When studying bilingualism, another essential element is the brain's cognitive ability. It is said that the front part of the brain, which is faster from a young age, begins to close more as we grow older. When we think, thoughts come first in Korean, and we always have to ponder in English, which is the basis for understanding how the brain develops. It is also meaningful to consider when is the most suitable time for a child's cognitive function when studying bilingualism. Another necessary element is the scientific knowledge of the brain. Research in this area is truly extensive and ongoing, making it not easy to draw clear conclusions. However, among them, many scholars repeatedly emphasize certain aspects, so I will summarize a bit. Firstly, a common occurrence from the past is that brain waves are often generated, and [the text continues...].

What it does is, it detects where electricity flows a lot in a certain part of the brain using a device that emits waves. In the end, it means using the side where a lot of electricity flows. It is a simple tool that allows us to see brain function each time. Research on this has been conducted from young children, for example, in Japan, and now in the United States. They did research on children who are not good at drawing circles and squares. When asked to draw a circle or a square, they conducted a study based on whether the child drew them separately or together. As a result, even Japanese babies, when they turn six months old, show different responses depending on whether they are shown a circle or a square. This is how recognition is processed in the brain. The discussion is about whether activation occurs in the same area when pain is induced in Japanese babies. It's fascinating. If auditory stimuli are not given often, the auditory cortex tends to become less active.

It comes quite fast. Many studies claim this, and besides, in the interesting study of the meaning of words in English, when doing this kind of test, it is said that different parts are activated when examining the meaning of words and grammar structure. So, when you receive information, the meaning of words gradually develops, and if you become familiar, the grammar structure is activated faster in the front part of the brain from an early age. It is said that it starts to close a lot now. It is said that when we think more naturally here, we first think in Korean, and it takes a long time to think in English. The reason why it is quite so is that the development part of the brain area also needs to be completely natural in grammar structure. Until about elementary school, this flows more naturally, and now it is becoming more natural. Research is being done at this time, and then the structure.

Research is being conducted a lot these days, and I will provide a detailed explanation later on. Many scholars have been conducting research directly with people who have been using bilingualism since the 1950s. Therefore, many studies have been conducted by various researchers. For example, a study was conducted on American citizens to investigate whether the brain structure differs according to when they started hearing and learning English. According to the results, the development of vocabulary and meaning seems to continue until it is fully established. In terms of brain structure, even at the age of 4, there are slight structural differences between children who learned it a little earlier and those who learned it later. This is an initial study, and recently, there have been more discussions on this topic. Some say it varies from person to person, whether they said it was at the age of 4 or at the age of 6, so research is being conducted on this aspect.

No, this is different, but ultimately, it can significantly develop the meaning of words from the relatively back of the brain to the back completion. It is quite capable of developing up to the point where the sentence structure is naturally accepted. By the time children reach preschool age, they can naturally learn it the most. This is currently speaking strongly in the brain. When it comes to the 4 structures and how they are related, if I may explain, the person watching is looking at me like this. The upper part is the cover part, and this is now the main part. When I give a lecture on language development, this part here is mainly the area we understand as language, and the point here is that the front part is where the difference is created. So when speaking, when you connect these two points to understand such words, there are many neural connections. I mentioned that it is developed in this way. Foreign languages as well.

It's the same. So, the part that is mainly activated when understanding is that when you differentiate, it's mostly activated orally. However, the front part is activated a lot. If you understand it that way, and this picture is a 10-year-old anxiety, there are nerve cells, and the parts connected to each other age by two days. Depending on the area, nerve cells are not functional alone. They need to be connected to function. So, rather than the number of nerve cells, the number of synapses that the nerve cells are in contact with is very important for functionality. It's interesting how dense it is per unit volume. Look closely. Now, the black part is the visual center, right? When children's visual centers develop the most, it was before the age of two. It peaked and then gradually declined. As you go back, the function becomes quite limited.

It means that the part we are learning today about bilingualism seems to have a certain sensitivity to processing in the temporal lobe. As we learn languages, we are more focused on the central sound of language rather than the visual aspect. This comes later than visual things. For example, when a wolf approaches, the peak on the clothes rises until it reaches its peak and then gradually falls. Normally, during the time when we study languages a lot, there is quite a gap because of the meaning. When we hear a lot of language during the time of significant development, even if we can efficiently use bilingualism, it is not always effective. This is because even within a single session of locking the horns, there is a part related to the cortex, not just the cortical part but also the protein part that connects these cells.

There is something called the neural track, and its function is very important. After the age of 10, the formation may not be as good, but at that time, it's about opening up to children. An interesting phenomenon is that the graph shown here quickly shows the ability of the prefrontal cortex to regulate oneself, which is quite similar to a peak but gradually improves. Up to elementary school, children can learn very creatively during this time. It should be understood in the sense of receiving it more than just a language. Anyway, children's neural connections are confirmed very quickly in practical terms. Is this clear? After that, it doesn't mean that bilingual studies are not possible. The brain functions involved in learning a foreign language are not only related to neural connections but also to other important aspects.

