language acquisition essay titles

119 Bilingualism Essay Topic Ideas & Examples

🏆 best bilingualism topic ideas & essay examples, 👍 good essay topics on bilingualism, 🥇 most interesting bilingualism topics to write about, ✅ simple & easy bilingualism essay titles, ❓ questions about bilingualism.

• Bilingualism and Multilingualism However, to discuss the aspects of bilingualism and multilingualism, it is necessary to focus on the factor of the social motivation and psychological peculiarities of the ability to use two or more languages for interactions.
• Bilingualism in Professional Life The importance of bilingualism at the professional level is displayed through the changes in society as a whole and the advantages that are speaking two languages has. We will write a custom essay specifically for you by our professional experts 808 writers online Learn More
• The Benefits and Issues in Bilingual Education Understanding the term ‘bilingual education’ as a simple educational process would be a mistake because in reality it denotes a complex phenomenon dependent upon a set of variables, including the learners’ native language and the […]
• Bilingualism and Multiculturalism Knowledge of languages contributes to the development of flexibility of thinking, attention, and a clearer understanding of the difference of cultures.
• Bilingualism in Canada However, the code-switching of language words between English and French have raised concerns of the French standard in Canada, particularly in Quebec. The effectiveness of French speaking programs in Canada is unknown.
• Bilingual Education: Pros and Cons In this system, English is a secondary language geared to making students catch up with their academics until they can get comfortable enough to join mainstream English classes.’Bilingual education is a step backward in our […]
• Bilingualism as a National Language Policy The use of the language in formal learning and communication is the key determinant of the importance and effectiveness of a language.
• Linguistics: Bilingualism, Multilingualism and Tolerance In my opinion, a person with some understanding of a local language is likely to find some of the social and cultural things in a foreign country awkward or abnormal.
• Bilingual and ESL Programs Implementation in Schools As for ESL pull-out programs, they are based on pulling minority students out of the mainstream classroom to provide them with class instruction in English as a second language.
• The Way Bilingual People Perceive Their Cultural Heritage Amy Tan writes in her essay “Mother’s tong” about the memories of her childhood, the inability of her mother to speak English as if it was her native language, and the ways it influenced the […]
• Employee Management: Bilingualism in Organizations Title VII has helped to decrease discrimination in the workplace. Prior to the introduction of the Title VII Act, employers denied women health benefits and incentives during leaves.
• Identifying Language Impairment in Bilingual Children Perhaps, the integration of more items from the Spanish language can equalize the informativeness of the two versions of the assessment tool.
• Bilinguals’ Cognitive-Linguistic Abilities and Alzheimer’s Disease This irregularity is reflected in the preserved linguistic abilities, including code-switching and semantic fluency, and the declined functions in translation, picture naming, and phonemic fluency, calling for improved therapy and testing practices.
• Language Ability Barriers in Bilingual Children Thus, the potential barriers to language ability assessment are the lack of adjustable tests with norms for various bilingual variations and the absence of specific criteria for language acquisition evaluation.
• Bilingual Training Program Interventions Furthermore, the author suggests that language development in bilingual children can progress in both types of training programs, but the use of bilingual programs enables the component of supportive context in family support.
• Treating Bilingual Children With Language Impairment: Nonlinguistic Processing It results in issues with language acquisition and might promote the emergence of primary or specific language impairment. Recent research shows the presence of a subtle weakness in nonlinguistic cognitive processing skills in children characterized […]
• Language Switching in Bilingual Older Adults Bilingualism and multilingualism have been analyzed in terms of the peculiarities of bilinguals’ cognition and perception, as well as language processing, cognitive and perception differences between bilingual and monolingual people, and the characteristics of bilingualism […]
• Bilingual and Immersive Educational Strategies The multinational diversity contained in the territories of the States requires the introduction of the study of several languages in the practice of teaching children.
• Native Language Loss in Bilinguals The present research aims to analyze the process of native language loss, in particular, the age when bilinguals cease to use their language and when they start to forget it.
• The Effect of Childhood Bilingualism on Episodic and Semantic One of the main points of the study work is to implement memory tasks similar in advantage and thematic background for two groups of children living in a multinational society.
• Language Development and Bilingualism in Children Prior to acquiring particular words and phrases, the child must show signs of willingness to interact with another person, which is a leading trait of this phenomenon.
• Bilingual and Immersion Methods of Learning English It was previously believed in the scientific discourse that learning English is best done in the process of immersion in the language environment.
