1.

Learning the English language at an early age is essential for a child's

development. It helps them be more successful later in life and allows them
to explore new cultures. Learning the English language also creates many
opportunities for children, such as going on exchange programs or studying
abroad. 

One of the main benefits of learning a second language at an early age is that
children learn languages faster and easier. They have more time to learn, less to
learn, fewer inhibitions, and a brain designed for language learning. In short,
teaching your child a second language at an early age saves them from having
to learn a second language as an adult.

Children who learn a second language grow up to be expert problem-solvers

and creative thinkers. Their brains experience a constant workout from a young
age as they try to sort out which language to speak and when. Researchers have
found that in addition to enhanced problem-solving skills, bilingual children are
better at planning, conentrating, and multi-tasking. And, they score higher on
standardized tests.

One of the most exciting benefits of learning a second language at an early age
is being able to communicate with more people from different cultures. Children
who learn a second language will have incredible opportunities to travel around
the world and get to know other cultures.

The possibility of better pronunciation and fluency

2. Whatever the model, effective EYL programs are those that encourage interaction,
provide engaging activities, and build positive attitudes toward English language
learning
1. FLEX programs: Children receive short sessions in which they learn basic words or
phrases in one or more languages. The major goal of a FLEX program is to increase
children’s awareness of other languages and cultures and thus of their own. The
focus is on exploring or experiencing languages, rather than developing proficiency
in these languages.
2. FLES PROGRAM: children study one language as a regular school subject for up to
45 minutes a day, several times a week. The goal of a FLES program is to help
children develop listening and speaking skills in another language, as well as some
proficiency in reading and writing the language, especially in the later primary
grades (4–6)
3. IMMERSION PROGRAM: immerse children in another language by using that
language as the medium of instruction, at least for part of the school day. The goal
of these immersion programs is for children to develop functional proficiency in
another language without loss of the native language.
4. Dual-language or two-way immersion programs: The program may involve two
teachers, each speaking one of the languages, or one teacher who carefully uses
only the required language during each part of the school day. The goal of these
programs is additive bilingualism, wherein children become bilingual, bicultural,
and biliterate and retain their home or heritage language while they are learning
another.
 5. Transitional and maintenance bilingual programs: The goal of a transitional
bilingual program is to help children transition from their first language into the
language of schooling, usually after three years of bilingual instruction. Children
begin with more instructional time in their first language, learning to read in that
language, while they are also learning the new language.

3. Scheduling language classes too infrequently or in sessions that are too short
a. ■ Treating foreign languages differently from other subjects, rather than as
“valid academic subjects”
b. ■ Implementing a new program in all grades at the same time
c. ■ Failing to create program cohesion from primary to secondary grades
d. ■ Planning and scheduling foreign languages in isolation from the general
curriculum
e. Supplying inadequate or inequitable resources, especially access to
technology, with urban and private schools having greater access to both print
and digital materials