BALTIMORE Spring 2008 -- This past autumn, Bridget Donovan stuck to her routine. Monday and Wednesday nights, instead of making a beeline for the television after dinner, the Old Lyme, Connecticut fourth grader logged into her family’s home computer to practice the correct inflection for ni hao, the Mandarin pronunciation of “hello.” Donovan wasn’t practicing alone. With microphones and speakers connected to their own pc’s, one of nine other academically gifted grade-schoolers from across the country and abroad could chime in, too, and their Maryland-based instructor would walk the class through greetings, family introductions, and calligraphic techniques for improving their reproductions of Chinese characters. After an hour, they would say zài jiàn. Then, maybe she’d check out the TiVo. Early language instruction a growing trend
Bridget Donovan’s experience is part of a growing U.S. trend to encourage language instruction at an earlier age, when students have proven to be more receptive to learning vocabulary and grammar. Donovan’s online Chinese course was offered through the Johns Hopkins Center for Talented Youth (CTY). A nonprofit branch of the Johns Hopkins University founded in 1979, CTY offers online and residential academic programs for the brightest K through 12 students. With last May’s launch of CTYOnline’s Chinese courses--and the introduction of Arabic this spring--Dr. Patricia Wallace, Senior Director of CTY’s online programs, says the Center is addressing an overwhelming need. “The earlier children begin learning a second language, the better they do -- we are missing a critical developmental opportunity by waiting so long to introduce a second language. Even very young children are tech-savvy, and they quickly master the multimedia technologies we use in these classes.” In fact, the New York Times, in a November article tracking the growing demand for earlier language instruction, cited a recent Modern Language Association survey that found a 13 percent increase in college language-course enrollments between 2002 and 2006, with a 127 percent increase in the number of students taking Arabic. Add to this an economy recognizing fewer geographical borders, and a formula for the spike in Chinese and other language courses becomes apparent. The online alternative
For many school districts, language instruction has been traditionally reserved for high school, and the introduction of early language courses has not been inexpensive. In the same New York Times article, Virginia’s Fairfax County school system, one of the most affluent in the country, estimates expanding its early language program will cost $16 million. Wallace points to this as one of several reasons parents and schools might look to online alternatives like CTY’s. “Chinese and Arabic are not widely available, especially to young students, but schools can still offer these languages cost effectively by taking advantage of online courses.” What drew the Donovan’s to CTYOnline’s Chinese class was its ease of use and Bridget’s early interest in languages, starting with French in kindergarten. “She’d already developed her own pictographic language to share with friends,” said Bridget’s mother, Lisa, “so she naturally gravitated to Chinese.” After investigating, Donovan found the closest Chinese language program in her area was over 30 minutes away, and only available Sunday mornings. With plenty of other activities already built into Bridget’s schedule, and little conversational practice offered through the onsite course, she opted for CTY. “With CTY, Bridget has conversational practice three or more times a week, and the live lecture is also recorded so you can refer back to it.” Bridget will be able to continue her online Chinese with the same cohort, Donovan noted, and when asked if Bridget had any difficulties with the online course technology, she laughed. “She needed a little help with the fax machine,” Donovan said. “Outside of that, she loves it.” | 
