IELTS Academic Reading Practice 78

 
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This reading practice simulates one part of the IELTS Academic Reading test. You should spend about twenty minutes on it. Read the passage and answer questions 27-40.

Questions 27-30

The reading passage has seven paragraphs labelled A-G.

Which paragraph contains the following information?

Write the correct letter A-G in boxes 27-30 on your answer sheet.

NB You may use any letter more than once.

27 The fact that bilingual children acquire the ability to converse in the majority language remarkable quickly
28 The relationship between children’s mother tongue and their second language development
29 A reference to positive effects of bilingualism on children’s linguistic development
30 Reasons why learning a mother tongue language does not negatively affect children’s development in the majority language.
Questions 31-36

Do the following statements reflect the claims of the writer in the reading passage? In boxes 31-36 on your answer sheet, write

YES   if the statement reflects the claims of the writer
NO   if the statement contradicts the claims of the writer
NOT GIVEN   if it is impossible to say what the writer thinks about this

31. Some present studies on children’s mother tongues are misleading.
32. Monolingual children often develop more flexibility than bilingual children in their thought patterns.
33. Bilingual children are more likely to develop into multi-lingual adults.
34. Spending instructional time through a minority language in the school benefits children's academic development in the minority language school.
35. The Foyer program in Belgium develops children’s literacy abilities in three languages.
36. Children's mother tongues are fragile and easily lost in the early years of school.
Questions 37-40

Choose the correct letter, A, B, C or D.

Write your answers in boxes 37-40 on your answer sheet.

37 What information does the author convey in the first paragraph?

38 A unique challenge within the evolution of national identity in a diverse population is

39 Research indicates children who learn in two or more languages in primary school

40 Why are some teachers and parents doubtful of mother tongue-based teaching programs?


Answer Sheet
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2
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15
N/A
16
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17
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18
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19
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20
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21
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22
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23
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24
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25
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26
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27
N/A
28
N/A
29
N/A
30
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31
N/A
32
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33
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34
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35
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36
N/A
37
N/A
38
N/A
39
N/A
40
N/A


  • help Learn how to HIGHLIGHT & ADD NOTES
    1. HOLD LEFT CLICK
    2. DRAG MOUSE OVER TEXT
    3. RIGHT CLICK SELECTED TEXT

Bilingual Children's Mother Tongue

A One aspect of globalization that has important implications for educators is the increasing movement of people from one country to another. Population mobility is caused by many factors: desire for better economic conditions, the need for labour in many countries that are experiencing low birthrates, or a constant flow of refugees. A consequence of population mobility is linguistic, cultural, and religious diversity within schools. To explain, in the city of Toronto in Canada, 58% of kindergarten students come from homes where English isn't the first language of communication. European and North American schools have experienced this for years and educational policies and practices vary among nations and even within nations. Even political parties and groups find ways to solve the issue of vast communities with relation in schools and society. Although, they find a couple of positive impacts on the host society and stress that this diversity compromises the identity of the host society. Thus, they formulate educational policies that don’t work. If students hold back their culture and language, they are seen as less fit for understanding the mainstream culture and language of the society.

B A challenging aspect for education leaders and policymakers in promoting national identity is the protection of the rights of every citizen including younger ones. Cultural-linguistic and financial assets of the country are also mandatory to be expanded. The financial assets squandered by countries in discouraging kids from developing their native languages is basically unwise with an initiative of pursuing national self-interest. The first phase in training culturally and linguistically diverse kids is to inspect what the current research says about the role of their native languages in their educational advancement.

C It is clearly stated in research, that when children develop their abilities in at least two languages they gain a more profound knowledge of language and how to use it. They become sharper in processing language, especially when they are experts in both languages. Over 150 researches in the past 25 years support what Goethe, the 18th German philosopher, said: an individual who is familiar with just a language doesn't really understand any language. Research also states that bilingual kids are likely to develop more flexibility in their thinking because they process information in two languages.

D The level at which kids understand their native language is a basis of development for a second language. Kids who fully understand their native language, and thereafter attend school find it easier to learn the school language. When parents and guardians discuss with their kids on matters or even tell stories this helps in developing their mother tongue which eventually helps children academically. Children transfer across languages from their mother tongue to the school language can be bidirectional, as the two languages are intertwined when the educational system permits the two languages.

E Education leaders and parents are scared about the fact that some native language teaching programs take too much time at the expense of the mainstream language. in a bilingual program that equally divides time to teach both the native language and the mainstream language, surely children won’t progress as far in the latter? One of the most strongly established findings of educational research, however, is that well-implemented bilingual programs can promote literacy and subject-matter knowledge in a minority language without any negative effects on children’s development in the majority language. The Foyer program within Europe is a great example for developing children in different languages as it's planned to develop children in their native language, Dutch and French.