• Bilingualism and Communication: Motivation, Soft Skills and Leadership This essay will focus on the effects of learning a foreign language on communication competency, specifically interpersonal, cultural, and leadership skills. Firstly, one of the essential effects of learning a new language is an increase […]
• Bilingualism Resistance and Receptivity Explained This paper will also seek to explain how social psychology has been a factor in influencing the reception and resistance to bilingualism. This paper has discussed how literacy is vital in determining the resistance or […]
• “Viva Bilingualism” by James Fallows In his article Viva Bilingualism, James Fallows analyzes such issue as bilingualism in the United States, in particular, the author argues that two or even more languages can successfully co-exist in America and it will […]
• History of Singaporean Education: Independence and Bilingualism in Schools The government increased budgetary allocation to the education and primary education received 59% of the budget allocation, whereas 27% and 14% of the budget allocation went to secondary school and higher education respectively.
• Bilingual Education: Benefit in Today’s World In most cases, the language is a part of any culture in the world, and preventing bilingual education can have a negative effect on many cultures in the United States.
• Bilingualism and English Only Laws According to, laws that require English to be the only official language that should be in U. However, supporters of laws that require English to be the only language that should be used in U.
• Bilingual Education: Enhancing Teachers Quality More so, the number of English language learners in the urban classes is increasing in such a rate that the number of bilingual teachers has to be increased in ten fold.
• Bilingual E-Dictionaries and Machine Translators Efficiency This research covers the actual practice of translation in relation to the field of lexicology which is “the study of words and their meanings in one language or a group of languages”..
• Bilingualism: Views of Language The degree of development of speech inevitably affects feeling of the child when skill to state the ideas and to understand speech of associates influences their place and a role in a society.
• Bilingual Education in the United States As soon as a flexible approach making the process of code-switching easier for the ELLs is adopted, improvements in bilingual education can be expected.
• Bilingualism and Executive Functions in Children CLS is the only school in Northern California to implement KIP for students in grades K-5, and to increase the parents’ awareness of the true benefits of the program, a study devoted to the advantages […]
• English Vocabulary Acquisition in Bilingual Students The principal emphasis is put on the lexical side of the language; thus, the researchers carry out a detailed analysis of the vocabulary units that the students employ.
• Bilingual Education for Hispanic Americans The right to learn a native language is incorporated as Article 29 of the Convention of Right of a Child in the General assembly of the United Nations in 1989.
• Why Bilinguals Are Smarter? The tasks have led to the assertion that bilingualism has an effect on the brain that leads to improvement of the cognitive skills that are not related to language.
• Bilingual Education Impact on Preschoolers The key questions to be addressed in the literature review are concerned with the understanding of children’s early development in relation to bilingual education: Is dual-language learning beneficial or disadvantageous for small children?
• Parents Challenges: Raising Bilingual Children The problem is significant due to the lack of parents’ knowledge about the importance of language development and the absence of efforts on the part of educators with regards to teaching bilingual children.
• The Implementation of Bilingual Schools in America This kind of study was due to the demands by the Spanish immigrants in the United States that their children learn the English language as well.
• Bilingual Education for Minority Language Students in the US According to Kim, the aim of the research is to underline the significance of the bilingual approach and determine the trends in this field in American society.
• Bilingual Education Concept One of the reasons as to why there is opposition to bilingual education is the fact that students tend to greatly rely on their native language, keeping them from learning as well as having proficiency […]
• Education: Bilingual Kindergarten A major problem with bilingualism in kindergartens is that it leads to a lack of mastery in either of the languages.
• The Peculiarities of the Bilingual Education The peculiarities of the bilingual situation in the context of Melbourne, Victoria, with focusing on the usage of the Italian language In relation to the question of using one or more languages, Australia can be […]
• “Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching” Among the benefits of flexible pedagogy and flexible bilingualism identified by the authors are ease of communication and preservation of culture, indiscrimination of a second language and simultaneous ‘literacies’ endorsement as students participating in bilingual […]
• Benefits of Bilingualism Among Kindergarten Children The purpose of this report is to show the benefits of learning more than one language among kindergarten children. The purpose of this report is to analyse the benefits of learning two languages among kindergarten […]
• Bilingual Education: Programmes in Australia In this situation, the English language is the primary language in Australia, and the other languages are discussed as the languages of minorities.
