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The Benefits of Learning a Second Language
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The Benefits of Learning a Second Language
Introduction
Learning a second language is an issue which has been discussed to great lengths by scholars (Bialystok, 2004). The issue has an effect on second language learners across the world in learning institution, public congregations, and churches, among other institutions. Without a doubt, the learning of a second language has transformed markedly over the past decade. Most notably, increased public wakefulness of the imperativeness of learning a second language has led to an increase in second language training and professional developments for language tutors.
The paper is to be 8-10 double-spaced pages (points deducted for going over or under these parameters; the list of references is not counted in the page limit). This paper is to be a secondary research paper, which means that you will base your paper on research articles that you find and read (a minimum of 6 scholarly articles). Format will be according to the Academic paper format.
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The Benefits of Learning a Second LanguageName:Institution:
The Benefits of Learning a Second Language
Is it necessary to be bilingual in this age when globalization is rapidly impacting how different cultures relate? According to Marian and Shook (2012), language is central to every aspect of human life. It is a primary asset that man can not do without because it is essential in communicating personalized thoughts and feelings. Furthermore, language is important in connecting with other people, and uniquely identifying with their cultures besides understanding the world around. Because of all the rudimentary benefits of language, there is need to create a rich linguistic environment through learning of more than one language (bilingual) in order to reap the benefits presented by a richer linguistic scope. As a result, majority of the world's population is trying harder to be bilingual or multilingual (Marian & Shook, 2012). In spite of the growing interest from some people to become either bilingual or multilingual, there are others who associate second languages with loop-holes of plotting to weaken and alleviate first languages. This essay will discuss the benefits of learning a second language. However, it will also cover the counter-arguments which will include the disadvantages of being bilingualism.
The argument about whether to advocate or suppress second language learning in elementary schools is based on two principle counterarguments. Those opposing learning of second language believe that its learning causes adverse interferences to the learner's ability to effectively obtain proficiencies of a native language (Hakuta & Garcia, 1989). This means that learners are at risk of loosing their cultural identity and the proficiencies of conversing in their first language at an early age. On the other hand, the proponents of learning a second language rest their belief and trust on the addictive bilingual theory which assert that a second language does not inhibit academic potential of leaners, but instead influence higher academic excellency among learners (Selling, 2011). Taylor and Lafayette (2010) note that students who take second language instructions score at or higher than their non-second language learning peers on achievement test. Moreover, Taylor and Lafayette (2010) claim that this category of leaners accrue better skills to communicate in the second language, indicating a possibility of a casual relationship between academics, communication abilities and learning of a second language.
The most important benefit that is associated with learning a second language is its ability to inspire increased cognitive ability among leaners (Stewart, 2005). Research has pointed out that, children who study a second language have higher chances of becoming better problem solvers and more creative in contrast with their peers who do not learn a second language (Marcos, 2001a). This is likely to be attributed to the fact that learning is a systematic process that constitutes hearing, discernment of different sounds and being able to comprehend that the spoken and heard sounds possess meaning in spite of the fact that they are constructed from different ways, from their indigenous languages. The second language learners develop the ability to reproduce heard and learnt sounds in a manner that makes constructive meaning (Stewart, 2005). Likewise also, Stewart (2005) maintains that these students learn to compare and contrast how different languages leverage different combinations of sounds and letters to convey specific meaning. Empirical studies have reported that learning a second language helps in the development of cognitive flexibility through bilingual programs (Milloy & Fischer, 2002). This means that there is an unequivocal correlation between non-verbal measures and bilingualism. In England, dual language learning has received warm adoption because research has indicated that, dual language pre-school children possess cognitive advantage in performing tasks when contrasted with monolingual children of the same class and age when assigned similar tasks (Stewart, 2005). Researchers have hypothesized that the cognitive flexibilities exhibited by dual language children is as a result of their exposure to two social worlds, which grant them the opportunity to become more attuned to proficiencies of communicative engagements (Berguno & Bowler, 2004). As a result, the expanded cognitive abilities, problem solving skills and creative thinking are transferable to other aspects of academic pursuit hence giving them an advantage over their classmates who do not take initiatives to learn second language (Berguno & Bowler, 2004).
