AGE AND ACCENT: RE-EVALUATING EARLY CHILDHOOD ENGLISH LANGUAGE ACQUISITION
Keywords:
early learning, sociolinguistics, foreign learners, neurobiology, metacognitive skills.Abstract
This article investigates whether early childhood is the optimal period for English language acquisition, with a focus on the Critical Period Hypothesis (CPH), neuroplasticity, and socio-developmental factors. Although young learners benefit from increased neuroplasticity, enhanced phonological acquisition, and implicit learning environments, empirical research shows that older learners and adults possess advantages in cognitive capacity, metalinguistic awareness, and structured, goal-oriented learning. By examining the relationship between age, exposure quality, and pedagogical methodologies, the analysis demonstrates that early childhood provides notable advantages for native-like fluency and accent acquisition. However, age alone does not ensure language mastery. Instead, continuous exposure, interactive pedagogical environments, and sustained motivation are the primary determinants of successful language acquisition across all age groups.
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