• Paweł Zielinski’s Report on Bilingualism This text aims to find the correct definition of the term ‘bilingual’, by identifying the characteristics that define a bilingual, the distinctions caused by the different times a language is learned, and whether learning a […]
• Bilingualism and the Process of Language Acquisition: Speeding up Cognition and Education Processes When it comes to mentioning the positive aspects of being a bilingual person, the first and the foremost advantage to mention is the ability to convey specific ideas in either of the languages without any […]
• Bilingualism in East Asia Countries In most East Asian countries, multilingualism is restricted to elites; although patterns of language ability differ between the classes multilingualism is the norm at all levels of the society.
• Sociolinguistics: Bilingualism and Education This means that children are forced to acquire the language of majority to be treated in accordance with the same rules and traditions applicable to the monolingual majority.
• Bilingual Development: Second Language Acquisition Successive acquisition is similar to first language acquisition because a child learns the second language through analysis of rules and making errors.
• Bilingual Education: Programs Support On this note, the fact that a vast number of researches support bilingual education efficacy is evident that children exposed to these programs are more successful that those in all-English programs.
• The Benefits of Being Bilingual in a Global Society And, it represents the matter of crucial importance for educators to be able to adopt a proper perspective onto the very essence of bilingualism/multilingualism, as it will increase their ability to design teaching strategies in […]
• Why Is Bilingual Education Important Considering the diversity nature of students in any classroom scenario, it is important for the teaching orientation to adopt a variety of mechanisms, which will ensure there is satisfaction of all learner needs.
• Bilingualism Affects Audio-Visual Phoneme Identification
• Role of Bilingualism and Biculturalism as Assets in Positive Psychology
• The Intellectual Power of Bilingualism
• Bilingualism Impact on Intelligence and Scholastic Achievement
• Why Bilingual Education Is Even More Relevant Today
• The Benefits of Raising a Bilingual Child With Autism
• Perspectives on Bilingualism and Bilingual Education for Deaf Learners
• Bilingualism in the Education of Adolescents
• The Roots of Bilingualism in Newborns
• Advantages of Bilingualism and Multilingualism
• The Cognitive Benefits of Bilingualism in Autism Spectrum Disorder
• The Bilingual Brain: Language, Culture, and Identity
• Are the Cognitive Benefits of Bilingualism Restricted to Language
• Bilingualism and Its Importance in Education
• Executive Function and Bilingualism in Young and Older Adults
• Benefits of Bilingualism in Early Childhood
• Audio-Visual Integration During Bilingual Language Processing
• Economic Advantages of Bilingualism
• Myths & Facts About Bilingual Children
• The Impact of Bilingualism on Cognitive Development
• Bilingualism and Bilingual Education as a Problem Right and Resource
• Parents’ Attitudes Towards Bilingualism and Bilingual Education
• Structural Brain Changes Related to Bilingualism
• The Effects of Bilingualism on Language Development of Children
• Bilingual Benefits Reach Beyond Communication
• Teacher Candidates’ Beliefs About and Knowledge of Bilingualism and Bilingual Education
• Childhood Second Language Learning and Subtractive Bilingualism
• The Effect of Bilingualism and Age on the Subcomponents of Attention
• How Bilingualism Can Affect the Way Individuals Interact
• Foreign Language Acquisition, Bilingualism, and Biculturalism
• The Influence of Bilingualism on Third Language Acquisition
• What Are the Advantages and Disadvantages of Bilingualism
• Bilingualism and Its Impact on the Development of the World
• Why Bilingual Students Have a Cognitive Advantage for Learning to Read
• Do Bilinguals Have Better Cognitive Control
• Language Lateralization in Adult Bilinguals
• Flexibility in Task Switching by Monolinguals and Bilinguals
• Assessing the Double Phonemic Representation in Bilingual Speakers of Spanish and English
• Benefits of Bilingualism: Why Is Bilingual Education Important
• Bilingual Education Helps to Improve the Intelligence of Children
• Is Bilingualism Important in Today’s Generation?
• How Does Bilingualism Impact an English Language Learner?
• Does Bilingualism Improve Brain Functioning?
• Why Do the Effects of Bilingualism Change Language Acquisition?
• How Can Bilingualism Have a Positive Impact on a Country?
• What Is the Importance of Bilingualism in Globalization?
• How Does Bilingualism Affect the Learning Process of Children?
• Is Bilingualism Growing in the US?
• How Does Bilingualism Increase Brain Power?
• What Factors Influence the Development of Bilingualism?
• Does Bilingualism Among the Native Born Pay?
• How Can Bilingualism Affect Cognitive Functions?
• Why Is Bilingualism Important in the US?
• How Does Bilingualism Improve Your Health?
• What Are the Advantages of Early Bilingualism?
• Does Bilingualism Improve Social Life?
• How Does Bilingualism Affect Society?
• What Are the Benefits of Bilingual Education to the Society?
• Does Bilingualism Affect Cognitive Development?
• How Does Bilingualism Help the Economy?
• Does Bilingualism Affect Culture?
• What Are the Challenges of Bilingualism?
• How Does Bilingualism Impact Language Development?
• What Is the Relationship Between Bilingualism and Cognition?
• How Is Bilingualism Good for a Country?
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Extended Essay: Group 2: Language Acquisition

