Disadvantage to Pre-school Children Learning a Foreign Language

Abstract

—in Iran learning English as a second language (ESL) in early childhood has become almost widespread. Parents of children choose to expose their children to English language learning at a very young age before they begin elementary education (Dabestan), at the level of phonology as well as the realm of vocabulary. Based on observations of Persian preschool learners of English as well as parental reports, we will focus on identified types of problems they might experience after they begin formal schooling. Children's experience and familiarity with the English sounds and vocabulary may lead to some negative consequences for the learning and development of Persian in schools. Based on observations of Persian preschool learners of English as well as parental reports, we will focus on identified types of problems these children might experience after they begin formal schooling. The researchers explained some cases in which children made a Persian error due to the direct influence of the information from English. We now turn to a discussion of four main negative effects of second language on first language acquisition. There are also some reasons why it might be disadvantageous, including language interference (mixing language), foreign accent, and additional effort for children, cultural discrepancies, when is the best time to start. Moreover some preschool children do not possess the aptitude or desire to learn a second language, and therefore, forcing them to learn it, may be unwise.