UNrr \_lJESTiC,';

What is the value of

learnlnq a new language? ,:_,,>_.

A.IOiSCUSSthese questions with your classmates.

1.lWhiCh languages can you speak? How and why did you learn them?
2. Do you think that learning languages has changed any of your ideas
or opinions?
3. Look at the photo. Is there another language you would like to learn?
What is it, and why?

G> B. Listen to The Q Classroom online. Then answer these questions.

1. Why do Sophy and Felix think it's useful to learn a new language?
2. Why does Marcus disagree?

iQ"'PRAcTT{{
~.•. - .. .•.•.. _ .•.--..._.
'-
Go to the online discussion board to discuss the
Unit Question with your classmates. Practice> Unit 1 :. Activity 1

3
--READING 1 -- How Learning a New Language
Improves Tolerance
OBJECTIVE ~ You are going to read an article from the website The Conversation about the benefits
of learning a new language. It was written by an applied linguist, a professional who
studies how languages are taught and learned.Use the article to gather information
and ideas for your Unit Assignment.

PREVIEW THE READING

A. PHEVIEW Read the title and subheadings of the article. How do you think
learning a language can improve tolerance?

B. QUICK WRITE What advantages do bilinguals have? Think about the types
of knowledge and ways of communicating that are available to bilinguals
but not monoiinguais (peopie who oniy speak one ianguage). Write for
5-10 minutes. Remember to use this section for your Unit Assignment.

c. VOCABULARY Check (,I) the words and phrases you know. Then work
with a partner to locate each word or phrase in the reading. Use clues to
help define the words or phrases you don't know. Check your definitions in
the dictionary.
.._---------------------------
acquisition (n.) ~+ OPAL involve (v.) '1+ OPAL

ambiguity (n.) motivation (n.) '1+ OPAL

bilingual (adj., n.) -refer to (v. phr.) OPAL

cue (n.) ~+ stereotype (n.) '1+

depending on (v. phr.) the likelihood of (n. phr.) OPAL

immersion (n.) tolerance (n.) ~+

'1+ Oxford 5000'· words OPAL Oxford Phrasal Academic Lexicon

iQiJ'BAmG1! Go online to listen and practice your pronunciation.

Practice> Unit 1 > Activity 2

4 UNIT 1 What is the value of learning a new language?

 WORK WITH THE READING
~ A -._l_NVE.SnGAT~~Rea.dJhe_arJicle and gather information about the benefits
of learning a Inew language.

There are many benefits to knowing more 3 This happens in two important ways. The first
than one language. For example, it has been is that it opens people's eyes to a way of doing
shown that aging adults who speak more than things that is different from their own, which is
one language have less likelihood of developing called cultural competence. The second is related
dementia", Additionally, the bilingual brain to the comfort level of a person when dealing with
becomes better at filtering out distractions, and unfamiliar situations, or tolerance of ambiguity.
learning multiple languages improves creativity.
Gaining cress-cultural understandinq
Evidence also shows that learning sub1sequent
languages is easier than learning the first foreign 4 Cultural competence is key to thriving in our
language (Thompson, 2013). Unfortun tely, not increasingly globalized world. How specifically
all U.S. universities consider learning fbreign does language learning improve cultural
languages a worthwhile investment. competence? The answer can be illuminated by
examining different types of intelligence.
Why j ~ foreign lanquaqe study important
5 Psychologist Robert Sternberg's research
at the university ievel?
on intelligence describes different types
2 As an applied linguist, I study how learning of intelligence and how they are related to
• multiple languages can have cognitive and adult language learning. What he refers to
emotional benefits. One of these be as "practical intelligence" is similar to social
that's not obvious is that language intelligence in that it helps individuals learn
improves tolerance. nonexplicit information from their environments,

I dementia: a serious mental disorder usually used by old age that affects the ability to think, remember, and behave normally