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From IB Subject Specific Guide   

  Overview 

  A group 2 Extended Essay is intended for students who are studying a second modern language. Students may not write a group 2 Extended Essay in a language that they are  offering as a language A for their diploma.

There are 3 categories of group 2 Extended Essays:

• Category 1—Language • Category 2—Culture and society (a or b) • Category 3—Literature.

Students should put the category in which they have presented their essay alongside the subject in which it is registered on the cover sheet of the extended essay, for example,

English B Cat: 2 (b); German B Cat :3; Spanish B Cat : 1.

A group 2 Extended Essay provides students with the opportunity to develop their awareness and knowledge of the language studied, and their understanding of the culture concerned. This is achieved by enabling students to pursue their interest in the language through research based on texts (taken to be any meaningful piece of spoken or written language, for example, an article, a book, a play, a poem) or on specific cultural artifacts (such as works of fine art or architecture, films, radio or television programmes, or popular music).

The Extended Essay must be written in the language for which it is registered (the target language). It must be focused on matters related to the target culture. The Extended Essay is a research essay and the assessment criteria emphasize the importance of research skills rather than linguistic proficiency. Although a certain level of ability in the language is obviously desirable in order to undertake a group 2 extended essay, fluency is neither a prerequisite nor a guarantee of success. In fact, students who are fluent in the language but who do not demonstrate the required research skills will definitely achieve a lower mark than students who are less fluent but who fulfill the other assessment criteria.

Choice of Topic

As indicated in the ”Overview” section, a group 2 extended essay aims to develop students’ knowledge and understanding of the target language and culture. Any proposed topic that will not further that aim should be rejected. The essay should consist of the study of an issue in one of three categories: language, culture and society, or literature. Combinations of these are also permissible. Each category has specific requirements that are described in this section. In addition, students should ensure that their topic:

• is worthy of investigation. For example, “Does tourism have a future in Switzerland?” or “Is the wine industry an important source of income for France?” would be too trivial for an essay of 4,000 words.

• is not too broad and allows for an effective treatment within the word limit. Topics such as “Racism in France”, “The theatre of the absurd”, or “A history of the French language” would need to be given a sharper focus.

• provides them with an opportunity to develop an argument and to demonstrate critical analysis and personal judgment rather than just knowledge. Topics that are merely descriptive or narrative, or that only summarize secondary sources (such as “French cheeses”, “The Provence region”, “The events of May 1968 in Paris”), should be avoided.

In each category the examples given are for guidance only .

Category 1 - Language

The essay should be a specific analysis of the language (its use, structure and so on) normally related to its cultural context or a specific text

Category 2 - Culture and Society

A: essays of a sociocultural nature with an impact on the language 

The essay should be an analysis of a cultural nature that describes the impact of a particular issue on the form or use of the language.

B: essays of a general cultural nature based on specific cultural artifacts 

The essay should be an analysis of a more general cultural nature but specific to a country or community where the language is spoken. Topics that are too broad and could apply to many cultures (like globalization, the death penalty or eating disorders) are inappropriate. Essays of a general cultural nature must be based on specific cultural artifacts. Cultural artifacts in this context are understood to include a wide variety of phenomena, ranging from works of fine art to newspapers, magazines and cartoons, to films, television programmes and popular music.

Category 3 - Literature

The essay should be an analysis of a literary type, based on a specific work or works of literature exclusively from the target language. In the case of a comparison of texts, all texts must originally have been written in the target language.

Helpful Websites

IB Language Acquisition Subject Specific Guide  - Use tabs on the left under Language Acquisition: Subject Specific Guide for more information. 

Gale Communications and Mass Media 

Gale Literature Resource Center

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Extended Essay

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Language Acquisition Sample B

Language_acquisition sample c.

