THE ADVERSE EFFECTS OF LEARNING FOREIGN LANGUAGES AT AN EARLY AGE ON KAZAKH CHILDREN

Abstract. The growing trend of early foreign language learning in Kazakhstan reflects global educational priorities; however, its potential negative impact on children’s native language development remains underexplored. This article examines the possible disadvantages of introducing a foreign language at an early age among Kazakh children, particularly in contexts where the first language has not yet been fully established. Drawing on recent studies in psycholinguistics and bilingual education, the paper analyzes issues such as reduced vocabulary development, slower lexical access, and language interference. Special attention is given to the sociolinguistic situation in Kazakhstan, where the Kazakh language already coexists with Russian, and the early introduction of English may intensify linguistic competition. While acknowledging certain cognitive and social benefits of early bilingualism, the study argues that these advantages are conditional and do not always lead to long-term academic success. The findings suggest that premature foreign language instruction may hinder the full development of the native language and complicate overall linguistic competence. Therefore, the article emphasizes the importance of establishing a strong foundation in the first language before introducing additional languages and calls for a more balanced and context-sensitive approach to language education.

Keywords: early foreign language learning, bilingualism, native language development, Kazakh language, language interference, vocabulary development, multilingual education, Kazakhstan education system.

In recent years, early foreign language learning has become increasingly widespread in Kazakhstan, reflecting global educational trends and the growing importance of English as an international language. Many parents and educators believe that introducing a foreign language at an early age provides children with better future opportunities and cognitive advantages. As a result, English is often taught to children even before they have fully developed proficiency in their native language.

However, this tendency has raised important concerns among researchers and educators. The premature introduction of a foreign language may negatively affect the natural development of a child’s first language, especially in the context of Kazakh-speaking children. The native language plays a crucial role in shaping cognitive abilities, cultural identity, and communication skills. When children are exposed to a foreign language too early, without a solid foundation in their mother tongue, it may lead to language interference, limited vocabulary development, and confusion in linguistic structures.

Moreover, in Kazakhstan’s multilingual environment, where Kazakh and Russian already coexist, the addition of English at an early stage may further complicate the linguistic development of young learners. This situation requires careful consideration of the balance between promoting multilingualism and preserving the integrity of the native language.

Therefore, the purpose of this study is to examine the potential negative effects of early foreign language learning on Kazakh children, particularly focusing on the development of their native language. The study aims to analyze the challenges associated with early exposure to a foreign language and to highlight the importance of establishing a strong linguistic foundation in the mother tongue before introducing additional languages.

In recent years, early foreign language learning has been widely promoted as a beneficial educational practice; however, a growing body of research suggests that it may also have certain disadvantages, particularly when a child’s first language has not yet been fully developed. One of the key concerns highlighted in psycholinguistic studies is the difficulty in lexical access among early bilinguals. Pelham and Abrams (2014) found that individuals who acquire two languages from an early age often demonstrate slower word retrieval compared to monolingual peers, a phenomenon described as “deficits in lexical access.” This indicates that early bilinguals may require more time to recall and produce words, which can negatively affect fluency and overall language performance (Pelham & Abrams, 2014). Such findings suggest that dividing linguistic input between two languages may reduce the level of automaticity in language processing, especially during the early stages of cognitive and linguistic development. Another significant issue relates to vocabulary development. Research conducted by Babayiğit et al. (2022) demonstrates that bilingual children tend to have a smaller vocabulary in each individual language compared to monolingual children. This is explained by the concept of input division, whereby exposure to two languages limits the amount of linguistic input received in each one (Babayiğit et al., 2022). As a result, vocabulary growth may occur more slowly, which can have broader academic consequences. In particular, the study found that limited vocabulary size is closely linked to weaker reading comprehension skills, an essential component of academic success (Babayiğit et al., 2022). This is especially relevant in school contexts, where language proficiency plays a crucial role in understanding subject content and participating effectively in classroom activities. Furthermore, several longitudinal studies emphasize the importance of a well-developed first language as a foundation for learning additional languages. Research conducted in primary school settings has shown that proficiency in the native language strongly predicts success in acquiring a foreign language (Unsworth et al., 2019). In other words, children who have not fully developed their first language may face greater difficulties when learning a second or third language. This issue becomes particularly significant in the context of Kazakhstan, where the Kazakh language already coexists and, to some extent, competes with the Russian language in many social and educational domains. In such a multilingual environment, the introduction of English at an early age may further intensify this competition, potentially weakening the position of the native language and limiting children’s opportunities to fully develop proficiency in Kazakh. Additionally, evidence suggests that any early advantages associated with bilingualism tend to diminish over time. For example, longitudinal data indicate that initial differences in language performance between early bilinguals and their peers often decrease by the middle primary school years, suggesting that early exposure does not necessarily lead to long-term superiority (Unsworth et al., 2019). Moreover, early foreign language learning may contribute to linguistic interference, particularly in environments where multiple languages are used simultaneously. Children exposed to several languages at a young age must navigate different grammatical systems and vocabularies, which can increase cognitive load and lead to confusion between languages. This interference may manifest in the form of grammatical errors, mixing of language structures, and unstable language competence. While such phenomena are a natural part of bilingual development, they may become problematic if the child’s native language has not yet been firmly established. In addition, recent longitudinal research has challenged the widely held belief that an earlier start automatically results in better outcomes. Studies tracking learners over extended periods have shown that early advantages do not always persist and that learners who begin studying a foreign language at a later stage can achieve equal or even higher levels of proficiency, particularly in grammar and structured language use (Zhang, 2026). These findings highlight the importance of factors such as the quality of instruction, learning environment, and the level of development of the first language, rather than age alone. Overall, the existing body of research suggests that early foreign language learning is not universally beneficial and may, under certain conditions, have unintended negative effects. While it can offer potential advantages, these must be carefully weighed against possible challenges related to vocabulary development, language processing, and the acquisition of the native language. Therefore, it is essential to adopt a balanced and developmentally appropriate approach that prioritizes a strong foundation in the first language before introducing additional languages.

