Long Term Benefits Of An Early Start When Younger And Older Starters

As Zentella has studied within these three families, she finds an assortment of variation, even in individuals that come from the same family. The author argues that children coming from similar backstories range differently in their expertise in the language of their immigrated parents and the standard language of their residency. She concludes that because each family’s outlook on learning a second language and each individual’s preference challenges one another, one’s ability to learn a second language varies as well; there is no solid explanation as to why some people from the same background are more advanced in Spanish rather than English, and vice versa. Most people would not have taken into account of all the different contributions that this author describes, including gender, social preference, location, and personal beliefs. The common person would assume that acquiring a second language is possible for these families because they are surrounded by it, and that they would be able to maintain both their primary and secondary language. However, the author does analyze the contrasting opinion through observing the differences found in her study. She finds that the development of each person greatly varies to where each has different learning abilities and preferences. Where they live, whom they are in contact with, gender, and even their own personal behavior affects their unique growth. Since all have varying opinions, their decisions and values are placed accordingly to their own desire; in conclusion, these are all major factors in how people’s language skills

In America, there is a predominant growth in multiple ethnicities and cultural backgrounds; leading to the usage of multiple languages in the American culture. There is a growing need for many people to learn and utilize multiple languages within the workplace and within one 's own personal life. The importance of bilingualism and the knowledge of multiple languages is ever increasing, and therefore becoming more important for the younger generations. The push for knowing multiple languages and becoming bilingual has many potential negative and positive effects.

I like how you described one of the characters, Gonzalo, and his amazing experience of learning English in such as a short period of time. This fact reminds me about the time when my family came to the U.S., and my children were the first who learned English. Similarly to Gonzalo, they learned English from cartoons; so, TV made them smarter, and they were able to communicate much earlier than my husband and I. Usually, adults are more inhibited and stressed when it is time to talk in a foreign language since they are afraid that people will make jokes on them. Unlikely to adults, kids are less worried about starting talking in a foreign language and easily learn it. Thus, I totally agree with Gonzalo that the younger you are the

Imagine you are looking from the top of a sixth grader's room. It's almost 6:00 A.M. and it's still really dark out. BEEP! BEEP! BEEP! He jumps up suddenly and glares at his alarm clock. It looks like he just wants to punch the thing right off of his nightstand. You hear him say, "Ugh, why do we have to get up so early, can't we have a later school start time?" Adolescents not getting enough sleep has been spreading, but in the year 2000 it has really begun to have an affect. Parents are saying that their child is tired when they get home. Now schools have been trying to solve that problem with later start times. The students at Middle School South Lake Zurich Illinois would like later start times. It won't cost much, it benefits the students and teachers. However, there are some problems. But still, there are lots of benefits.

It may be a given that an individual has more knowledge the older one gets due to more time and opportunities to learn, yet there is a neglect to study the concept of learning process due to the lack of interest.

Schools should adopt an later start time. This would improve students grades and mental state because they would get more sleep. According to the article, Sleepy in Seattle: Schools move start time to manage teens' need for zzz's, more and more school districts around the country are trying to give students later start times. This is because of a few reasons. First of all, the American Academy of Pediatrics, a professional group of pediatricians, say that later start times can improve students life in many ways. Also, the CDC or Center of Disease Control, pushed for later start times.The CDC is a government agency, who's goal is to protect public health and safety, pushed for later school start times. This is because research show that later

Seventeen year old Betty He wakes up every weekday at 4:30 am to catch the train, so she can get to her school which starts at 6:00 am. Recently, many students have had trouble with early school start times. Many kids are not getting enough sleep due to schools starting earlier. Also this has led to problems in school. Schools should start later due to many reasons. Schools that have started later have seen better academic results. Having school start has many health benefits, and also many safety benefits.

Since, the second language is an additional language after we acquire the first language, the L2 learning process can be influenced by the L1 learning process This essay will demonstrate the similarities and differences in L1 and L2 acquisition by discussing various theories. Then, draw a conclusion based on the evidence provided and my own experience.

skills and understanding from these learning stages are incomplete, having an impact on later life

Many second language acquisition theories have been developed over the years. These theories examine the avenues in which second language is acquired and the avenues in which they are

The starting point article I chose to focus on for this comparison was ‘The Debate on Maturational Constraints in Bilingual Development: A Perspective from First-Language Attrition’ by Monika S. Schmid. In her study and subsequent article, she wanted to see if there was a correlation between Second Language Learners (and their age of acquisition) and Native Fluency - in detail, whether or not they have a maturational constraint in reaching native fluency in grammar, morphology, and the like.The study compared 20 (German L1) long-term users of their second language (English), 20 advanced immersed second language users (German L2, English L1), and 20 monolingual, native German speaking controls. The bilingual

The first area of difference between first (L1) and second (L2) language learning is input – specifically the quality and quantity of input. It is the idea of the "connectionist model that implies... (that the) language learning process depends on the input frequency and regularity" (5).. It is here where one finds the greatest difference between L1 and L2 acquisition. The quantity of exposure to a target language a child gets is immense compared to the amount an adult receives. A child hears the language all day everyday, whereas an adult learner may only hear the target language in the classroom – which could be as little as three hours a week. Even if one looks at an adult in a total submersion situation the quantity is still less because the amount of one on one interaction that a child gets for example with a parent or other caregiver is still much greater then the adult is receiving.

When discussing about “In other words”, Bialystok and Hakuta state that there is some thought that children who may appear to be learning a second languge very quickly at a vey young age (before the age of 5). They further state that accompanied by the loss of their first language, have really replaced the first language with the second language.

Acquiring the first language is much easier than acquiring any second language as it comes “naturally” after birth. The child passes through different stages before acquiring the language till he masters it. Children follow a predictive language development through their language acquisition but it can vary from a child to another according to the external surroundings especially in the early stages.

The theory suggests that the little kid’s brain has a cellular receptivity to language acquisition. This receptivity may be a function of cellular plasticity or elasticity which is controlled by a sort of biological clock. With age, the biological clock changes the cellular plasticity, which reduces the organism’s capacity to learn langugage. Penfield and Roberts predict that an optimal age period for L2 learning is between 4 and 8 because of greater brain plasticity.