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CRITICAL PERIOD HYPOTHESIS: WHAT IS IT?
CRITICAL PERIOD HYPOTHESIS: WHAT IS IT?
Critical Period Hypothesis (CPH) is the hypothesis that, due to genetics and biological structures, we can only acquire certain abilities or skills at specific points, or 'critical periods,' in our development (Lightbown & Spada, 2021). It is impossible, or incredibly difficult, to acquire skills beyond the critical period in which we are supposed to have learned them. (Lightbown & Spada, 2021).
SEcond Language Learning
SEcond Language Learning
In second language learning, CPH refers to the idea that a person cannot successfully achieve a high level of proficiency in a second language if they begin learning it later in life (Lightbown & Spada, 2021). Although they will be able to learn the basics of the new language, the fact that they began their studies beyond the critical period will ensure that there are some aspects of the language that they will never be able to master (Patkowski, 1980). As evidence of CPH, many studies have pointed out that older learners often speak with "a noticeable 'foreign accent'" while those who began learning a language as children usually do not (Lightbown & Spada, 2021, p. 98). However, the existence of a critical period does not mean that older learners cannot successfully learn and use a new language!
Below is a short quiz. Click on the link to learn more about the history of CPH!
Is it too Late?
Is it too Late?
No one can say for certain whether a critical period for learning a second language exists, or at what point in development this period would end (Lightbown & Spada, 2021). Some researchers have argued that the critical period ends "somewhere around puberty", others believe that it stops earlier, and some studies have shown evidence that language learning abilities can begin to decline during late adolescence (Lightbown & Spada, 2021, p. 98; Hartshorn et al., 2018). Many researchers do not believe that a critical period exists at all! And others still argue that there are multiple critical periods for different aspects of language learning (Lightbown & Spada, 2021).
Throughout this website, I will argue that, regardless of whether CPH is true, a learner's age will not impede their ability to successfully use a second language. However, age and other factors can affect how one learns a second language. Researchers who argue for CPH believe that, during critical periods, innate biological structures contribute to language development (Lightbown & Spada, 2021). Therefore, if a critical period for language learning exists, those who begin learning later in life cannot depend on genetic factors to help them with language acquisition. Rather, older learners will make use of the general learning abilities and skills they have already developed (Lightbown & Spada, 2021). Although some researchers may argue that these learning skills are not as effective as "innate capacities" for language acquisition (Lightbown & Spada, 2021, p. 97), I believe that your age should not stop you from learning a second language.
If you would like to know more about the implications of CPH in language teaching, please visit the other pages of this website!
Quiz!
Quiz!
Follow the link below for a short quiz designed to help you better understand CPH!
Discussion!
Discussion!
Based off what you have read so far about Critical Period Hypothesis, how would you answer the following prompts?
Do you think age is an important factor to consider in language learning? Do you think a person's age should stop them from learning a second language?
Why do you think so many researchers disagree over CPH? Why does it matter if a critical period for language learning exists?
Why do you think that researchers point to older learners who have an 'accent' in their second language as evidence of a critical period for language learning?
my experience
my experience
Hello! My name is Tatiana Evangelista, and I am passionate about learning languages! I am an undergraduate student at McGill University, and I am currently studying to complete a Bachelor of Education in Teaching English as a Second Language (TESL).
I speak English as a first language, and French and Italian as second languages. I began learning French at a very young age, but only started studying Italian at 16 years old. Although I am not a researcher in second language acquisition, I do not think that the age at which I began learning Italian noticeably impacted my language development or proficiency level. I was able to work on my language skills by practicing often, exposing myself to input in French and Italian, and using general learning strategies to help me see patterns and make connections in my second languages.
I had heard of CPH, along with the idea that children should begin learning a second language as early as possible, prior to beginning my studies in Italian. Being exposed to these ideas made me feel discouraged about learning another language. I initially thought that studying Italian was useless if I would never be able to achieve high proficiency in it. However, I still felt incredibly motivated to learn, and I can now easily read, write, and hold a conversation in my target language. I believe that no one should stop themselves from learning a second language due to their age, and I hope to convince others to not give up!
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