Each child is born with the ability to both communicate and learn many different languages. Research consistently shows the benefits given to children who are exposed to a second language and the specific ways in which the second language learning positively impacts their potential.
Children who learn a second language in settings where they are simultaneously able to learn both their mother tongue and a new second language have many linguistic and cognitive benefits.
The effects and benefits of second language acquisition are long lasting and include the following:
Children who learn a second language in settings where they are simultaneously able to learn both their mother tongue and a new second language have many linguistic and cognitive benefits.
The effects and benefits of second language acquisition are long lasting and include the following:
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Bilingual children are better able to focus their attention on relevant information and ignore distractions. Executive functioning, used for planning, judgment, working memory, problem-solving, and staying focused on what’s relevant is stronger in bilinguals. During speech, both languages are active, and the brain has to work to suppress one language while the other is being used. Bilingual children in dual-immersion schools have been shown to score higher on both verbal and math standardized tests conducted in English and also display stronger logic skills. |
Bilinguals have increased mental flexibility and creativity. When a child learns that there is more than one word for an object, it stretches her mind in new ways, producing greater mental flexibility and creativity by creating two windows through which the world can be viewed. Lev Vygotsky stated that “bilingualism frees the mind from the prison of concrete language and phenomena." The brain's effects of aging are diminished in bilingual adults. Understanding another language may decrease the incidence of Alzheimer's disease in later years. |
How does the brain learn language? What is importance of the mother tongue?
Language development doesn't begin at birth--it starts in the womb. Research has shown that babies can recognize and begin mapping the sounds of their mother’s voice while still in utero. By the third trimester, the rhythm, melody, and tone of her language begin to shape the baby’s early understanding of speech. This early exposure plays a powerful role in laying the foundation for language development after birth.
From birth onward, children use language to express their thoughts, emotions, and needs. A strong foundation in their first language--their native language or "mother tongue"--is critical. It not only supports later reading and academic success but also helps children make sense of their environment, form relationships, and build complex thoughts and concepts.
The mother tongue is more than just a tool for communication; it's deeply tied to a child's sense of identity. It helps them connect with their parents, family members, friends, and cultural heritage. As they grow, it becomes the anchor that supports learning additional languages and navigating the world with confidence.
When do children begin to learn a second language at Cambridge?
At Cambridge, second language learning begins the very first day your child joins our school. While we remain firmly rooted in supporting and honoring each child’s mother tongue--the foundation of identity, emotional security, and cognitive development--we also believe that early and consistent exposure to a second language is key to becoming confident, competent bilingual learners.
Our approach is intentional and responsive. In the Infant Program, children are gently introduced to a second language in a nurturing 90:10 ratio of mother tongue (MT) to second language (SL), ensuring that emotional connection and comprehension stay strong. As children grow, we gradually increase second language exposure in balance with their developmental readiness. For example, our Rising Threes may engage in a 50:50 MT:SL environment, while Pre-K students often thrive with a blend closer to 80:20, depending on their start date, linguistic curiosity, and natural aptitude.
Language development is not one-size-fits-all. We tailor instruction to meet each child's unique strengths, needs, and interests, making sure that both languages are acquired joyfully and meaningfully. Our goal is not only fluency, but a lifelong love of communication, culture, and connection.
Our approach is intentional and responsive. In the Infant Program, children are gently introduced to a second language in a nurturing 90:10 ratio of mother tongue (MT) to second language (SL), ensuring that emotional connection and comprehension stay strong. As children grow, we gradually increase second language exposure in balance with their developmental readiness. For example, our Rising Threes may engage in a 50:50 MT:SL environment, while Pre-K students often thrive with a blend closer to 80:20, depending on their start date, linguistic curiosity, and natural aptitude.
Language development is not one-size-fits-all. We tailor instruction to meet each child's unique strengths, needs, and interests, making sure that both languages are acquired joyfully and meaningfully. Our goal is not only fluency, but a lifelong love of communication, culture, and connection.
How Do We Introduce Spanish in the Classroom?
Parents often ask how we introduce a second language like Spanish to young children, and the answer is simple: the same way they learn their first--through joyful, natural experiences. You won’t walk into a Cambridge classroom and find children drilling vocabulary or conjugating verbs. Instead, you’ll hear singing, see storytelling, and watch children engaged in playful conversations with their teachers and peers.
Our approach is rooted in connection and curiosity. Teachers use songs, books, movement games, and everyday interactions to immerse children in Spanish in a way that feels meaningful and fun. Whether they’re reading a beloved picture book, counting ingredients for a pretend soup, or talking about a butterfly they spotted on the playground, children are soaking in rich vocabulary and developing real communication skills.
Language learning at Cambridge is woven into the fabric of the day--not limited to a “Spanish time” or lesson block. These daily, cumulative experiences support listening comprehension, expressive language, and confidence in both English and Spanish.
By the time our students complete five years in our program, many become comfortable and competent in both languages. And no matter how much second-language exposure you choose for your child, we’ll ensure that they’re supported in reaching their learning and developmental milestones across all domains.
Our approach is rooted in connection and curiosity. Teachers use songs, books, movement games, and everyday interactions to immerse children in Spanish in a way that feels meaningful and fun. Whether they’re reading a beloved picture book, counting ingredients for a pretend soup, or talking about a butterfly they spotted on the playground, children are soaking in rich vocabulary and developing real communication skills.
Language learning at Cambridge is woven into the fabric of the day--not limited to a “Spanish time” or lesson block. These daily, cumulative experiences support listening comprehension, expressive language, and confidence in both English and Spanish.
By the time our students complete five years in our program, many become comfortable and competent in both languages. And no matter how much second-language exposure you choose for your child, we’ll ensure that they’re supported in reaching their learning and developmental milestones across all domains.
What if my child doesn't seem to want to learn a second language?
At Cambridge, learning is always fun, challenging, and rewarding. Teachers of young children understand that children communicate their knowledge using the safest method possible. This may mean children use the language spoken at home, the second language, or a mixture of both. We recognize that there will be children who are more interested in speaking and learning in their mother tongue - however, this does not mean they are not gaining knowledge in the second language. Children often show their abilities when they feel confident in their learning process. Those children who do not yet communicate in the second language are always learning - but display their competence at varying times in their development.
We know that children are easily persuaded when the learning experience is unforgettable, meets them where they "are" developmentally, and provides them with a feeling of personal accomplishment. As with all of our learning experiences, we focus on the individual child's developmental needs first and create provocations and experiences to help promote the acquisition of the second language in tandem.
Typically, once an English-speaking child has attained sufficient vocabulary in English, children will begin to add in the second language and speak it more readily and openly as their confidence deepens and builds.
We know that children are easily persuaded when the learning experience is unforgettable, meets them where they "are" developmentally, and provides them with a feeling of personal accomplishment. As with all of our learning experiences, we focus on the individual child's developmental needs first and create provocations and experiences to help promote the acquisition of the second language in tandem.
Typically, once an English-speaking child has attained sufficient vocabulary in English, children will begin to add in the second language and speak it more readily and openly as their confidence deepens and builds.