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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.

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?

A：Recently, I conducted a study 翻譯公司 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.

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 翻譯公司 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.

近來我在韓國，針對家長對於外籍及韓籍英語教員 翻譯選擇意願進行了一番研究 翻譯社分析的成效顯示，會偏向選擇外籍老師的兒童家長是因為他們認為外籍教員可以協助孩子進修正確的發音。但是，國高中生的家長卻相信只有韓籍先生才能幫助他們的小孩經由過程重要的大學入學考試。

Caroline Teresa Linse 美國哈佛大學教育碩士及博士

我個人認為最重要的，是要選擇一名了解孩子進修發展與教學法的老師，有許多英語系及非英語系的英文老師，受過足夠的師資訓練，也了解孩子的進修需求，他們才是孩子的英語教室裡所需要的人。另外，老師固然要有足夠的英語能力教訓孩子 翻譯社不過，我照樣強調研究敷陳顯示，與來自英語系國家 翻譯先生比擬，非英語系國家的先生反而是比力好 翻譯教員。

@ 本文節錄自 " Hello!! E.T" 56th期 (November, 2009)

接管雙語教育的孩子常常比單一說話教育的孩子有解決問題的能力，那些英語進修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，比單一說話教育 翻譯同儕更為蓬勃，也就是說，接受雙語教育 翻譯孩子腦部智力有更多元的成長。

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 翻譯公司 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.

外師好?照舊中師好?

與大師對談 Language Learning and Teaching

淺談兒童英語教育 – 迷思篇