Besides the development of cognitive flexibility, learning a second language has been associated with higher excellence in other academic areas (Stewart, 2005). This is because children studying a second (foreign) language have higher likelihood of developing new perspectives and informed depths of comprehending new vocabularies and mechanics of their first language. In order to achieve this, students learning a second language are regularly exposed to words and patterns, similar to their first language, from which their first languages were developed (Stewart, 2005). For instance, Stewart (2005) reckons that most grammatical structures making up first languages are commonly taken for granted and sometimes overlooked. Consequently, growing children acquire the liberty of developing a feeling for what they consider right and appropriate depending on given circumstances. Nevertheless, when they start to learn a second language, they face the reality and the need for joining words and structures to obtain sense in the second language. As a result, they end up thinking about how particular structures work appropriately and they start to compare foreign languages to their indigenous language. In other words, learning of a second language enables learners to learn the grammatical and mechanics of their first language (Stewart, 2005). Likewise also, Marcos (2001b) indicates that learning a second language in elementary schools equips children with better chances of exceling in Math, English, Social studies and science.
By inference, if learning a second language potentiates higher education achievements in various academic areas, then it also leads to higher scores when bilingual children take standardized tests (Stewart, 2005). In a survey involving students from Fairfax county in Virginia, students in immersion schools (schools where second languages are learnt and adopted as primary languages of instructions) scored better or as well as the monolingual students in achievement tests and they remained higher academic achievers in their lives (Marcos 2001b). This means that the cognitive benefits of bilingualism are life long.
Not only does learning a second language develop the cognitive abilities of learners, but it also prepares them for the globalized world where technology has dissolved boundaries and given countries a fair ground of trading and interacting. Morris (2001) asserts that learning of second languages has become crucial because, as boundaries dissolve, foreign language instructions gain prominence over native language instructions. This has become necessary because there is need to link with the world besides producing enlightened citizenship that is able to survive in the world, which has shrunk into a “global villageâ€. This does not mean that the world ought to be monolingual, but there must be common languages shared in the world to promote easy communication and negotiations in case of disputes or business relations.
Learning a second language potentiate economic development. Morris (2001) notes that in order to be competitive, both regionally and on a global scale, the modern and future business world needs better skilled people who can fit and work in culturally divergent environments, and those with competent skills in second languages. This is because, understanding the semantics and syntax of foreign languages helps in better marketing strategies, and designing of adverts that convey the intended meaning in the natural and indigenous way, as opposed to settling for what may jeopardize success. Proficiencies in foreign languages are crucial in the service, entertainment and publisher industries; and corporate offices that have overseas accounts; and law, journalism, medicine, business and general government work among other areas (Morris, 2001). This implies that learning a second language is not in vain because it offers a competitive edge in career options as young minds are equipped with preparatory skills of working across the multicultural world.
Moreover, learning a second language promotes cultural understanding. Although less cited, this is one of the most obvious reasons why people decide to learn foreign languages. Language has power to promote understanding of various cultural backgrounds because through them, the ways of life of various people throughout the world are likely to be known (Morris, 2001; Tochon, 2009). By learning and using the obtained impeccable proficiencies of foreign languages, learners develop a feeling of cultural pluralism and the importance of cultural divergence. They learn to appreciate other people and their cultures. This means that leaning of a second language is crucial because it gives learners a window to understanding and appreciating other cultures.
Learning of a second language presents security benefits. In order for people to interact harmoniously, there should be peaceful coexistence. In areas populated by different ethnic groups, a second language could make a difference in case of tribal or ethnic wrangling (Gbollie & Gong, 2005). Take a scenario where an individual finds himself or herself trapped in a locality enriched with tribal or ethnic hatred and wars. In situations like this, abilities to speak the tribal dialects of opposite groups are worth saving a life. Furthermore, second language skills are important to security and non-security personnel who might be interested in gathering intelligence (Gbollie & Gong, 2005).
In addition, learning of a second language has political importance. According to Trochon (2009), a second language plays a crucial role in the bilateral as well as governance processes and multilateral cooperation. In case states neglect to adopt the learning of second languages, they risk isolating themselves and losing international grip and power because of their insufficiency to communicate in different languages and cultures except their indigenous language (Trochon, 2009).
