IELTS Writing Task 2: Should Second Languages Be Taught in Primary School?

Opinions differ as to whether young children should study a foreign language or focus exclusively on their mother tongue. In my view, introducing a second language in the early years of primary school is highly beneficial, provided it is implemented in a balanced and age-appropriate way.

Those who oppose early foreign-language instruction often argue that it may confuse children or slow the development of their first language. They worry that limited classroom time will be spread too thin, preventing pupils from acquiring strong literacy skills in reading and writing. For example, in some under-resourced schools, even basic numeracy and native-language literacy are not fully secure by the end of primary education, so adding another subject could seem unrealistic or even counterproductive.

However, research in linguistics and psychology suggests that young children are particularly receptive to new sounds and structures. Starting early takes advantage of this "critical period", allowing pupils to develop natural pronunciation and listening skills that are difficult to obtain later. In many European countries, such as the Netherlands or Sweden, foreign languages are introduced from the first years of schooling, and students typically reach a high level of fluency without any apparent harm to their competence in their mother tongue.

Moreover, learning another language from an early age can enrich rather than undermine first-language development. Activities such as songs, storytelling and simple games can draw children’s attention to how language works in general, making them more aware of grammar, vocabulary and meaning. This kind of metalinguistic awareness can support reading and writing in their native language. The key is that second-language lessons should be short, playful and well-integrated, not exam-driven or overly formal.

In conclusion, I strongly agree that a foreign language should be taught from the first years of primary school. When carefully designed, such programmes complement, rather than compete with, the mastery of a child’s first language and provide long-term academic and cultural advantages.