Does Early Foreign Language Learning Come at the Expense of One's First Language and Cultural Identity?

 Abstract

The wisdom of starting English education at the preschool or elementary  level has recently been called into question. Unfortunately, many misconceptions regarding early language learning are widespread and too often are even promoted by well intentioned, but misinformed opinion makers in Japan. Evidence countering two of the most prevalent misconceptions: 1) that early English language learning can hinder Japanese language development, and 2) that it can threaten Japanese identity will be presented using data from the English Immersion Program at Katoh School in Numazu, Shizuoka.

Profile

Mike Bostwick currently serves as Director of the English Immersion Program K-12 at Katoh Gakuen and has directed the development of the program from its beginning in 1992. He also serves as Vice Principal of Gyoshu Junior & Senior High School. During his 30 years of experience he has taught at almost every level (K - college) in both the USA and Japan. He earned his doctorate in Applied Linguistics from Temple University, Japan. Since the immersion program’s inception he has spoken and published widely on immersion education and been active in promoting research of immersion education and immersion teacher training in Japan.