READING 1 5
 including meaningful gestures or other social with experience learning more than one foreign
cues. Language learning inevitably involves language in an instructed setting have more
learning about different cultures. Students pick tolerance of ambiguity (Dewaele & Wei, 2012).
up clues about the culture both in language
What chanqe s ·with this under standing
classes and through meaningful immersion
9 A high tolerance of ambiguity brings many
experiences, such as visiting countries where the
advantages. It helps students become less
language is spoken and interacting with users
anxious in social interactions and in subsequent
of the language. Therefore, language learners
language-learning experiences. Not surprisingly,
develop new types of practical intelligence that
the more experience a person has with language
will help them communicate across cultures.
learning, the more comfortable the person gets
6 Researchers have also shown that when
with this ambiguity.
students learn another language, they develop
10 And that's not all.
new ways of understanding culture through
analyzing cultural stereotypes. This is because 11 Individuals with higher levels of tolerance
"learning a second language involves the of ambiguity have also been found to be more
acquisition not only of linguistic forms but entrepreneurial (i.e., are more optimistic,
also ways of thinking and behaving" (Nguyen innovative, and open to taking risks).
& Kellogg, 2010). With the help of an instructor, 12 In the current climate, universities are
students can think critically about stereotypes frequently being judged by the salaries of their
of different cultures related to food, appearance, graduates. Taking it one step further, based on
and conversation styles. the relationship of tolerance of ambiguity and
Dealing with the unknown entrepreneurial intention, increased tolerance
of ambiguity could lead to higher salaries for
7 The second way that adult language learning
graduates, which in turn, I believe, could help
increases tolerance is related to the comfort
increase funding for those universities that require
level of a person when dealing with tolerance
foreign language study. Those who have devoted
of ambiguity. Someone with a high tolerance of
their lives to theorizing about and teaching
ambiguity finds unfamiliar situations exciting,
languages might say, "It's not about the money."
rather than frightening. My research on
But perhaps it is.
motivation, anxiety, and beliefs indicates that
language learning improves people's tolerance of L':lnguage learning in ~,igher eclucation
ambiguity, especially when more than one foreign 13 Most U.S. universities have a minimal language
language is involved (Thompson & Asian, 2015; requirement that often varies depending on
Thompson & Erdil-Moody, 2016; Thompson & the student's major. However, students can
Lee, 2012). typically opt out of the requirement by taking a
8 It's not difficult to see why this may be placement test or providing some other proof of
so. Conversations in a foreign language will competency.
inevitably involve unknown words. It wouldn't 14 In contrast to this trend, Princeton University
be a successful conversation if one of the recently announced that all students, regardless
speakers constantly stopped to say, "Hang of their competency when entering the university,
on-I don't know that word. Let me look it up in would be required to study an additional
the dictionary." Those with a high tolerance of language. I'd argue that more universities should
ambiguity would feel comfortable maintaining follow Princeton's lead, as language study at
the conversation despite the unfamiliar words the university level could lead to an increased
involved. Indeed, research shows that those tolerance of the different cultural norms

6 UNIT 1 What is the value of learning a new language?

 represented in U.S. society. There hav1ebeen language, they are enabling our country to
many examples recently of conflicts on university compete successfully and work collaboratively
~----__;_,.- - - ·1 .. - .-.
campuses between students of differE(nt with partners -across the globe." - -
. backgrounds and opinions. A little mo,'re tolerance 16 Considering the evidence that studying
would help everyone. languages as adults increases tolerance in two
15 Knowledge of different languages is crucial to important ways, the question shouldn't be, "Why
becoming global citizens. As former Secretary should universities require foreign language
of Education" Arne Duncan noted, "Our country study?" but rather, "Why in the world wouldn't
needs to create a future in which all Americans they?"
understand that by speaking more than one

2Secretary of Education: the person in the U.S. government responsible for the country's educational system

