Editing Language education (section)

==By different life stage==

===Early childhood education===
{{Main|Early childhood education|l1=Early Childhood Education}}

Early childhood is a critical time for the mastery of language. Hearing infants know some phonological elements of the languages around them at birth.<ref>{{Cite journal |last=Byers-Heinlein |first=Krista |last2=Burns |first2=Tracey C. |last3=Werker |first3=Janet F. |date=2010 |title=The Roots of Bilingualism in Newborns |url=https://journals.sagepub.com/doi/10.1177/0956797609360758 |journal=Psychological Science |language=en |volume=21 |issue=3 |pages=343–348 |doi=10.1177/0956797609360758 |issn=0956-7976}}</ref> By six months, infants recognize concrete words for things like food and body parts.<ref>{{Cite journal |last=Bergelson |first=Elika |last2=Aslin |first2=Richard N. |date=2017-12-05 |title=Nature and origins of the lexicon in 6-mo-olds |url=https://pnas.org/doi/full/10.1073/pnas.1712966114 |journal=Proceedings of the National Academy of Sciences |language=en |volume=114 |issue=49 |pages=12916–12921 |doi=10.1073/pnas.1712966114 |issn=0027-8424 |pmc=5724273 |pmid=29158399}}</ref> By two years, children produce sentences that are grammatically similar to those of adults, including in the types of errors that they make.<ref>{{Cite journal |last=McKee |first=Cecile |last2=McDaniel |first2=Dana |last3=Garrett |first3=Merrill F. |date=2017-09-22 |title=Children's Performance Abilities |url=https://doi.org/10.1002/9781118829516.ch22 |journal=The Handbook of Psycholinguistics |pages=491–515 |doi=10.1002/9781118829516.ch22}}</ref> While young children's language is largely acquired naturally by living in a verbal communication environment, they can also benefit from more formal language education.<ref>{{Cite journal|last=Jacobson|first=Linda|date=March 2004|title=Preschoolers Study Foreign Tongues|url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=12835748&site=ehost-live.|journal=Education Week|volume=23|pages=1–17}}</ref><ref>{{Cite journal|last=McEntire|first=Nancy|date=March 2004|title=ECAP Report: Working With Preschool Children Who Are English Language Learners|url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=12835748&site=ehost-live|journal=Childhood Education|volume=23|pages=172–173}}</ref>

===Compulsory education===
For many people, compulsory education is when they have access to a second or foreign language for the first time. In this period, the most professional foreign language education and academic atmosphere are provided to the students. They can get help and motivation from teachers and be activated by their peers. One would be able to undergo a lot of specialized learning in order to truly master a great number of rules of vocabulary, grammar and verbal communication.

===Adult education===
{{See also|Adult education}}

Learning a foreign language during adulthood means one is pursuing a higher value of themself by obtaining a new skill. At this stage, individuals have already developed the ability to supervise themself learning a language. However, at the same time, the pressure is also an obstacle for adults.

===Elderly education===
Compared to other life stages, this period is the hardest to learn a new language due to gradual brain deterioration and memory loss. Notwithstanding its difficulty, language education for seniors can slow this brain degeneration and active ageing.<ref>{{Cite journal|last=Schunova|first=Romana|date=2018|title=Language education of seniors as a tool of active ageing|url=https://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=134101976&site=ehost-live|journal=Ad Alta: Journal of Interdisciplinary Research|volume=8|pages=233–238}}</ref>