By: Esmeralda, English teacher
Natural sciences were the first field that introduced the term critical period, by the definition of limited progress of a behavior or skill. (Pinter 2011:49) Said in another way, an individual should try to learn many things before or during the critical period before learning becomes a very difficult process. The first research were done to prove whether this critical period exists during the process of learning the first language, or not. Facts, (Curtiss 1977, Mayberry 2002) proved this theory to be true, so the main focus moved to second language learning.
This topic’s research were more complicated, and the debates about it are still unsolved and unfinished. According to Hakuta 2003, the critical period of second language learning is the period in which the individual finds it impossible to take the new information given. As studies show, the critical period varies from the fourth year of life to the fifteenth, which makes this topic, even more, arises many questions. On this point, even the existence of a critical period becomes debatable. Based on Piaget’s stages of cognitive development, researchers who support this theory state that the age of seven is a common point for a critical period to happen. In his stage theory of cognitive development, Piaget stresses that a child progresses in a given number of stages. That theory explained that for every child to develop properly must undergo each stage in a fixed order (Piaget 1959). Sensory-motor stage, pre-operational stage, concrete operational stage, and formal operational stage are the four stages of the stage theory.
For example, during the first two stages, the children develop imitating and repetitive habits. They learn to become more egocentric and also learn to deal with one aspect of the task at different times. The most important stage of development, seen in the context of the critical period, is the pre-operational stage. As explained by Piaget, during this stage, the child’s world is one-sided, or egocentric. In the process of learning new things, children use intuition. As Piaget (1959:75) states, the age of seven is the period in which children develop logical thinking and the skill to face more than one aspect of a duty at a time. Adding to that, a child at the age of seven gains the ability to reason and loses the egocentric point of view.
According to Pinter 2011:11, in the point of view of second language learning means that a young learner needs understandable instructions, easy problem-solving activities, and activities that will keep them interested. These types of activities mentioned before, help a learner develop his/her ability to learn a second/foreign language. Piaget’s theory and CPH (Critical Period Hypothesis) are two of the most researched and known approaches.
On the other hand, there is a considered number of critics given on their behalf, for the simple reason of the varieties shown from the studies done about the critical period. On the other hand, the lack of proof about this period’s existence does not make it easier to prove that it exists. Even though the discussions about the critical period have not given conclusions, most of the researchers do still believe that age is a key element when it comes to the connection children have with the process of second language learning.
Bibliography
Hakuta, K., Bialystok, E. and Wiley, E. 2003. Critical evidence: a test of the Critical
Period Hypothesis for second language acquisition. Psychological Science.
Piaget, J. (1959). The Language and thoughts of the child.
Pinter, A. (2011). Children learning second languages.