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Key Topics in Second Language Acquisition

• Vivian Cook and David Singleton
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• Language: English
• Publisher: Multilingual Matters
• Copyright year: 2014
• Main content: 168
• Published: April 2, 2014
• ISBN: 9781783091812

Language Acquisition Concept and Theories

Introduction.

One of the most important topics in cognitive studies is language acquisition. A number of theories have attempted to explore the different conceptualization of language as a fundamental uniqueness that separates humans from other animals and non-living things (Pinker& Bloom, 1990). Similarly, Pinker (1994) recognizes language as a vehicle which engineers humans to know other people’s thoughts, and therefore, he reasons that the two (language and thought) are closely related. He adds that when one speaks his/her thoughts, he depicts some language. Else, he notes that a child’s first language is often times learnt well enough in the earlier periods of his life without having to be taught in school. With this astonishment, he believes children language acquisition has received a lot of attention in scholarly circles and debates (Pinker, 1994).

Indeed, accordingly, acquisition of language goes beyond it being interesting, but is an answer to the study of cognitive science. The recognition here is the many facets that language acquisition studies come with. These include Modularity, Human Uniqueness, Language and Thought, and Language and Innateness.

Historically, the scientific study of language and the way it is learnt began in the late 1950s, supposedly the time around which cognitive studies were launched. Pinker observes that the anchor of this was when Noam Chomsky reviewed Skinner’s verbal behavior (Pinker, 1994).

Understanding Language Acquisition

Language acquisition can be understood biologically. The understanding here is that human language came to be based upon the unique adaptations that the body and mind developed during the process of evolution (Pinker& Bloom, 1990).

Language and Evolution

Pinker (2000) begins by indicating that human’s vocal tracks appear to have been modified to respond to the demands of evolution. In addition, this is the basis of speech. Pinker (2000), citing Lieberman (1984) argues that the larynx is at the base of the throats and that the vocal tracts have a sharp right angle bend that creates two independently modified cavities.

The process/course of Language Acquisition

Pink and Bloom (1990) assert that a number of scholars and thinkers alike, have kept diaries of children’s speech for a long time, and it was only later that children’s speech began to be analyzed in developmental psychology. Language acquisition begins at a very early stage in human’s life span. This usually stems initially with Sound Patterns. Pinker notes that within the earliest five years of an individual’s existence, children acquire control of speech musculature and sensitivity to the phonetic distinctions in the maiden mother tongue. In addition, children acquire these skills even before they know or understand any words, and therefore at this stage, they only relate sound to meaning (Kuhl, 1992).

When a child is almost hitting one-year age mark, he slowly begins to muster and understand words, and eventually produce them. Interestingly, at this stage they produce the word in ‘isolation’, that is one word at a time, with this period lasting two to twelve months. The words they produce at this stage are similar the world over and include words such as baba, baby among others, and others such as up, off, eat (Pinker& Bloom, 1990).

At about the time a child is 1 year and 6 months, two changes in language acquisition occurs. One is that there is an increase in vocabulary growth and two is that primitive syntax emerges. When Vocabulary growth increases, the child systematically starts learning “words at a rate of one every two waking hours, and will keep learning that rate or faster through adolescence” (Pinker, 1994). Primitive syntax on the other hand involves ‘two word strings’; examples of such include expressions such as ‘see baby’, ‘more hot‘, among others. These two-word expressions, Pinker notes, are similar the world over; for instance, everywhere, children reject and request for activities and therefore ask about who, what and where (Pinker& Bloom, 1990).

Overall, “these sequences already reflect the language being acquired: in 95% of them, the words are properly ordered” (Ingram, 1989). More interestingly is the fact that before they put the words, they can at this stage fathom a sentence by use of syntax. Notably is the fact that the struggle and output depends on the complexity of the sentence at this stage.

Between the time Children are almost going through year two up to mid of year three of age, language evolves to fluency and blossoms into good grammatical expressions and the reasons for this rapidity is still subject of research to today. At this stage, the length of the sentences that the children produce increase steadily and the number of syntax types increases steadily as well (Pinker& Bloom, 1990).

Pinker (1994), notes that children may differ in language development by a span of 1 year. Regardless, the stages they go through in language development remain the same and many children acquire and can speak complex sentences before their second age. At the stage of grammar explosion, the sentences get longer and more complex, even though at age three children’s may have grammatical challenges of one nature or the other (Pinker, 1994).

