence before speaking begins. The data base for propositions 1 and 2 is examined and is found to be based on inadequate research with contradictory findings. Consequently a survey of children (N=47) learning English as a second language in Sydney primary schools was undertaken. It revealed a period of silence with a mean of just over two weeks, with very great individual variation. A survey of the literature on children entering mother tongue education also revealed that a period of withdrawal is common. The conclusions drawn were that: (1) the initial silent period probably begins as a period of silent incomprehension, (2) if the silent period is prolonged this may be a result of psychological withdrawal rather than language acquisition processes, and (3) consequently initial silence in the language curriculum is not necessarily desirable. The early use of routines and patterns is also examined, and it is suggested that these might play a much more significant role in the early stages of the second language curriculum.