Optimistic outcomes and considerable limitations would both be discussed in this article, and reasonable suggestions would be given in promoting the negative influences leaning in the positive direction when facing the policy of earlier nurture of the bilinguals prior to their secondary education.
On the one hand, a wider range of second language acquisition realised among pupils schooled in their primary studies gives rise to a larger possibility of fostering talented expert in fluently transforming two languages. It is hardly far-fetched to imagine that how this situation would bring the contributions to both the individuals and the whole society. Men with the ability in understanding and translating two languages, especially those dominant in the global arena, would be highly welcomed in today’s employments, since they generate the potential of making profits in a larger number of international trading markets and save enormous costs and manpower during the communication with partners speaking another language. To the society, the huge benefit of this would be to promote more information interchanges in terms of economy and culture. Whereas delaying the second-language education would to a large extent weaken this trend, since students involving this in their juvenile period would be too mature in their mother tongue to swiftly transform their logic in mastering a foreign language and miss the perfect timing acquiring other languages.
Side effects are also manifest when children get access to the unfamiliar linguistic data prior to their middle school. An abundance of studies and excavations have already proved that intellectual advances may be witnessed during the second-language schooling in one’s early years, since they are practicing frequently and widely in processing the different information in both the source and target textual resources, speeding up the brains in reactions to specific data correlations. Students in this cohort may typically not produce more achievements than do those starting this activity later, but are more likely to become smarter when given a larger quantity of training.
The only concern of this is the qualification of teachers. Participants occupying the elementary education may generally lack the expertise in giving an orthodox second-language output and educational methodology, which leads to the misguiding or misconception of linguistic knowledge acquired by the next generation in their early years. The disparity may also emerge when students are put together with multiple standards of this acquisition after they go to secondary schools. Nevertheless, related regulations may launch afterwards, in certificating teachers in this area, or introducing certain systems to ensure the overwhelming educational satisfaction.
To sum up, fostering a sufficient talent database of bilingualism requires the in advance schooling in the primary education, whilst the quality of the staff in handling this should be strictly censored and promoted.
