The American education system has fallen behind other leading countries in the world in many respects, one of which is bilingual education. In the United States, this has traditionally been neglected until the high school level. American children should be better prepared for increasing globalization and technological advancements instead of losing educational opportunities due to lack of foresight. A necessary step is to introduce second language acquisition earlier in the educational program. In addition to purely economic reasons, the positive effects on the cognitive development of the brain when learning a second language are numerous. Age of acquisition is crucial due to brain plasticity, which, according to the critical period hypothesis, begins to plateau after the age of five (Bialystok, 2012). Current early childhood education policy severely limits the number of out-of-school classes provided in line with government policies such as No Child Left Behind, which restricts funding to schools based on standardized testing only in certain subjects. School curricula, which should realistically begin as early as elementary education, should include the study of foreign languages ​​because of the strong evidence that bilingualism in children can develop higher cognitive abilities that can be enhanced through mastery and positively influence skills in other areas. Old arguments suggest that "children who receive bilingual instruction from an early age will suffer from a cognitive or intellectual delay compared to their counterparts who receive monolingual instruction" (Diaz 24). Much of the past research supporting this argument has focused on older bilinguals, mostly adults who may have demonstrated proficient abilities in a second language...... middle of article..... . bilingualism pact on cognitive development. Review of Educational Research 10 (1983): 23-54 Dijkstra, Ton. “Task and context effects in bilingual lexical processing.” Cognitive Aspects of Bilingualism (2007): 213-235.Garcia-Sierra, Adrian, Randy L. Diehl and Craig Champlin. “Testing the double phonemic boundary in bilinguals.” Speech Communication 51 (2009): 369-378. Kovacs, Agnes Melinda. “Beyond language: childhood bilingualism improves high-level cognitive functions. » Cognitive aspects of bilingualism (2007): 301-323. Mechelli, A., Crinion, J.T., Noppeney, U., O'Doherty, J., Ashburner, J., Frackowiak, RS and Price, CJ 2004. Structural plasticity in the bilingual brain. Nature. 431:754. Siegal, Michael, Laura Iozzi and Luca Surian. “Bilingualism and conversational comprehension in young children.” Cognition 110 (2009): 115-122.