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Created with Fabric.js 1.4.5 Why study a second language? 1) You will become a better student! A research done in Lousiana elementary schoools found that foreign language students significantly outperformed their non-FL peers on every test (English language arts, mathematics, science, and social studies) of the grade 4 LEAP21 2) You'll learn faster and be more organized! Bilinguals with stronger language controlhave indeed a cognitive advantage in the administered tests involving executive functions, in particular inhibition, self-monitoring,problem solving, and generative fluency 3) Mastering one language helps you learn another. A paper on bilingualism revealed that that a high level of communicative competencein one language entails a high level of communicative competence in the other language. 4) Bilingualism further develops and enhances your creativity! Bilingualism facilitates the innovative capacity,the abulity to extract novel and uniqueideas and it demonstratesan advantage in non verbal creativity. 5) Knowing a second language helps with Alzheimer's disease. In a study of 211 patients diagnosed with probable AD, 102 bilingual patients had been diagnosed 4.3 years later than and had reported the onset symtpons 5.1 years later than the 109 monolingual patients 6) Youll be more comprehnsive of other clutures and gain global awareness! A ten-year chronicle of student attitudes toward foreign language in an elementary school found that for a majority of the students, foreign language study was viewed positively, as were foreign language speakers and their cultures. 7) Learning a second language will help you earn more money! Research on bilingualism and income in theBolivian Amazon proved that fluent speakersof Spanish and the local language earned 36.9-46.9% more than monolingual speakers of the local language. Now wait a minute,but does learning a secondlanguage gets in the way oflearning a first? NO! A study on the performance of Englishimmersion students in a Chinese primaryschool indicated that The immersion students performed significantly better than the non-immersion group on measures of English vocabulary, word identification, and oral proficiency without any detrimental effects on their Chinese character reading Similar results were found in studies of English speaking children. Based on the work of Rebecca K. Fox, Olga I. Corretjer & Jie Tian. (2013). Benefits of Foreign Language Learning and Teaching: An Analysis of Published Empirical Research, 2005 2013. ACTFL. 7) Learning a second language will help you earn more money! REMEMBER Beginning foreign language instruction at an early age may be advantageous fordeveloping students' oral skills and their confidence in using the target language immersion students outperform their counterpartsin regular English second-language programs concerning their knowledge of different types of vocabulary at various frequency levels. Immersion students also experience a more rapid growth in their vocabulary knowledge Start at an early age! Immerse yourself in languages! & REMEMBER Taylor, C. & Lafayette, R. (2010). Academic achievement through FLES: A case for promoting greateraccess to foreign language study among young learners. The Modern Language Journal, 94(1), 22-42. Festman, J., Rodriguez-Fornells, A., & Muente, T. F. (2010). Individual differences in control of language interference in late bilinguals are mainly related to general executive abilities. Behavioral and Brain Functions, 6 (5). Mikolic, V. (2010). The relationship between communicative competence and language use in amulticultural environment: The case of Slovene Istria. Journal of Multilingual and Multicultural Development, 31 (1), 37-53. Kharkhurin, A. V. (2010). Bilingual verbal and nonverbal creative behavior. International Journal ofBilingualism,14, 211-226. Craik, F. I.M., Bialystok, E., & Freedman, M. (2010). Delaying the onset of Alzheimer disease:Bilingualismas a form of cognitive reserve. Neurology,75 (19), 1726-1729 Salvatierra J. L., & Rosselli M. (2011). The effect of bilingualism and age on inhibitory control.International Journal of Bilingualism, 15 (1), 26-37. Godoy, R., Reyes-Garcia, V., Seyfried, C., Huanca, T., Leonard, W. R., McDade, T.,Tanner, S., & Vadez, V.(2009). Language skills and earnings: Evidence from a pre-industrial economy in the Bolivian Amazon. Economics of Education Review ,26 (3), 349-360. Knell, E., Haiyan, Q., Miao, P., Yanping, C., Siegel, L. S., Zhao, L., Zhao, W. (2007). Early Englishimmersion and literacy in Xi'an, China. Modern Language Journal, 91(3), 395-417. Dominguez & Pessoa (2005). Early versus late start in foreignlanguage education: Documentingachievements. Foreign Language Annals. Lo, Y. Y., Murphy, V. A. (2010). Vocabulary knowledge and growthin immersion and regular language learning programmes in Hong Kong. Language and Education, 24, (3), 215-238.
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