At least one foreign language should be compulsory

Dear Editor,
In the midst of a few controversies, the University of Guyana (UG) received some good publicity. The good news is that a donation of some 42 Spanish-titled books was made available by the Mexican Embassy to UG, and now officials are exploring the option of making foreign language a compulsory course for students.
Not a bad idea, but how about doing so at the school level – the earlier the better.
This is because learning a second language has huge benefits.
It has been shown that a second language enhances children’s cognitive development.
Children who learn a foreign language, beginning in early childhood, demonstrate certain cognitive advantages over children who do not.
Research conducted in Canada, with young children, shows that those who are bilingual develop the concept of “object permanence” at an earlier age. Bilingual students learn sooner that an object remains the same, even though the object has a different name in another language.
Additionally, foreign language learning is much more a cognitive problem solving activity than a linguistic activity.
Studies have shown repeatedly that foreign language learning increases critical thinking skills, creativity, and flexibility of mind in young children.
Students who are learning a foreign language outscore their non-foreign language learning peers in the verbal and, surprisingly to some, the math sections of standardised tests.
This relationship between foreign language study and increased mathematical skill development, particularly in the area of problem solving, points once again to the fact that second language learning is more of a cognitive than linguistic activity.
So my vote is that we push this foreign language thing and we make it compulsory.
For sure, Spanish is a good move, as we have many Spanish-speaking neighbours.
On another note where language is concerned, I was listening to a news brief and the education minister reiterated a global fact: proficiency in language is deteriorating.
For example, in Nigeria, the language problem is there and officials have even opined where the fault lies.
After some serious assessment, it was pointed out that students’ poor showing in many English examinations was because of the use of Pidgin English and poor spelling abilities.
The educators there then appealed to parents and teachers in particular to encourage students to cultivate the habit of speaking good English and taking English dictation and spellings at home and school right from the basic level.
In Guyana, we have this same kind of problem of improper language exposure.
Here, firstly and more abundantly, the Guyanese Creolese is what surrounds everyone. So with say Spanish coming on board, there will be more standard language indigence and this will help.
Sincerely,
Cynthia Greene