Learning a Second Language When and Why

Learning a Second Language When and Why.

Can studying a second language in elementary school boost student achievement in other academic areas? Numerous studies suggest that this may be the case. Yet even though NCLB identifies foreign language as a core subject, only about a fourth of U.S. public elementary schools report teaching foreign languages, and most of these schools provide only introductory courses. Fewer than half of all U.S. high school students are studying a foreign language. Meanwhile, administration of a National Assessment for Educational Progress test for foreign language has been put on hold.

In short, "much of the decision-making regarding foreign language study is made at the local level," reports the National Association of State Boards of Education. As districts review their foreign language policies, they may wish to consider research indicating the multiple benefits of learning a second language-and starting in the early grades.

Benefits of an early start. In the U.S., most students who study a foreign language begin at age 14 or later. But linguistic studies show that children who begin learning a second language before adolescence exhibit more native-like pronunciation and are more likely to become fluent speakers.

On examining the research in 2005, education research analyst Janice Stewart found that foreign language study, "especially when introduced in the early elementary school years," is associated with three additional benefits of "increased cognitive skills, higher achievement in other academic areas, and higher standardized test scores." For example:

Cognitive gains. Wilburn Robinson (1992) reviewed 144 research studies conducted over three decades on the relationship between early second language learning and cognitive ability. He concluded that early experience with two language systems seems to leave children with "a mental flexibility, a superiority in concept formation, and a more diversified set of mental abilities."
Stay Informed American Council on the Teaching of Foreign Languageswww.actfl.org National Security Language Initiativewww.ed.gov/news/pressreleases/2006/01/01052006.html Teacher-to-Teacher Initiativewww.ed.gov/teachers/how/tools/initiative/factsheet.html

Achievement in other academic areas. A study by Armstrong and Rogers (1997) examined the relationship between foreign language education and the basic skills of elementary school students. A group of third-grade students given three 30-minute Spanish language lessons per week performed as well as or better than a control group (given no second-language instruction) on academic achievement tests and "showed statistically significant gains in their Metropolitan Achievement Test scores in the areas of math and language after only one semester of study."

Higher standardized test scores. When Thomas Cooper examined data from 23 high schools in the Southeast in 1987, he found that students who took a foreign language in high school scored significantly higher on the verbal scale of the Scholastic Aptitude Test. Those from lower socioeconomic backgrounds who studied a foreign language performed "basically just as well as their more fortunate peers."

Closing arguments. Additional reasons for foreign language study include global economic competition and national security. "While only 44 percent of our high school students are studying any foreign language, learning a second or even a third foreign language is compulsory for students in the European Union, China, Thailand, and many other countries," Secretary of Education Margaret Spellings remarked in January 2006.

The National Center for Education Statistics reports that most U.S. high school students enrolled in a foreign language are studying Spanish (69 percent) or French (18 percent). Less than 1 percent is studying Arabic, Chinese, Japanese, and Korean-languages the U.S. government classifies as critical to national security.

Read more at http://www.districtadministration.com/article/learning-second-language-when-why

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Importance of Learning a Second Language

The Importance of Learning a Second Language.
Learning a second language can be difficult: it takes much time, patience and practising. Knowing a second language can create a better understanding of different cultures, open job opportunities; help with academic success, make traveling easier, and help people communicate throughout the world. A foreign language can take the learner out of the comfort zone and allow them to experience different cultures; also it has been reported that learning a second language gives the brain more stimulation (BBC News, 2004).
In the United States only 30 states have said that English is the official language (Wikipedia, 2007). In Miami, Florida residents who do not speak Spanish have difficulty interacting with the large population of Latin Americans; making conducting business harder for business owners.
Read more at http://languagecorps.bizbuzzweekly.com/2010/11/15/the-importance-of-learning-a-second-language/
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Teaching Grammar Second Conditional

Teaching Grammar Second Conditional.
Quote The easiest (and probably most used) example is the lottery...
Start off by asking students about the lotto in their country. You could even make the whole lesson themed around this, maybe with a text about the lottery to start off for some reading comprehension. (Do a search for "lottery" on the internet and you'll find plenty of news stories about people who've won big).
Next, ask students what they would do if they won the lottery. Don't worry about correct form in their answers at this stage - the important thing is that they get the gist of the question (I'm yet to meet a student who hasn't understood the gist of "If you won the lottery, what would you do?") Develop some of their answers, maybe making another question out of it: "Oh, so if you bought a new car, what kind of car would you buy?"
Read more at http://www.eslbase.com/grammar/second-conditional
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