A Critical Review of the Optimal Age to Start Learning English as a Foreign Language
Authors
Aiysha Siddika, Samir James Nedir
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Young learners encounter challenges in acquiring English as a foreign language (EFL) due to the demands of their social, cognitive and linguistic development. The central issues are determining the appropriate age at which young learners should be introduced to EFL to align their developmental readiness with the demands of language acquisition. This literature review explored empirical and theoretical studies on various determinants of EFL uptake among children and the optimal age suitable for young learners to learn English as a foreign language. The findings support that this age balances brain plasticity with cognitive maturity, improves psychosocial motivation for competence and consolidates L1 resources while supporting transfer. The findings also demonstrate that L1 mastery and environmental scaffolding are critical when considering age. The optimal timing is the alignment of readiness, exposure and support. The review also highlights the necessity of a supportive environment and effective scaffolding in translating developmental readiness into successful outcomes. The review contributes to the field by aligning biological, cognitive, social and environmental factors to the optimal age debate as a multidimensional concern, without a gender-specific focus. The review will guide educators and policy makers in designing language learning environments that maximize the benefits of this critical window.
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Authors
Aiysha Siddika, Samir James Nedir
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References:
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