Redmond said “Chinlren should start learning s foreign language in kindergarten and continue through high school”. (as cited in Walker, 2004) Foreign language study can not only improve the skill of listening, speaking and critical thinking but also enrich the cultural experience, moreover, it helps younger people thinking and looking at the world in other ways. Walker (2004) also present that starting earlier will bring benefits in children’s future career. “The work force has an increased demand for people who can speak foreign languages at a sophisticated level”. Redmond said, “Parents are becoming more aware of the value of early language to the cognitive learning of the child” (as cited in Walker, 2004). However, it is regretful that most of legislators not realized the importance of the second language study and many elementary schools not offer appropriate and effective classes in teaching foreign language for younger students.

Redmond said “Children should start learning a foreign language in kindergarten and continue through high school”. (as cited in Walker, 2004)a study on foreign language can not only improve the skills of listening, speaking and critical thinking but also enriches the cultural experience, moreover, it helps younger people think and look at the world in different ways. Walker (2004) also presented that starting earlier will bring benefits to children’s future career. “The workforce markets have an increased demand for people who can speak multi foreign languages at a sophisticated level”. Redmond said, “Parents are becoming more aware of the value of the role of early language learning in children’s cognitive development” (as cited in Walker, 2004). However, it is regretful that most of legislators can not realize the importance of second language study and many elementary schools do not offer both appropriate and effective lessons in foreign language teaching for younger pupils.

Class班级，年级，无课程之意，改为：lesson
elementary school - （美国）小学---student---pupil
It is regretful that only several topics can be found here

研究以下同类国外英语论文的摘要，对你会有帮助。
On the role of language in children's early understanding of others as epistemic beings
Abstract
In the study reported here, Japanese-speaking children aged 3–6 were confronted with making choices based on conflicting input from speakers who varied in the degree of certainty and the quality of evidence they possessed for their opinions. Certainty and evidentiality are encoded in Japanese both in high-frequency, closed-class, sentence-final particles and also in low-frequency, mental state verbs. Our results suggest that children are able to make use of information encoded in the sentence-final particles earlier than information encoded in verbs, and that understanding of speaker certainty precedes understanding of quality of evidence. Furthermore, although the results generally support the position that children's overall understanding of epistemic vocabulary correlates with their understanding of false-belief, understanding of the sentence-final particles tested did not correlate with false-belief understanding. We argue that understanding of speakers’ epistemic states as communicated by sentence-final particles prior to the fully-representational understanding of (false) belief should be taken as an indication of children's inchoate understanding of other's mental states.
Keywords: Theory of mind; Language acquisition; Epistemic modality