Opinions are often divided on whether students should acquire a language at a very early stage or concentrate on academic disciplines. This essay will closely examine both viewpoints before presenting my final thought.
On the one hand, proponents of incorporating language into curriculum from a very young age contend that early childhood education is optimal for language acquisition because students’ young brains, which are very flexible and responsive, allow them to easily integrate new linguistic patterns, vocabulary, and grammar compared to adults who have already gained a large quantity of knowledge. For instance, children commencing learning English from a young age often attain the outcomes more quickly and effectively, potentially eliminating future language hurdles.
On the other hand, some people who are opposed to this perspective emphasize the heavy academic load posed on students. Students have to gain insights into many abstract and obscure subjects such as mathematics, biology or chemistry which already stretch students’ time and efforts. Therefore, if they have to confront the challenge of a new language, they may face cognitive overload and hinder their academic performances, thereby not only adversely affecting their mental health but also creating an obstacle to their future due to poor educational success.
In my opinion, despite the significant advantage of learning language at a young age, I champion the opinion that language subjects should be better taught lately to reduce the academic burden on students, resulting in a better school achievement and mental health.