At the same time, it is important to acknowledge that early foreign language learning is not without its advantages, as a number of studies highlight certain cognitive and linguistic benefits associated with early bilingualism. For instance, research by Bialystok (2001) suggests that bilingual children may develop enhanced executive functions, including better attention control, problem-solving skills, and cognitive flexibility. These abilities are linked to the constant need to manage and switch between two linguistic systems, which can strengthen overall cognitive performance (Bialystok, 2001). In addition, early exposure to a foreign language may contribute to more native-like pronunciation and phonological awareness. According to Birdsong (2006), younger learners are generally more sensitive to phonetic features of a language, which can result in more accurate pronunciation compared to those who begin learning at a later age. Furthermore, early foreign language instruction may foster positive attitudes toward other cultures and promote intercultural competence. As noted by Cenoz (2013), children who are introduced to additional languages early often develop greater openness and adaptability in multicultural environments. However, despite these potential benefits, many researchers emphasize that such advantages are highly dependent on the conditions under which language learning occurs. Without sufficient support for the development of the first language, the positive effects of early bilingualism may be reduced or even outweighed by the challenges discussed above. Therefore, while early foreign language learning can offer certain cognitive and social benefits, it should be implemented cautiously, ensuring that it does not interfere with the natural and complete development of the child’s native language.

In conclusion, while early foreign language learning is often promoted as a progressive and beneficial educational practice, the evidence reviewed in this study suggests that it should be approached with caution, particularly in contexts where the child’s first language has not yet been fully established. The findings discussed above indicate that early exposure to a foreign language may be associated with several challenges, including slower lexical access, limited vocabulary development, and potential interference between languages. Moreover, in the specific sociolinguistic context of Kazakhstan, where the Kazakh language already coexists and competes with Russian, the early introduction of English may further complicate the linguistic development of children and potentially weaken the position of the native language.

At the same time, it is important to recognize that early foreign language learning can offer certain cognitive and social benefits, such as improved executive functioning, better pronunciation, and increased intercultural awareness. However, these advantages are not universal and largely depend on the conditions of language instruction, including the quality of teaching, the learning environment, and, most importantly, the level of development of the first language. Therefore, the results of this study support the view that a strong foundation in the native language should be considered a prerequisite for the successful acquisition of additional languages. Educational policies and teaching practices should aim to achieve a balanced approach, in which the introduction of foreign languages does not occur at the expense of the child’s linguistic and cognitive development in their mother tongue. In this regard, it is essential to design language education programs that are developmentally appropriate and sensitive to the sociocultural context of learners.

Future research may further explore optimal age thresholds for foreign language introduction, as well as effective strategies for maintaining and strengthening the native language in multilingual educational settings. Such investigations would contribute to the development of more sustainable and context-sensitive language education policies.