淺談兒童英語教育 – 迷思篇
Q1: Like other countries in the world, it is believed in Taiwan that it’s more beneficial to learn a second language when a child is very young. Would you please share your view with us on this based on your personal teaching experience?
如同其他國家，台灣大多數人都認為孩子越早學習第二外語越好，您的看法是?
A：As I mentioned earlier in one of the previous articles that there are advantages to learning English at an early age even tough, except for pronunciation, children are not as good at learning languages as older learners. There are cognitive advantages to learning and knowing a second a language. Children who are bilingual do better on problem solving tasks than children who are not bilingual.
雖然提早學習外語有許多好處，但是除了發音可以從小學習起之外，事實上當孩子年紀大一點時，反而更善於學習語言。學習及認識第二語言，確實有利於心智方面的發展，擁有雙語能力的孩子和單語能力的孩子相較，雙語能力的孩子在解決問題方面有較優異的表現。
In the past, the Critical Age Hypothesis served as the rationale for very early introduction of English instruction. The Critical Age Hypothesis basically tells us that children must learn English before a certain age (The Critical Period) or they will not be as successful later on. This hypothesis has proven not to be true. Individuals who study English at an older age are actually more efficient languages learners, except in the area of pronunciation. For pronunciation there is a clear advantage for children to start learning English, or any other language, at a very young age. Children who start learning English when they are very young have less trouble learning to pronounce sounds which do not exist in their home or primary language.
「語言學習關鍵期理論」過去被認為提前學習英語的基本理論，這個理論告訴我們孩子必須在某個年紀(關鍵時期)之前學習英語，否則將來的學習成就有限。這個理論後來被證實並非事實。
事實上，除了發音之外，比較有效的學習是在年紀較長之後發生的。就發音而言，孩子提早學習英語或其他語言的發音確實是有利的。從幼齡開始學習英語的孩子，比較容易發一些母語中不存在的音。
Children who have been in bilingual education programs often perform better on problem-solving tasks than children who haven’t been in bilingual programs. Children who achieve a high level proficiency in English and can be classified as bilingual, have regions of the brain which are more developed than their monolingual peers. Children who are bilingual have been shown to have more cognitive elasticity.
接受雙語教育的孩子往往比單一語言教育的孩子有解決問題的能力，那些英語學習成就高並在雙語教育下成長的孩子們，他們腦部的某些區域，比單一語言教育的同儕更為發達，也就是說，接受雙語教育的孩子腦部智力有更多元的發展。
Q2：Many parents believe that foreign teachers are better English teachers than Taiwanese teachers. What’s your view on this as a foreign teacher in Korea and other Asian countries? What are the benefits of foreign teachers and Taiwanese teachers?
許多家長認為外籍英語老師比中籍老師好，曾在韓國及其他亞洲國家任教的您有何看法? 外籍及中籍老師個有甚麼優點?
A：Recently, I conducted a study, in Korea where I asked if parents preferred native or non-native speakers of English to teach their children. Upon analysis and reflection it was revealed that parents of younger children preferred native English speakers because they felt that the native English speakers helped the children to acquire better English language pronunciation. However, parents of middle and high school teachers only trusted non-native (Korean) speakers of English to prepare their sons and daughters for the even important university English language admission tests.
近來我在韓國，針對家長對於外籍及韓籍英語老師的選擇意願進行了一番研究。分析的結果顯示，會傾向選擇外籍老師的兒童家長是因為他們認為外籍老師可以協助孩子學習正確的發音。然而，國高中生的家長卻相信只有韓籍老師才能幫助他們的小孩通過重要的大學入學考試。
Research has found that non-native speakers of English are generally better teachers of English as a foreign language than are native English speakers. There are a number of reasons for this. First, non-native speakers have gone through the process of learning English as an additional language and often have a better awareness of how the English language system works. Native speakers too often lack this detailed, analytical understanding of the rules and systems. Secondly, non-native speakers often have a better sense of the learners’ cultural background and are able to make sure that classroom activities are culturally appropriate. Finally, non-native speakers of English know from first hand experience the challenges that learners face and have discovered ways to overcome these challenges.
研究報告發現，一般而言，英語非母語人士與英語母語人士相較，非母語人士是比較好的外國語言老師。其中有幾個原因，第一：英語非母語的人曾歷經一段英語為外國語言的學習過程，且較能意識英語的語言運作方式，英語為母語的人通常缺乏對於英語語言系統及規則的了解。第二：英語非母語的人較能體會學習者的文化背景，因此較能確定教室中所採用的活動是符合學習者的文化背景。最後，英語非母語的人由於自身的經驗，比較熟知學英語時所面臨到的挑戰並且能找到方法克服。
In my opinion what matters the most is having teachers who understand the developmental and pedagogical needs of young learners. There are many native and non-native speakers who have received training and understand the needs of children. There are the individuals who should be in children’s classrooms. In addition, it is important that the teachers have a sufficient amount of English to be able to teach young children. However, it should be pointed out that research tells us that non-native speakers of English are better teachers of English than Native English speakers.
我個人認為最重要的，是要選擇一位了解孩子學習發展與教學法的老師，有很多英語系及非英語系的英文老師，受過足夠的師資訓練，也了解孩子的學習需求，他們才是孩子的英語教室裡所需要的人。此外，老師當然要有足夠的英語能力教導孩子。不過，我還是強調研究報告顯示，與來自英語系國家的老師相比，非英語系國家的老師反而是比較好的老師。
@ 本文節錄自 " Hello!! E.T" 56th期 (November, 2009)