Language System and Its maturation

A number of scholars have observed that as language circuits mature in a child’s early years so is language acquisition, i.e. a child masters language development from the initial years of his/her birth and the process continues as the child’s brain develops during his/her life (Pinker, 1994). He notes that it is usually nerve cell degenerate shortly before birth, and it is also during this time that they are allocated to brain. However, he observes that an individuals “head size, brain weight, and thickness of the cerebral cortex” continue to rapidly increase over the first year of birth (Pinker, 1994).

White matter is not fully complete until after the child gets to nine months of age. The emergence of synapses will continue and reach climax when one is between 9 months to 2 years; however, this is usually dependent relative on the brain region. The development process continues and as the synapses wither, adolescence sets, with the individual showing signs of transforming from childhood to adulthood.

What accrues here, accordingly therefore is that perhaps “first words, and grammar require minimum levels of brain size, long-distance connections, or extra synapses, particularly in the language centers of the brain” (Pinker, 1994). In addition, the assumption can also be that these changes are the rationale behind the low ability to learn language overtime as people age over a lifespan (Pinker, 1994).

This probably explains why most people in their adulthood cannot master foreign languages especially in their native accent and especially in the language aspect of phonology, and this is what leads to what is now popularly called referred to as foreign accent. No teaching or amount of correction can usually undo the errors that characterizes ‘foreign accent’. However, as Pinker notes, there exists differences depending on one’s efforts, attitudes, degree of exposure, teaching quality, and sometimes, plain talent. However, there is no empirical evidence that adduces learning of words as people age (Pinker, 1994).

Explaining Language Acquisition: Learnerbility Theory

Several theories have been developed in understanding language acquisition. One such theory is the learnerbility theory. This is a computer mathematical theory of language, which deals with learning procedures for children in acquiring grammar, riding on language evidence and exposure. For instance, a learning procedure is taken as an infinite loop running through endless tings of inputs, which are grammatical as chosen from a particular language. This theory by Gold largely shows that innate knowledge of universal grammar assists in learning (Pullum, 2000).

Language acquisition is a complicated issue that needs an elaborate research and study; indeed, some of the tenets of this issue have been addressed in this paper. It is a very central issue in understanding human growth and development. It captures a number of conceptualizations that relate directly to the Universal versus Context Specific development modules, as well as nature versus nurture controversy. Moreover, attempts to understand language scientifically has brought a number of frustrations, with a number of break thoughts as well. All in all, it is important to note that language acquisition begins from the initial periods of a child’s development and continues as the child grows.

Kuhl, P. K. (1992). Brain Mechanisms in Early Language Acquisition. Neuron Review. Web.

Pinker, S. (1994). Language Leanerbility and Language Development . Cambridge: Havard University Press. Web.

Pinker, S. (2000). Language Acquisition . Massachusetts Institute of Technology. Web.

Pinker, S. & Bloom, P. (1990). Natural language and natural selection . Behavioral and Brain Science. Web.

Pullum, G. (2000) . Learnerbilty . New York. Web.

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StudyCorgi. (2020, August 25). Language Acquisition Concept and Theories. https://studycorgi.com/language-acquisition-concept-and-theories/

"Language Acquisition Concept and Theories." StudyCorgi , 25 Aug. 2020, studycorgi.com/language-acquisition-concept-and-theories/.

StudyCorgi . (2020) 'Language Acquisition Concept and Theories'. 25 August.

1. StudyCorgi . "Language Acquisition Concept and Theories." August 25, 2020. https://studycorgi.com/language-acquisition-concept-and-theories/.

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StudyCorgi . "Language Acquisition Concept and Theories." August 25, 2020. https://studycorgi.com/language-acquisition-concept-and-theories/.

StudyCorgi . 2020. "Language Acquisition Concept and Theories." August 25, 2020. https://studycorgi.com/language-acquisition-concept-and-theories/.

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Language Essay Titles

IELTS Essay Questions for the Topic of Language. All essay questions below are reported by IELTS candidates and seem to have been repeated over the years. Regardless of the years the questions were reported, you could get any question below in your test. You should, therefore, prepare ideas for all questions given below. The topics below could appear in both GT and Academic IELTS Writing Task 2.

IELTS Writing Task 2 Language Essay Questions

As computers translate quickly and accurately, learning foreign languages is a waste of time? To what extend do you agree or disagree. (2017, 2020, 2023)

Scientists predict that all people will choose to talk the same global language in the future. Do you think this is a positive or negative development? (appears most years in the test)

Some schools are no longer teaching children how to write with a pen. Do you think children should learn handwriting skills? (2024)

Some people think that a person can never understand the culture of a country unless they speak the language. Do you agree with this opinion?

