HAVING lived in Singapore for many years, I found that the complex linguistic environment here is not propitious to the learning of any language in early childhood to a level akin to that of a native speaker. This is unfortunate as it results in a population that is not considered highly fluent in any language, save for a few that have a natural gift for it.

It has also resulted in the mixing of languages in a Creole-like manner that is not in line with original government policies of maximal bilingualism, not to mention the bane of language purists.

Research in linguistics has shown that there is a window phase in children whereby language acquisition is attained very quickly. If this critical window period is passed, any language learnt thereafter will be consigned to the status of the child's 'second language' and mastery will not be as high as the first language.

However, it has also been shown that a good command of a first language greatly aids and facilitates second language acquisition.

It is therefore my suggestion that second language learning in schools be held off until the child is in his teens, like in many European countries. I know of many Europeans that can converse in English as a second language fluently even though they learnt it in their teens.

Ruvin Nair

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