Бақтығалиқызы Мадира
«Шетел тілі: екі шетел беру багдарламасынын 3- курс студенті,
Ы. Алтынсарин атындагы Аркалык, педагогикалык, университеті
Жетекші: Сапарғалиқызы Әсел
6В01703-«Шетел тілі:екі шетел тілі», В601709
«Шетел тілдері» білім беру бағдарламасының аға оқытушысы.
Baktygalikyzy Madira: 3rd-year student of the educational program “Foreign Language: Two Foreign Languages”,Arkalyk Pedagogical University named after Y. Altynsarin.
Supervisor: Sapargalikyzy Asel,senior Lecturer of the educational program 6B01703 – “Foreign Language: Two Foreign Languages”,B601709 – “Foreign Languages”.
Abstract
This article discusses the significance of learning English from an early age. Early language acquisition is crucial for cognitive, social, and linguistic development. The paper explores theoretical foundations, pedagogical strategies, and practical implications of early English education in children. Research findings suggest that children who start learning English at a young age demonstrate better pronunciation, communication skills, and cross-cultural understanding. Recommendations for effective teaching methods are also presented.
Keywords
English language, early childhood education, language acquisition, cognitive development, pedagogical methods
Introduction
In the modern globalized world, English has become the international language of communication, science, technology, and business. The 21st century emphasizes the need for multilingual competence to succeed in education and professional life. Learning English from an early age provides children with significant advantages, including cognitive development, better problem-solving skills, and increased adaptability.
Early language learning also supports social development, enabling children to communicate confidently, understand other cultures, and participate in multicultural settings. This article investigates the importance of early English learning, summarizing research findings and pedagogical practices that enhance language acquisition in young learners.
Literature Review
Research in psycholinguistics indicates that early childhood (ages 3–10) is the most effective period for language learning. Known as the “sensitive period,” this stage allows children to absorb new sounds, vocabulary, and grammar effortlessly. According to Bim (2018), children exposed to a foreign language early develop higher proficiency and more natural pronunciation compared to those who start learning later [1: 35].
Galskova (2017) emphasizes communicative approaches, where children learn to use language contextually rather than merely memorizing rules. Passov (2016) notes that early exposure to a second language enhances cognitive abilities, including memory, attention, and analytical skills [3: 112].
In Kazakhstan, updated curricula support early English education in primary schools. The communicative method is prioritized, integrating interactive activities, songs, and visual aids to motivate children. These strategies align with international best practices in early language teaching.
Methods
This study employs a literature-based qualitative analysis. Sources include academic books, journal articles, and official curricula on early English learning. Key areas analyzed include:
- Cognitive benefits of early language acquisition
- Social and communicative outcomes
- Effective pedagogical strategies for children aged 3–10
The study also reviews case examples from schools in Kazakhstan implementing early English programs. Data were synthesized to identify best practices and theoretical frameworks for effective language education.
Results
Analysis of literature and school practices revealed several key findings:
- Cognitive benefits:Children exposed to English early show improved memory, analytical thinking, and problem-solving skills.
- Pronunciation and fluency:Early learners achieve better pronunciation and natural intonation.
- Social competence:Children develop confidence in communication, adapt quickly to social situations, and demonstrate cultural awareness.
- Pedagogical practices:Interactive methods such as games, storytelling, songs, and visual aids significantly enhance engagement and retention.
Case studies from Kazakhstan indicate that early English programs improve both linguistic proficiency and motivation for continued learning.
Discussion
The results confirm that early English education offers cognitive, social, and linguistic benefits. Early exposure allows children to develop natural language skills, unlike late learners who may face difficulties in pronunciation and fluency.
Teachers play a crucial role in implementing effective methodologies. Age-appropriate activities, interactive lessons, and supportive learning environments foster long-term engagement. Parents’ involvement also contributes to motivation and positive attitudes toward learning.
Comparing children’s outcomes internationally, early English learners consistently outperform peers who start later. The combination of theoretical knowledge and practical application enhances overall development.
Conclusion
Learning English from an early age is essential for intellectual, social, and linguistic development. Early learners achieve better communication skills, cognitive abilities, and cultural understanding. Effective pedagogical strategies, including interactive and play-based methods, are key to successful language acquisition.
In Kazakhstan, implementing early English programs in primary schools aligns with global best practices, preparing students for future academic and professional success. Early language education is a foundational step toward lifelong multilingual competence and global citizenship.
References
- Bim, I.L. Theory and Practice of Teaching Foreign Languages in Primary School.Moscow: Prosveshchenie, 2018. – 192 p.
- Galskova, N.D. Modern Methodology of Teaching Foreign Languages.Moscow: Arkti, 2017. – 256 p.
- Passov, E.I. Communicative Method of Teaching Foreign Language Speaking.Moscow: Prosveshchenie, 2016. – 223 p.
- Shatilov, S.F. Methodology of Teaching не Foreign Languages in School.Moscow: Drofa, 2019. – 180 p.
- Ellis, R. The Study of Second Language Acquisition.Oxford: Oxford University Press, 2015. – 416 p.