Likewise also, Sandoval (2005) note that monolingual societies are disadvantaged when it comes to dealing with foreign powers, as a result of the enfeebled manner of collecting intelligence. It is very dangerous for a nation with a wide second language gap to reiterate Because of the inability of the designated government to communicate its cases through diplomacy, multilateral and bilateral relations, advocacy and cooperation, obtaining help and solution from neighboring and foreign states might be difficult. Furthermore, gathering of intelligence becomes an illusion because both security personnel and citizens do not comprehend both language and culture of the target nation (Trochon, 2009).
The brains of bilingual...
The Benefits of Learning a Second Language
Is it necessary to be bilingual in this age when globalization is rapidly impacting how different cultures relate? According to Marian and Shook (2012), language is central to every aspect of human life. It is a primary asset that man can not do without because it is essential in communicating personalized thoughts and feelings. Furthermore, language is important in connecting with other people, and uniquely identifying with their cultures besides understanding the world around. Because of all the rudimentary benefits of language, there is need to create a rich linguistic environment through learning of more than one language (bilingual) in order to reap the benefits presented by a richer linguistic scope. As a result, majority of the world's population is trying harder to be bilingual or multilingual (Marian & Shook, 2012). In spite of the growing interest from some people to become either bilingual or multilingual, there are others who associate second languages with loop-holes of plotting to weaken and alleviate first languages. This essay will discuss the benefits of learning a second language. However, it will also cover the counter-arguments which will include the disadvantages of being bilingualism.
The argument about whether to advocate or suppress second language learning in elementary schools is based on two principle counterarguments. Those opposing learning of second language believe that its learning causes adverse interferences to the learner's ability to effectively obtain proficiencies of a native language (Hakuta & Garcia, 1989). This means that learners are at risk of loosing their cultural identity and the proficiencies of conversing in their first language at an early age. On the other hand, the proponents of learning a second language rest their belief and trust on the addictive bilingual theory which assert that a second language does not inhibit academic potential of leaners, but instead influence higher academic excellency among learners (Selling, 2011). Taylor and Lafayette (2010) note that students who take second language instructions score at or higher than their non-second language learning peers on achievement test. Moreover, Taylor and Lafayette (2010) claim that this category of leaners accrue better skills to communicate in the second language, indicating a possibility of a casual relationship between academics, communication abilities and learning of a second language.
The most important benefit that is associated with learning a second language is its ability to inspire increased cognitive ability among leaners (Stewart, 2005). Research has pointed out that, children who study a second language have higher chances of becoming better problem solvers and more creative in contrast with their peers who do not learn a second language (Marcos, 2001a). This is likely to be attributed to the fact that learning is a systematic process that constitutes hearing, discernment of different sounds and being able to comprehend that the spoken and heard sounds possess meaning in spite of the fact that they are constructed from different ways, from their indigenous languages. The second language learners develop the ability to reproduce heard and learnt sounds in a manner that makes constructive meaning (Stewart, 2005). Likewise also, Stewart (2005) maintains that these students learn to compare and contrast how different languages leverage different combinations of sounds and letters to convey specific meaning. Empirical studies have reported that learning a second language helps in the development of cognitive flexibility through bilingual programs (Milloy & Fischer, 2002). This means that there is an unequivocal correlation between non-verbal measures and bilingualism. In England, dual language learning has received warm adoption because research has indicated that, dual language pre-school children possess cognitive advantage in performing tasks when contrasted with monolingual children of the same class and age when assigned similar tasks (Stewart, 2005). Researchers have hypothesized that the cognitive flexibilities exhibited by dual language children is as a result of their exposure to two social worlds, which grant them the opportunity to become more attuned to proficiencies of communicative engagements (Berguno & Bowler, 2004). As a result, the expanded cognitive abilities, problem solving skills and creative thinking are transferable to other aspects of academic pursuit hence giving them an advantage over their classmates who do not take initiatives to learn second language (Berguno & Bowler, 2004).
