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