Learning a second language at nursery school age 

There are many opinions and theories on this topic but the answer to the question "does the mother tongue and the development of children suffer when they learn a second language at nursery school age?" is basically "no" because the very opposite is the case. Bilingual lessons do not only promote concentration but multilingual children are in the long run also cognitively more capable and more tolerant of other languages and cultures.

An early bilingual education at pre-school age does provide a child with an important basis and optimal prerequisite for subsequent language training in school. Since small children learn other languages more easily than adults acquiring them unconsciously just as they do their mother tongue, it is a good idea to start language instruction as early as possible. As a rule learning other languages is most successfully in the long run. Until about the end of the 3rd year children can learn several languages simultaneously. Thereafter learning languages is generally sequential or one after other. From 10 years of age on one generally does not learn other languages accent free.

Well trained teachers are of course a prerequisite for optimal language instruction. Casual and playful access and employment of a language should be joyful and raise children's interest in the language. The creation of a stimulating atmosphere while learning the language enables children to experience and absorb the language with all the senses. Joy while hearing, speaking, understanding and recognizing foreign terms, phrases, words and songs is a prerequisite for successful language instruction.

Social niches like bilingual kindergardens or schools give children a signal chance to profit from the opportunity they provide to learn other languages outside the familial environment.

For further consideration: 

Krashen, S. (1981): Second Language Acquisition and Second Language Learning, Oxford 1981

Piaget, J. (1968): La naissance de l‚intelligence chez l‚enfant, Neuchâ tel, Englisch: On the Development of Memory and Identity, Worcester, Mass. 1968. Deutsch: Das Erwachen der Intelligenz beim Kinde, Stuttgart 1975

Vygotsky, L.S. (1962): Thought and Language, Cambride, Massachusetts. Deutsch: Denken und Sprechen, Frankfurt am Main.

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