For a long time, I believed the common idea that children are simply better at learning languages than adults. This belief is often supported by what many of us learn during TEFL training: studies suggest that children up to around the age of 12 acquire languages more easily, and that after this point, language-learning ability declines more rapidly.

This idea is most commonly linked to the Critical Period Hypothesis, proposed by linguist Eric Lenneberg, which suggests there is an optimal window in childhood for language acquisition, particularly for pronunciation and accent. Like many teachers-in-training, I accepted this as fact, until I became an ESL teacher working with a large number of adult learners.

That experience changed my perspective.

Why children appear to learn languages faster

There’s no denying that children have certain advantages. When their brains are still developing, they are exceptionally good at absorbing sounds, accents, and pronunciation. They also learn language in a low-pressure, immersive way.

But children are also afforded things that adults usually aren’t.

1. A low-correction environment

Children are rarely corrected directly when they make language mistakes. A child might say something like:

“Unc Than gave a book”

The adults around them immediately understand this as “Uncle Nathan gave me a book.” No one interrupts to correct the grammar or pronunciation because the message is clear, and everyone knows these errors will naturally iron themselves out with time.

This creates a safe environment where children can experiment with language without self-consciousness.

Adults, on the other hand, often experience the opposite. In many language courses, error correction is a fundamental teaching tool — something all certified ESL teachers are trained to do. While correction is useful, constant correction can affect confidence, making learners afraid to speak unless they’re sure everything is perfect.

Ironically, this fear often slows progress far more than age ever could.

2. Age-appropriate expectations

Another advantage children have is realistic expectations.

An 8-year-old, even after years of exposure to a language, is not expected to discuss politics, economics, or the likelihood of the stock market crashing. They talk about their favourite toy, their best friend, or their favourite ice-cream flavour, and that’s enough.

Adults, however, often expect far more of themselves. Many want to reach near-native fluency in six months, discussing complex topics like engineering, business strategy, or industry-specific problems exactly as they would in their first language.

That’s an enormous expectation and an unfair one.

3. Different ways of learning

There is also ongoing debate about how languages are best learned.

Some believe adults benefit from having established grammar structures in their native language, making it easier to recognise patterns in a new one. Others believe languages should be learned more naturally, through exposure and use, much like children do.

The truth is: there is no single correct method. What works best varies from person to person, and success often comes from finding an approach that suits your learning style, goals, and personality.

So, who really learns better?

Research and classroom experience suggest this:

• Children may achieve more native-like pronunciation

• Adults often progress faster in reading, writing, and structured communication

Ultimately, success in language learning depends far more on motivation, consistency, confidence, and environment than on age alone.

Final thoughts

Language learning isn’t a race, and it’s never too late to start. Whether you’re a child learning through play or an adult learning through conversation, progress happens fastest when you feel comfortable, supported, and encouraged to use the language — mistakes and all.

With the right guidance and a positive learning space, anyone can learn a new language at any age.

References:

Lenneberg, E. H. (1967). Biological Foundations of Language. New York: Wiley.
— Introduced the Critical Period Hypothesis, suggesting an optimal window in childhood for language acquisition, particularly pronunciation.

Lightbown, P. M., & Spada, N. (2013). How Languages Are Learned (4th ed.). Oxford: Oxford University Press.
— Explores differences between child and adult second-language learners, highlighting the roles of instruction, correction, and learning environment.

Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: Oxford University Press.
— Discusses age-related factors in language learning and the advantages adult learners have in cognitive and analytical processing.

Johnson, J. S., & Newport, E. L. (1989). Critical period effects in second language learning: The influence of maturational state on the acquisition of English as a second language. Cognitive Psychology, 21(1), 60–99.
— Found age-related effects on ultimate attainment, particularly in grammar and pronunciation, often cited in ESL research.