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nbsp;nbsp;Language is the lt; best means of

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nbsp;nbsp;Language is the lt; best means of communication
nbsp;nbsp;In the modern globalization era it is not enough lt; to be able to speak one language to communicate with the outside world
nbsp;nbsp;I strongly support the idea that children should lt; begin learning a foreign language as soon as they start school
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nbsp;nbsp;In the modern globalization era it is not enough lt; to be able to speak one language to communicate with the outside world
nbsp;nbsp;I strongly support the idea that children should lt; begin learning a foreign language as soon as they start school
nbsp;nbsp;They faster become familiar with a strange language, improve lt; their hearing ability to understand new words as time goes by and learn new words
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nbsp;nbsp;They faster become familiar with a strange language, improve lt; their hearing ability to understand new words as time goes by and learn new words
nbsp;nbsp;There are definite advantages to being bilingual when you are learning to read, lt; providing that children are exposed to stories and literacy in both languages
nbsp;nbsp;By four, bilingual children have progressed more than monolingual children lt; in understanding general properties of the symbolic function of written language
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nbsp;nbsp;There are definite advantages to being bilingual when you are learning to read, lt; providing that children are exposed to stories and literacy in both languages
nbsp;nbsp;By four, bilingual children have progressed more than monolingual children lt; in understanding general properties of the symbolic function of written language
nbsp;nbsp;By five, they are more advanced than monolinguals and bilinguals who have learned lt; only one writing system in understanding specific representation properties, even in English
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nbsp;nbsp;By five, they are more advanced than monolinguals and bilinguals who have learned lt; only one writing system in understanding specific representation properties, even in English
nbsp;nbsp;The second test involved asking the children to judge a words length lt; when the object size was the same and when it conflicted with the word size
nbsp;nbsp;When the word was long and the picture was big, no lt; difference was found between the monolingual and the bilingual children
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nbsp;nbsp;But, the Chinese-English speaking children scored lt; higher when the length of the word conflicted with the object size
nbsp;nbsp;Figuring out the rules for two different kinds of writing lt; systems helped them understand each system better
nbsp;nbsp;The bilingual children knew that the written form carried lt; the meaning and that the picture was irrelevant
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nbsp;nbsp;And, even though all the childrens scores improved with age, the four-year-old bilinguals lt; were better at this than the five-year-old monolinguals
nbsp;nbsp;The first test involved showing the children a card with lt; a word printed on it which was placed under a picture of the named object
nbsp;nbsp;They understood lt; equally in both this principle languages too
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nbsp;nbsp;The first test involved showing the children a card with lt; a word printed on it which was placed under a picture of the named object
nbsp;nbsp;The children were asked what the word was after the card lt; was moved to another picture
nbsp;nbsp;The bilingual children scored twice as high on this test lt; as the monolingual children
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nbsp;nbsp;The children were asked what the word was after the card lt; was moved to another picture
nbsp;nbsp;The bilingual children scored twice as high on this test lt; as the monolingual children
nbsp;nbsp;The study examined 137 bilingual (French amp; English and Chinese amp; English) and monolingual (English) four and five year olds, all lt; of whom came from literacy-rich environments including the bilingual children in both languages
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nbsp;nbsp;The study examined 137 bilingual (French amp; English and Chinese amp; English) and monolingual (English) four and five year olds, all lt; of whom came from literacy-rich environments including the bilingual children in both languages
nbsp;nbsp;The children were given lt; two word tests that assessed their understanding of the symbolic function of the letters
nbsp;nbsp;Furthermore, children who go beyond treating letters as visual objects and recognize lt; the symbolic relation between letters and sounds are on their way to learning how to read
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nbsp;nbsp;Preschoolers who speak one language can usually recite lt; the alphabet and spell their names but cannot read without the help of pictures
nbsp;nbsp;But bilingual preschoolers can read sooner because they are able to recognize lt; symbolic relations between letters/characters and sounds without having visual objects
nbsp;nbsp;First of all, if lt; one wants to see outcome soon, one must start sooner