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Over the years, much research has been done on the cognitive benefits of second language learning. There are no secrets about the multitude of advantages of exposure to additional languages, cultures, and ways of life. However, at the same time, adequate literature does not appear to exist on the psychological impacts, namely the possible harm to our youngest learners. As toddlers may already struggle with expressing themselves in their native tongue, insistence on communication in an entirely different and foreign language can be perceived as stressful (many of these schools welcome learners as early as 18 months old).
Language immersion schools often appear to develop from grassroots origins. For instance, not unlike homeschool collectives, a group of French immigrants may desire native language instruction for their children now living in the United States. Slowly, a cohort of a dozen families may expand to a full-fledged school of hundreds. Unfortunately, as with many private schools in the U.S., a corporate mindset and questionable administration can quickly supplant noble intentions. Furthermore, very little outcome data is available on the long-term success rates of such small schools.
As it turns out, some parents are so desperate for early child care that they put their child with speech and/or other developmental delays in language immersion programs without the specialty aids or caregivers that could help them. These children may sometimes lash out violently at teachers and other students, and schools motivated by tuition dollars allow these students to remain. For ethical reasons, it is common practice for schools to decline admittance to students requiring additional assistance if they cannot provide it; some schools do not make the ethical choice.
To learn more about how other countries handle dual-language programs, I had the unique privilege of touring three private schools in Switzerland, a country with four official languages. Over a decade ago, I was deeply impacted by an article written in this very publication by Professor Emeritus Dr. Darcia Narvaez of my graduate school alma mater. She wrote briefly but importantly about the Swiss approach to children and families. As such, I needed to learn more, and serendipitously, the opportunity presented itself this summer to do just that. A good friend from graduate school was touring schools for her son and allowed me the privilege of coming along.
First, we toured a French Catholic school in a restored historic building near Geneva. Second, we toured a British school in a stunning vineyard region overlooking Lac Léman. Third, we spoke with the admissions team of an international school. What was most astounding across all three schools was a common thread: nurturance. All schools discussed in detail the care and genuine affection they felt toward their pupils. They discussed teaching pedagogy, ways of instilling a sense of belongingness and community. Bullying prevention trainings were completed by every single staff member down to sanitation crews. Teachers and staff were involved; they watched and engaged with the children.
Regarding language learning, these schools favored a much gentler, holistic approach. The British school integrated daily periods of French learning that increased over time as children matured. The French school, of course, was for native French speakers in the region but welcomed immigrants with additional language support to help students connect with their peers. The international school favored a fascinating bilingual model with alternating days of French and English. There was also an “English-only” stream for students wanting to slowly learn French during class periods at school.
As we diligently pored over the materials of all of these schools, it was incredible to see the emphasis on a holistic balance that supported children and families. Buses to help families struggling with transportation, high-quality locally grown food to nourish growing minds, and ample exposure to fresh air through daily play and field trips to gardens and museums.
Research has shown that language immersion schools in the United States can have a multitude of problems, including a lack of quality faculty and support. Fellow Psychology Today blogger Dr. Dona Matthews (2023) wrote a thought-provoking article on the drawbacks of language immersion, including student boredom, lack of challenge, and over-emphasis on one language at the exclusion of other experiences. In an illuminating article by Parra and colleagues (2014), it was actually found that elementary-age students in language immersion “experienced clear psychological effects like anxiety and depression symptomatology, anger, school phobia, and eating and sleeping difficulties.” Unfortunately, though, essentially no research exists on our youngest learners.
While not all parents possess the privilege of educational choice, there are many who have the opportunity to weigh the pros and cons of STEM-based schools, religiously affiliated institutions, liberal arts charter schools, and more. These are certainly heavy decisions to make. But if the Swiss taught me one thing, it’s that the people and heart of an institution matter the most.