When we sing, the speed of the brain's activities is very important. It is also meaningful to see how the brain develops and when it is suitable for learning English. In this study, it shows that this area is the part of the brain that connects different areas, such as the left and right brain. Here and here, this is where it is located. When it is cut like this, you can see that it develops rapidly from 1 to 5 in a European way. So, from infancy, the brain starts to develop, and it takes until adolescence to fully develop. The part I marked now is when we can understand even grammatical concepts, around the level of a second grader in elementary school. Therefore, when the brain development is most active, it means that the part related to language becomes thicker and functions faster. So, structured language learning can be most effective around the first grade of elementary school.

From around the second grade, it's not too late to start. In fact, at that time, children's capacity and concentration are more developed than now, so once a stimulus is learned, it lasts longer. I clearly remember experiencing this kind of thing when I was young. I was definitely exposed to a lot of monsters, but since I didn't study that way, I forgot everything. I was like that too. However, since there was one place that didn't do this kind of thing in kindergarten, I didn't know what it was about. Even if I received education again in middle school, there was no support like before. The reason is that the memories are related to language and connect to the part that leads to the frontal lobe, especially in the part where books are involved. If you stop looking at it, it's like going towards a learning meaning. External education is elementary school 1.

From the second grade onwards, there is no problem starting, and I think it's okay until adolescence. If I do it before I give it to you, let's think about the policy of our English education. You may not remember, but in 1996, our President Kim Young-sam wrote a national policy called globalization. Since then, the start of global rice has begun. Suddenly, in order to create talents, it was announced dramatically that starting from middle school, English education would be more focused than before. So, at that time, when I was studying abroad, I was surprised. Why suddenly teach English from elementary school instead of the old way of studying English from the 3rd grade to create talents? It was a bit of a puzzling situation. However, looking at these studies, foreign education seems to be the answer at the age of 17 in the 3rd grade.

When it comes to structure, it goes in like this. So, the President, who is doing this, knows about this research. I've thought about whether that's the case. Anyway, since then, we are now in the early stages of learning English, even learning to read English at a young age, which has accelerated. So, while researching Grades 1, 2, and 4, I came to think that it wasn't necessarily a bad thing. This is an interesting picture. In 2010, in a rural area in Heukgyeong, there were elementary school students living there, around 10 years old, corresponding to 3rd and 4th graders, with a total of 226 students as subjects. When they talked about words, their brains were highly activated when speaking their native language and when speaking English. That's the research I did. When this was done, these kids were the ones who started learning English from the age of about 5. So, they are kids who have been exposed to English for about four years, roughly.

When you do that, it's actually fun to see it now. This is how I cut it short. Usually, when you learn foreign words, you need to activate it here. However, if the English learned through study is well cut into one English word, it's not the part of original language learning, but rather concentration or such things that activate your brain more. If you look at this more in a picture, when it goes down in red, it's not that the spine should be activated here, but it keeps activating on both sides. So, the conclusion for you two is that when you learn a foreign language, a different center than the one you're using a lot may be used more. Therefore, from a young age, you can handle love, which has been done a lot. Now, this study is just starting to show. So, in a way, you guys who are learning English in the fourth grade now.

Children may have a limit to acquiring English when they learn English now, but because they make an effort to learn it, they may be able to follow words and so on. Scientists' wives can now speak. So, if you organize it once again, children can study foreign languages from as young as two to 14 or 16 years old. Depending on the area, there may be slight differences, and recognizing grammar and different ways of designing vehicles at an early age until childhood, and then memorizing more developed grammar and words or understanding meanings until they are more prepared, this wide range of functions develops, and due to the development of the brain, starting too early, or something like that.

Also, when you get older, there may be a thought that you can have an advantage if you come into contact with foreign languages. Children who learn Korean and foreign languages at the same time in foreign countries, and those who first learn Korean in Korea and then rapidly improve in foreign languages through learning, can handle what they have absorbed in the brain slightly differently. Therefore, the learning methods can be very different. Parents should understand these things well and provide education to our children with legitimate and quality educational content. Another thing we should consider is the purpose of learning foreign languages, especially English. I hope that if we organize and teach that part well, it would be great. Most parents say things like, I had a hard time getting promoted at work because I couldn't speak English well. I wish my child could speak English like a native speaker.

It is possible, but it's not really that easy in reality. Language acquisition, especially foreign language acquisition, can only naturally occur in an environment where it is immersed. That's why it's unfortunate that sending children to an English kindergarten to listen a lot only amounts to a few hours. Most of the time, learning English in Korea is about English study. When it comes to English study, it's important to determine how far we should set our goals. Of course, individual goals may vary, but I believe it's necessary to take a closer look at what goals to pursue and what policies to implement when teaching English. Oh, yes, especially in elementary schools, the regular curriculum for English is twice as busy. Third graders in elementary schools have already started learning English and have progressed to a certain level through English study. So, in the end, how should we teach them? It's about learning, so the focus is on grammar.

I look at it, and I also try to expand the class time in this way.

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