F It is a simple process to know that when kids are learning a native language, they also learn concepts and skills with it. Students who know how to tell time in their native language understand the concept behind it. So, learning how to read time in a different language will be easier since they don't need to re-learn the concept. Similarly, at a higher level,  there is transfer across languages in academic and literacy skills such as knowing how to distinguish the main idea from the supporting details of a written passage or story, identifying cause and effect, distinguishing fact from opinion, and mapping out the sequence of events in a story or historical account. Studies of secondary school students are providing interesting findings in this area, and it would be worth extending this research.

G A number of people wonder how quickly bilingual students master the majority language at school, although it takes them quite some time to catch up with native speakers.  In any case, education leaders are unaware of how fast children can lose their ability to speak the native language, even at home. How fast a language can be forgotten is based on the concentration of people from a specific language group in an area. A community that commonly uses its native language will find it hard to forget the language. Children who find themselves in areas that are not largely concentrated with the same language group will lose the ability to speak the language within 2-3 years of starting school. Although they might retain some skills but they will definitely communicate either to their peers or even their parents using the majority language. By the time the children grow to become adolescents, the language barrier between them and their parents eventually collapse. Students thereafter are generally separated from cultures from home and school.

Reading Passage Vocabulary
Bilingual Children's Mother Tongue

A One aspect of globalization that has important implications for educators is the increasing movement of people from one country to another. Population mobility is caused by many factors: desire for better economic conditions, the need for labour in many countries that are experiencing low birthrates, or a constant flow of refugees. A consequence of population mobility is linguistic, cultural, and religious diversity within schools. To explain, in the city of Toronto in Canada, 58% of kindergarten students come from homes where English isn't the first language of communication. European and North American schools have experienced this for years and educational policies and practices vary among nations and even within nations. Even political parties and groups find ways to solve the issue of vast communities with relation in schools and society. Although, they find a couple of positive impacts on the host society and stress that this diversity compromises the identity of the host society. Thus, they formulate educational policies that don’t work. If students hold back their culture and language, they are seen as less fit for understanding the mainstream culture and language of the society.

B A challenging aspect for education leaders and policymakers in promoting national identity is the protection of the rights of every citizen including younger ones. Cultural-linguistic and financial assets of the country are also mandatory to be expanded. The financial assets squandered by countries in discouraging kids from developing their native languages is basically unwise with an initiative of pursuing national self-interest. The first phase in training culturally and linguistically diverse kids is to inspect what the current research says about the role of their native languages in their educational advancement.

C It is clearly stated in research, that when children develop their abilities in at least two languages they gain a more profound knowledge of language and how to use it. They become sharper in processing language, especially when they are experts in both languages. Over 150 researches in the past 25 years support what Goethe, the 18th German philosopher, said: an individual who is familiar with just a language doesn't really understand any language. Research also states that bilingual kids are likely to develop more flexibility in their thinking because they process information in two languages.

D The level at which kids understand their native language is a basis of development for a second language. Kids who fully understand their native language, and thereafter attend school find it easier to learn the school language. When parents and guardians discuss with their kids on matters or even tell stories this helps in developing their mother tongue which eventually helps children academically. Children transfer across languages from their mother tongue to the school language can be bidirectional, as the two languages are intertwined when the educational system permits the two languages.

E Education leaders and parents are scared about the fact that some native language teaching programs take too much time at the expense of the mainstream language. in a bilingual program that equally divides time to teach both the native language and the mainstream language, surely children won’t progress as far in the latter? One of the most strongly established findings of educational research, however, is that well-implemented bilingual programs can promote literacy and subject-matter knowledge in a minority language without any negative effects on children’s development in the majority language. The Foyer program within Europe is a great example for developing children in different languages as it's planned to develop children in their native language, Dutch and French.

F It is a simple process to know that when kids are learning a native language, they also learn concepts and skills with it. Students who know how to tell time in their native language understand the concept behind it. So, learning how to read time in a different language will be easier since they don't need to re-learn the concept. Similarly, at a higher level,  there is transfer across languages in academic and literacy skills such as knowing how to distinguish the main idea from the supporting details of a written passage or story, identifying cause and effect, distinguishing fact from opinion, and mapping out the sequence of events in a story or historical account. Studies of secondary school students are providing interesting findings in this area, and it would be worth extending this research.

G A number of people wonder how quickly bilingual students master the majority language at school, although it takes them quite some time to catch up with native speakers.  In any case, education leaders are unaware of how fast children can lose their ability to speak the native language, even at home. How fast a language can be forgotten is based on the concentration of people from a specific language group in an area. A community that commonly uses its native language will find it hard to forget the language. Children who find themselves in areas that are not largely concentrated with the same language group will lose the ability to speak the language within 2-3 years of starting school. Although they might retain some skills but they will definitely communicate either to their peers or even their parents using the majority language. By the time the children grow to become adolescents, the language barrier between them and their parents eventually collapse. Students thereafter are generally separated from cultures from home and school.

 
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