Louise Courtney, University of Southampton
The ‘younger = better’ debate: adding a person-in-context perspective
There is currently an on-going debate in the UK regarding the most appropriate age to commence language teaching. This debate is frequently focussed on the apparent advantage young learners have, in terms of linguistic outcomes, within naturalistic settings. However, recent reviews of empirical evidence (Muñoz 2008, Singleton & Muñoz 2011) conclude that the observed benefit of an early start in naturalistic settings cannot necessarily be translated to limited-input foreign language settings. Indeed, research into instructed learners has shown that older learners demonstrate a faster rate of learning (Munoz 2008, Myles 2011), and that an early start in school contexts has yet to provide substantial long term benefits. In contrast, studies of learner motivation within instructed settings have consistently found young learners to hold more positive attitudes, with learner motivation decreasing over time (Mihaljevic Djigunovic 1993; Nikolov 1999, Cable et al.
2010, McManus & Myles 2011).
Taking a person-in-context view of motivation (Ushioda 2009), this paper draws upon the findings of a longitudinal UK-based study of young learners of French during their transition from primary to secondary school. The findings of the study highlight the interdependence of individual and contextual age-related differences that influence learner attitudes and motivation, and their engagement with the language learning process. The paper argues that, in order to have a balanced debate regarding the most appropriate starting age for language teaching, it should be broadened to include a clear definition of the aims of language instruction, along with considerations of the interaction of cognitive, emotional and contextual factors that influence learner engagement as they move through the education system.
Keywords: language teaching, motivation, age