The Age of Introduction of English in the Malian Curriculum

One of the most extensively researched and debated topics in the field of second language
acquisition (SLA) is the effect of age on language learning. In Mali, English is formally
introduced in the seventh grade (7ème année) of the public school curriculum, when students
are typically around 13-14 years old depending on their enrollment age at school. The
rationale behind advocating this aspect can be explained by the truly limited exposure of
Malian students to English throughout their entire journey of English learning from the 7 th
grade until university. This brings about questions about whether this age is optimal for
effective English language learning, given the theoretical and empirical evidence surrounding
the role of age in SLA.

The Critical Period Hypothesis and Early Language Exposure

A prominent theory in this area is the "Critical Period Hypothesis" (CPH) proposed by
researchers like Eric Lenneberg (1967) and supported by eminent linguists such as Noam
Chomsky and Stephen Krashen. The CPH suggests that there is a biologically determined
period, lasting from birth until around puberty (12-14 years), during which language
acquisition occurs more readily and effectively due to heightened neuroplasticity and
cognitive readiness (Penfield & Roberts, 1959; Singleton & Ryan, 2004).

In addition, Krashen (1982), in his influential work on second language acquisition, further
elaborated on the role of age. He posited that while older learners may initially progress faster
in language learning due to their cognitive and analytical advantages, younger learners are
more likely to achieve native-like proficiency in the long run, provided that exposure and
comprehensible input are held constant. This aligns with Lenneberg's view that "automatic
acquisition from mere exposure to a language may disappear after puberty" (1967, p. 176),
highlighting the importance of early and sustained exposure during the critical period.

Other researchers like Penfield and Roberts (1959) underscore the neuroplasticity of the
developing brain, suggesting that children possess a greater capacity for language acquisition
and recovery from injury or disease compared to adults

Moreover, as mentioned earlier, it goes without saying that Malian students throughout their
English learning process unfortunately benefit very reduced contacts with English given the
linguistic configuration of the country. Therefore, starting English learning at an earlier age
would not only maximise their contacts with English but also get students eligible for
hypothetical benefits of the Critical Period Hypothesis advocated and sustained by many
experts in the domain of foreign language learning.

Implications for Mali's Public Education System

In the Malian context, the late introduction of English in the seventh grade raises concerns
about missing the proposed critical period for optimal language acquisition. However, an
interesting trend is emerging in private schools, particularly in the capital Bamako, where
English is being introduced at earlier grade levels, ranging from third to fifth grade
(approximately ages 8-10).

This earlier exposure to English in private schools could potentially maximize the input and
contact time with the language, aligning with Krashen's emphasis on the importance of
comprehensible input and Singleton's finding that longer exposure leads to more native-like
performance. Furthermore, an earlier introduction may capitalize on the proposed
neurological and cognitive advantages of the critical period, as advocated by Penfield and
Roberts (1959), who suggested that the brain becomes progressively less plastic for language
acquisition after the age of nine.

While the age debate continues, and the evidence remains inconclusive, the growing trend in
private schools and the theoretical support for early language exposure suggest that an earlier
introduction of English in the Malian public school curriculum could be advantageous for
learners. As an illustration of this view, it has been observed that most of not to say all the
prestigious schools in Mali do begin English teaching at an earlier age and level unlike the
public schools. Consequently, at the seventh grade, unlike public schools’ students, private
schools students have already learned the rudiments of the language. It would not only
increase the overall exposure and contact time with the language but also potentially leverage
the proposed cognitive and neurological benefits associated with the critical period
hypothesis. These private institutions adopt an approach that offers extended exposure to
English from an earlier age, potentially capitalizing on neurological and developmental
advantages as advocated by proponents of the Critical Period Hypothesis.

However, it is crucial to recognize that age is just one factor influencing language learning
outcomes, and other variables such as teaching methodologies, learning environments,
motivation, and sociocultural factors also play significant roles. Additionally, any curriculum
changes should be informed by further research examining the long-term outcomes of
different age approaches within the specific Malian context, considering the unique linguistic
landscape and educational goals of the country.

In light of these scholarly perspectives, advocating for an earlier introduction of English into
the public school curriculum in Mali appears as a must and one of the urgent reforms to be
undertaken as soon as possible. If this is done, students before they reach the university level
will have benefited more English classes therefore more exposure to the language
contributing ultimately to improving their proficiency in the language. Early exposure offers
several advantages, including prolonged exposure to the language, potential neurological
benefits, and alignment with the Critical Period Hypothesis. Such a proactive approach may
better equip Malian students for achieving proficiency and fluency in English, thereby
enhancing their academic and professional prospects in an increasingly globalized world.