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Bilingual Learning for Young Children
- 1 Jingchu Institute of Technology
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Abstract
This study examines the impact of immersion education on the native language (L1) proficiency of adolescent bilingual learners. Immersion education, where most academic instruction is provided in a second language (L2), aims to foster bilingualism while achieving academic competence. However, there are concerns about the effect of this educational model on learners' L1 development, particularly during adolescence—a critical period for cognitive and academic language growth. Drawing from existing research on bilingualism and immersion education, this paper explores the balance between L2 acquisition and L1 maintenance. It emphasizes the role of home language support, school environment, and broader sociocultural contexts in shaping language outcomes. The findings suggest that while immersion programs are effective in promoting L2 proficiency, they may lead to a decline in L1 academic skills unless deliberate efforts are made to support L1 development. Key factors influencing L1 maintenance include the amount of L1 exposure, parental and community support, societal attitudes towards bilingualism, and specific classroom practices that integrate L1 use. This study underscores the importance of balanced bilingualism, where both L1 and L2 are valued, and provides practical implications for educators and policymakers to create supportive environments for adolescent bilingual learners.
Keywords
bilingual learning, parents, gesture.
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Cite this article
Xia,Y. (2024).Bilingual Learning for Young Children.Communications in Humanities Research,63,8-13.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
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Volume title: Proceedings of 3rd International Conference on Interdisciplinary Humanities and Communication Studies
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