The Science of Early English Learning: Cognitive and Linguistic Advantages for Non-Native Speakers

In investigating the linguistic and cognitive advantages of early English language learning and its implications for non-native speakers, this study also considers the efficacy of English instructional approaches. By employing current theoretical frameworks for language acquisition—including statistical learning, sociocultural perspective, and neurocognitive development—the research specifically examines how early experiences with English affect subsequent vocabulary development, grammar accuracy, pronunciation, and cognitive functions such as executive control, memory, and problem-solving. The primary research design for this study was quantitative and descriptive/correlational. Palys and Moser (2009) provided guidance for the examinee to examine the relationships and possible differences between age of first English exposure and developmental outcomes. As established standard research protocol, all data were collected through a questionnaire survey in structured format and administered to parents and teachers of a sample of 150 non-native English-speaking children ages 3-7 years, whom were enrolled in early childhood education programs that involved English instruction. The questionnaire included measures of linguistic competence and cognitive abilities based on responses to a five-point Likert scale, which was validated by an expert panel and pilot study to ensure population appropriateness. The reliability of the questionnaire was assessed using Cronbach’s alpha and assessed the construct validity through correlation analysis of theoretically related variables. Data was analyzed using SPSS version 26 which consisted of descriptive statistics, correlated analysis and reliability analysis. Findings determined children with early exposure to English demonstrated better overall linguistic skills (e.g. vocabulary, grammar accuracy, near-native pronunciation) and greater cognitive outcomes (e.g. memory retention, executive function and abstract reasoning ability). The study concludes with implications about early exposure, structured interaction English lessons, immersive language experiences, and parental support are important elements of language instruction programming for all children. Also, the need for a standard curriculum to meet instructional needs (language development) is necessary. Additionally, the implications for longitudinal research for language acquisition measures for non-native learners is also provided in the study.