Some people think that you can never become fluent in a language unless you have spent time living or working in that country. To what extent do you agree?

Some people think that all children in school should learn a foreign language at an early age. What are the advantages and disadvantages of doing this? (2020, 2023)

Reported essay questions are from students who have taken their IELTS test. That means questions may have appeared more frequently than have been reported. These questions may vary slightly in wording and focus from the original question. Also note that these questions could also appear in IELTS speaking part 3 which is another good reason to prepare all topics thoroughly.

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Critic’s Notebook

Like My Book Title? Thanks, I Borrowed It.

Literary allusions are everywhere. What are they good for?

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By A.O. Scott

You see it everywhere, even if you don’t always recognize it: the literary allusion. Quick! Which two big novels of the past two years borrowed their titles from “Macbeth”? Nailing the answer — “ Birnam Wood ” and “ Tomorrow, and Tomorrow, and Tomorrow ” — might make you feel a little smug.

Perhaps the frisson of cleverness ( I know where that’s from!), or the flip-side cringe of ignorance ( I should know where that’s from! ), is enough to spur you to buy a book, the way a search-optimized headline compels you to click a link. After all, titles are especially fertile ground for allusion-mongering. The name of a book becomes more memorable when it echoes something you might have heard — or think you should have heard — before.

This kind of appropriation seems to be a relatively modern phenomenon. Before the turn of the 20th century, titles were more descriptive than allusive. The books themselves may have been stuffed with learning, but the words on the covers were largely content to give the prospective reader the who (“Pamela,” “Robinson Crusoe,” “Frankenstein”), where (“Wuthering Heights,” “The Mill on the Floss,” “Treasure Island”) or what (“The Scarlet Letter,” “War and Peace,” “The Way We Live Now”) of the book.

Somehow, by the middle of the 20th century, literature had become an echo chamber. Look homeward, angel! Ask not for whom the sound and the fury slouches toward Bethlehem in dubious battle. When Marcel Proust was first translated into English, he was made to quote Shakespeare, and “In Search of Lost Time” (the literal, plainly descriptive French title) became “Remembrance of Things Past,” a line from Sonnet 30 .

Recent Proust translators have erased the Shakespearean reference in fidelity to the original, but the habit of dressing up new books in secondhand clothing persists, in fiction and nonfiction alike. Last year, in addition to “Birnam Wood,” there were Jonathan Rosen’s “ The Best Minds ,” with its whisper of Allen Ginsberg’s “ Howl ,” Paul Harding’s “ This Other Eden ” (“ Richard II ”), and William Egginton’s “ The Rigor of Angels ” (Borges). The best-seller lists and publishers’ catalogs contain multitudes ( Walt Whitman ). Here comes everybody! (James Joyce).

If you must write prose and poems, the words you use should be your own. I didn’t say that: Morrissey did, in a deepish Smiths cut (“ Cemetry Gates , ” from 1986), which misquotes Shakespeare and name-checks John Keats, William Butler Yeats and Oscar Wilde — possibly the most reliably recycled writers (along with John Milton and the authors of the King James Bible) in the English language.

Not that any of them would have minded. When Keats wrote that “ a thing of beauty is a joy forever ,” he surely hoped that at least that much of “ Endymion ” would outlive him. It’s a beautiful sentiment! And he may have been right. Does anyone read his four-part, 4,000-line elegy for Thomas Chatterton outside a college English class, or even for that matter inside one? Nonetheless, that opening line may ring a bell if you remember it from the movies “ Mary Poppins ,” “Yellow Submarine” or “ White Men Can’t Jump .”

Wilde’s witticism and bons mots have survived even as some of his longer works have languished. If it’s true (as he said) that only superficial people do not judge by appearances, maybe it follows that shallow gleaning is the deepest kind of reading. Or maybe, to paraphrase Yeats, devoted readers of poetry lack all conviction , while reckless quoters are full of passionate intensity .

Like everything else, this is the fault of the internet, which has cannibalized our reading time while offering facile, often spurious, pseudo-erudition to anyone with the wit to conduct a search. As Mark Twain once said to Winston Churchill, if you Google, you don’t have to remember anything.

Seriously though: I come not to bury the practice of allusion, but to praise it. (“ Julius Caesar ”) And also to ask, in all earnestness and with due credit to Edwin Starr , “ Seinfeld” and Leo Tolstoy : What is it good for?