References
Dewaele, J.-M., & Wei, L. (2012). Is multilingualism linked to a higher tolerance of ambiguity? Bilingualism: Language and
Cognition, 16,231-240. .
Nguyen, H.T., & Kellogg, G. (2010). "I had a stereotype that Americans were fat": Becoming a speaker of culture in a second ,
language. The Modern Language Journal, 94, 56-73.
"'
Thompson, A.S. (2013). The interface of language aptitude and multilingualism: Reconsidering the bilingual/multilingual
dichotomy. Modern Language Journal, 97, 685-70. doi: 10.1111/j.1540-4781.2013.12034.x
Thompson, A.S. &Aslan, E. (2015). Multilingualism, perceived positive language interaction (PPLI), and learner beliefs: What do
Turkish students believe? International Journa/lof Multilingualism, 12,259-275. doi: 10.1080/14790718.2014.973413
Thompson, A.S. & Erdil-Moody, Z. (2016). Operationalizing multilingualism: Language learning motivation in Turkey.
International Journal of Bilingual Education and Bilingualism, 19, 314-331. doi: 10.1080/13670050.2014.985631
Thompson, A.S. & Lee, J. (2012). Anxiety and EFL: Does multilingualism matter? International Journal of Bilingual Education
and Bilingualism, 16, 730-749.

B. VOCABUl.ARY Here are some words and phrases from Reading 1. Read the
sentences. Then write each underlined word or phrase next to the correct
definition. You may need to change verbs to their base form.

a. Second language acquisition is a long and complex process.

b. Students who have strong motivation tend to learn languages faster.
c. The likelihodd of fully learning a new language decreases with age.
ACADEMIC LANGUAGE
Similar phrases to the d. You need a high degree of tolerance to deal with unfamiliar situations.
likelihood of in writing
include the possibility e. There is a lot of ambiguity in text messages because they are short and can't
of, the probability of, communicate emotions well.
and the potential for.
An alternative sentence f. Social intelligence refers to people's ability to participate in conversations and
structure is: X is morel
less likely to (be). discussions. I . .'. . .
g. In many countnes, a stereotype of the United States 1S that people there do nor
______ __J OPAL I
learn foreign languages. ..
.
Oxford Phrasal Academic Lexicon

READING 1 7
 h. Learning basic communication skills in a new language can take 6-12 months,
depending on the situation.
i. Many Canadians are bilingual in English and French.
J. She did not recognize the cue that the interview was finished.
k. In an immersion language program, students use only the new.language in
their classes and conversations.
1. Academic classes involve reading, writing, listening, and speaking.

1. ____ (verb phrase) to describe or be connected to somebody or something

2. ____ (noun) willingness to accept ideas and beliefs that are different from
your own

3. ____ (noun phrase) the chance of something happening

4. ____ (noun) the state of being difficult to understand or explain because it

has many different aspects or possible meanings

s. ____ (adjective) able to speak two languages

6. ____ (noun) the act of obtaining something, such a's knowledge or a skill

7. ____ (noun) the feeling of wanting to do something

8. ____ (noun) a fixed idea or image that many people have of a particular
type of person or thing, but which is often not true in reality

9. ____ (verb) having something as a necessary part of an event or activity

10. ---c- (noun) an action or event that is a signal for somebody to do something

11. (verb phrase) according to

12. (noun) the state of being completely involved in something

iQ:-P~Ad[f~Go online for more practice with the vocabulary.

Practice> Unit 1 > Activity 3

e UNIT 1 What is the value of learning a new language?

C. 10 ·NTIFY Check (.I) the main benefits of learning a new language,
according to the article.

D~i.-Bi1'iIlgualsare less easily aistractea~ -~-

o 2. Bilinguals are better at handling new situations.

o 3. -Bilinguals are better at math.
o 4. Learning a new language helps you think more carefully about stereotypes.
o 5. Learning a new language helps you read better in your first language.

D. RESTATE Fi d two pieces of evidence from the article that support each
main idea. W ite them below the statement. Include the paragraph number
where you found the evidence.

1. There are many benefits to the brain of becoming bilingual.

a.

b.

2. Learning a new language improves cross-cultural understanding.

a.
b.

3. Learning a new language helps you tolerate ambiguity.

a.
b.

4. Tolerance for ambiguity is beneficial for the future.

a.
b.

5. Universities should require students to study a foreign language.

a. I
b. I

READING 1 9
 E. CATEGORIZE Read the statements. Write T (true) or F (false). Then correct
each false statement to make it true. Write the number of the paragraph
- where you found the answer.

