Most teachers mistakenly believe that the education of all children is the same, but in fact US scientists have shown that children learning foreign languages in different cultures will have different manifestations.
Cultural anthropologists have also shown that original American families and families from many other cultures have multiple ways of communicating (Heath, 1983). American children are accustomed to analytical, analytical style, while many children from other countries are accustomed to an inductive style. Children learning foreign languages in a variety of ways, as a rule, habits and especially because of the educational environment.
While in large cities, urbanized with a modern environment, children are fully developed in their knowledge and active learning programs, in suburban areas or places where facilities are not available physical education, teaching is done passively, through observation, attendance monitoring, and memorization (Rogoff, 1990) and non-core knowledge testing through examination which is based on evaluation during the learning process. Therefore, applying the same methodology to all children learning foreign languages is not appropriate.
In addition, some children are accustomed to learning from their peers from adults. Interested and taught by siblings or cousins, they learn silently in the presence of adults and have very little interaction with adults. At school, they may pay attention to what peers do rather than what teachers are saying.
Every children learning foreign languages has a different response and learning experience in school. Some outwardly-oriented children will learn the second language quickly. They do not worry about mistakes, but use limited knowledge to gain more knowledge from native speakers.
Other children are shy and calm. They learn by listening and observing. They say very little, for fear of making mistakes. However, research shows that both of these forms of learning can successfully learn foreign languages.
In a learning environment, behaviors such as concern and patience are very important. Because of the cultural differences, some children learning foreign languages may find cultural difficulties among individuals in the school. If the teacher is not aware of such cultural differences, their expectations and interactions with the child may be detrimental to the child’s learning.
Effective teaching for children requires a variety of teaching activities based on a variety of experiences. Many important educational innovations in today’s practice are drawn from experienced teachers who teach children from different cultures. Teachers should recognize that family experiences and family cultures influence the language and personality of the child. Children are more likely to react when teachers understand the values of their culture, which is difficult to integrate into the class, requiring the efforts of all members. .
The study of second language learning has shown that many misconceptions exist about how children learning foreign languages. Teachers should be aware of the misconceptions and realize that quick and easy solutions are not suitable for complex problems such as learning a foreign language. School-age children spend more time, more effort, and more effort to learn the second language.