Besides the development of cognitive flexibility, learning a second language has been associated with higher excellence in other academic areas (Stewart, 2005). This is because children studying a second (foreign) language have higher likelihood of developing new perspectives and informed depths of comprehending new vocabularies and mechanics of their first language. In order to achieve this, students learning a second language are regularly exposed to words and patterns, similar to their first language, from which their first languages were developed (Stewart, 2005). For instance, Stewart (2005) reckons that most grammatical structures making up first languages are commonly taken for granted and sometimes overlooked. Consequently, growing children acquire the liberty of developing a feeling for what they consider right and appropriate depending on given circumstances. Nevertheless, when they start to learn a second language, they face the reality and the need for joining words and structures to obtain sense in the second language. As a result, they end up thinking about how particular structures work appropriately and they start to compare foreign languages to their indigenous language. In other words, learning of a second language enables learners to learn the grammatical and mechanics of their first language (Stewart, 2005). Likewise also, Marcos (2001b) indicates that learning a second language in elementary schools equips children with better chances of exceling in Math, English, Social studies and science.
By inference, if learning a second language potentiates higher education achievements in various academic areas, then it also leads to higher scores when bilingual children take standardized tests (Stewart, 2005). In a survey involving students from Fairfax county in Virginia, students in immersion schools (schools where second languages are learnt and adopted as primary languages of instructions) scored better or as well as the monolingual students in achievement tests and they remained higher academic achievers in their lives (Marcos 2001b). This means that the cognitive benefits of bilingualism are life long.
Not only does learning a second language develop the cognitive abilities of learners, but it also prepares them for the globalized world where technology has dissolved boundaries and given countries a fair ground of trading and interacting. Morris (2001) asserts that learning of second languages has become crucial because, as boundaries dissolve, foreign language instructions gain prominence over native language instructions. This has become necessary because there is need to link with the world besides producing enlightened citizenship that is able to survive in the world, which has shrunk into a “global villageâ€. This does not mean that the world ought to be monolingual, but there must be common languages shared in the world to promote easy communication and negotiations in case of disputes or business relations.
Learning a second language potentiate economic development. Morris (2001) notes that in order to be competitive, both regionally and on a global scale, the modern and future business world needs better skilled people who can fit and work in culturally divergent environments, and those with competent skills in second languages. This is because, understanding the semantics and syntax of foreign languages helps in better marketing strategies, and designing of adverts that convey the intended meaning in the natural and indigenous way, as opposed to settling for what may jeopardize success. Proficiencies in foreign languages are crucial in the service, entertainment and publisher industries; and corporate offices that have overseas accounts; and law, journalism, medicine, business and general government work among other areas (Morris, 2001). This implies that learning a second language is not in vain because it offers a competitive edge in career options as young minds are equipped with preparatory skills of working across the multicultural world.
Moreover, learning a second language promotes cultural understanding. Although less cited, this is one of the most obvious reasons why people decide to learn foreign languages. Language has power to promote understanding of various cultural backgrounds because through them, the ways of life of various people throughout the world are likely to be known (Morris, 2001; Tochon, 2009). By learning and using the obtained impeccable proficiencies of foreign languages, learners develop a feeling of cultural pluralism and the importance of cultural divergence. They learn to appreciate other people and their cultures. This means that leaning of a second language is crucial because it gives learners a window to understanding and appreciating other cultures.
Learning of a second language presents security benefits. In order for people to interact harmoniously, there should be peaceful coexistence. In areas populated by different ethnic groups, a second language could make a difference in case of tribal or ethnic wrangling (Gbollie & Gong, 2005). Take a scenario where an individual finds himself or herself trapped in a locality enriched with tribal or ethnic hatred and wars. In situations like this, abilities to speak the tribal dialects of opposite groups are worth saving a life. Furthermore, second language skills are important to security and non-security personnel who might be interested in gathering intelligence (Gbollie & Gong, 2005).
In addition, learning of a second language has political importance. According to Trochon (2009), a second language plays a crucial role in the bilateral as well as governance processes and multilateral cooperation. In case states neglect to adopt the learning of second languages, they risk isolating themselves and losing international grip and power because of their insufficiency to communicate in different languages and cultures except their indigenous language (Trochon, 2009).
Likewise also, Sandoval (2005) note that monolingual societies are disadvantaged when it comes to dealing with foreign powers, as a result of the enfeebled manner of collecting intelligence. It is very dangerous for a nation with a wide second language gap to reiterate Because of the inability of the designated government to communicate its cases through diplomacy, multilateral and bilateral relations, advocacy and cooperation, obtaining help and solution from neighboring and foreign states might be difficult. Furthermore, gathering of intelligence becomes an illusion because both security personnel and citizens do not comprehend both language and culture of the target nation (Trochon, 2009).
The brains of bilingual...
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