The language centers of our brains are dynamos of originality. A competent speaker of any language is capable of generating intelligible, coherent sentences that nobody has uttered before. That central insight of modern linguistics, advanced by Noam Chomsky in the 1950s and ’60s, is wonderfully democratic. Every one of us is a poet in our daily speech, an inglorious Milton ( Thomas Gray ), a Shakespeare minting new coins of eloquence.

Of course, actual poets are congenital thieves (as T.S. Eliot or someone like him may have said), plucking words and phrases from the pages of their peers and precursors. The rest of us are poets in that sense, too. If our brains are foundries, they are also warehouses, crammed full of clichés, advertising slogans, movie catchphrases, song lyrics, garbled proverbs and jokes we heard on the playground at recess in third grade. Also great works of literature.

There are those who sift through this profusion with the fanatical care of mushroom hunters, collecting only the most palatable and succulent specimens. Others crash through the thickets, words latching onto us like burrs on a sweater. If we tried to remove them, the whole garment — our consciousness, in this unruly metaphor — might come unraveled.

That may also be true collectively. If we were somehow able to purge our language of its hand-me-down elements, we might lose language itself. What happens if nobody reads anymore, or if everyone reads different things? Does the practice of literary quotation depend on a stable set of common references? Or does it function as a kind of substitute for a shared body of knowledge that may never have existed at all?

The old literary canon — that dead white men’s club of star-bellied sneetches ( Dr. Seuss ) — may have lost some of its luster in recent decades, but it has shown impressive staying power as a cornucopia of quotes. Not the only one, by any means (or memes). Television, popular music, advertising and social media all provide abundant fodder, and the way we read now (or don’t) has a way of rendering it all equivalent. The soul selects her own society ( Emily Dickinson ).

When I was young, my parents had a fat anthology of mid-20th-century New Yorker cartoons , a book I pored over with obsessive zeal. One drawing that baffled me enough to stick in my head featured a caption with the following words: “It’s quips and cranks and wanton wiles, nods and becks and wreathed smiles.” What on earth was that? It wasn’t until I was in graduate school, cramming for an oral exam in Renaissance literature, that I found the answer in “ L’Allegro, ” an early poem by Milton, more often quoted as the author of “Paradise Lost.”

Not that having the citation necessarily helps. The cartoon, by George Booth, depicts a woman in her living room, addressing members of a multigenerational, multispecies household. There are cats, codgers, a child with a yo-yo, a bird in a cage and a dog chained to the sofa. Through the front window, the family patriarch can be seen coming up the walk, a fedora on his head and a briefcase in his right hand. His arrival — “Here comes Poppa” — is the occasion for the woman’s Miltonic pep talk.

Who is she? Why is she quoting “L’Allegro”? Part of the charm, I now suspect, lies in the absurdity of those questions. But I also find myself wondering: Were New Yorker readers in the early 1970s, when the cartoon was first published, expected to get the allusion right off the bat? They couldn’t Google it. Or would they have laughed at the incongruous eruption of an old piece of poetry they couldn’t quite place?

Maybe what’s funny is that most people wouldn’t know what that lady was talking about. And maybe the same comic conceit animates an earlier James Thurber drawing reprinted in the same book. In this one, a wild-eyed woman bursts into a room, wearing a floppy hat and wielding a basket of meadow flowers. “I come from haunts of coot and hern!” she exclaims to the baffled company, disturbing their cocktail party.

That’s it. That’s the gag.

Were readers also baffled? It turns out that Thurber’s would-be nature goddess is quoting “ The Brook ,” by Alfred, Lord Tennyson. (I’ve never read it either.) Is it necessary to get the reference to get the joke? If you chuckle in recognition, and complete the stanza without missing a beat — “I make a sudden sally/And sparkle out among the fern,/To bicker down a valley” — is the joke on you?

It’s possible, from the standpoint of the present, to assimilate these old pictures to the familiar story about the decline of a civilization based in part on common cultural knowledge. Sure. Whatever. Things fall apart ( Yeats ). In the cartoons’ own terms, though, spouting snippets of poetry is an unmistakable sign of eccentricity — the pastime of kooky women and the male illustrators who commit them to paper. This is less a civilization than a sodality of weirdos, a visionary company ( Hart Crane ) of misfits. But don’t quote me on that.

A.O. Scott is a critic at large for The Times’s Book Review, writing about literature and ideas. He joined The Times in 2000 and was a film critic until early 2023. More about A.O. Scott

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