1. It is easier to learn a third language than a second one. (Paragraph: __)

2. Learning gestures and other body language is part of social intelligence.
(Paragraph: __)

3. Learning a language only involves learning grammar and vocabulary.

(Paragraph: _)

4. People with high tolerance of ambiguity become very anxious when they
speak a second language. (Paragraph: __)
5. In a successful conversation, speakers often stop to check the meaning of
new words in a dictionary. (Paragraph: __)

6. Language learners become more comfortable taking risks. (Paragraph: __)

7. All U.S. university students have to study a foreign language.
(Paragraph: __)

8. Princeton University has stopped requiring its students to study a foreign

language. (Paragraph: _)

9. Arne Duncan believes that students should learn languages so they can
work with people from different countries. (Paragraph: _)
10. The author concludes that there is not enough evidence to recommend
language study for all university students. (Paragraph: _)

F. EXTEND Look back at your Quick Write on page 4. What advantages do

bilinguals have? Add any new information you learned from the reading.

iQ,p1~c-'fI(I1Go online for additional reading and comprehension.

Practice> Unit 1> Activity 4

WR~TE WHAT YOU THINK

A. EVALUATE Discuss the questions in a group. Think about the
Unit Question, "What is the value of learning a new language?"

1. Is learning a new language an advantage when you are looking for ajob?
What types of jobs require knowledge of additional languages?
2. Should all non-English-speaking countries require students to learn English? "i

Why or why not?

10 UNIT 1 What is the value of learning a new language?

B. CREATE Choose one of the questions from Activity A and write one to two
paragraphs in response. Look back at your Quick Write on page 4 as you
--think about what you learned. _-

Main ideas are major points that support the focus of a piece of writing. If
you can find the main ideas and distinguish them from the supporting details,
you will undersdnd the purpose and focus of the writing. In most texts, you can
9
find main ideas Ydoing the following: .
• paying attention to repeated vocabulary, which may be key words
• looking for words in the headline or title of the text
• reading subheadings and the captions of any graphs or illustrations
• watching for words that introduce conclusions and main ideas, such as
therefore, as a result, so, (more/most) importantly,finally, and to conclude
• focusing on words in bold, italics, or different colors
The position of the main ideas may depend on the genre, or type of text,
because there are different ways of organizing information.
Academic writi1jlg is divided into paragraphs that usually contain one main
idea. The main idea is often stated near the beginning of the paragraph and
summarized at the end, so read the first and last sentences of each paragraph
carefully. Remember that all the main ideas in the text are usually connected to
the central focus, argument, or thesis of the paper. This is often stated near the
end of the introduction.
News articles, whether in print or online, have to catch readers' attention and
then keep them reading. They frequently use headlines and subheadings to give
main ideas.
Business commfnication has to be brief, efficient, and persuasive, so main
ideas are often stated early and repeated at the end of the text. Bullet points,
bold text, and rebetition are often used to draw the readers' attention.
Narratives, incl~ding anecdotes (short, amusing stories about a real incident
or person), fairy tales, folk tales, and stories told on blogs and in magazines,
typically start with an orientation (the place and time of the event), followed
by the series of events that occurred. If there is a moral, message, main idea, or
lesson, it will usually come at the end of the narrative.

READING 1 11
 A. IDENTIFY Read the excerpts. Identify the genre of the writing. Then write
the main idea in a sentence.

1.
When people move to a new culture, they usually experience a series of
different feelings as they adjust to their new surroundings. A new culture
is not necessarily another country or a place where another language is
spoken. Therefore, this adjustment can occur in any situation where
a person's normal rules of behavior no longer work. The process of
adapting to these differences has four stages and is called culture shock.

Genre: _

~ainidea: _

2.
Solution: Say It Again Language Learning Program
The company is interested in investing in a language-learning program.
There are two suitable programs available: Say It Again and Language Now.
We recommend Say It Again for these reasons:

cost: 19 percent less

technical support: included in price

Say It Again will meet our needs at a lower cost and with better service.

Genre: _

~ainidea: _

3.
A few years ago, I had the opportunity to-travel to Japan. I was excited
because I had never visited Asia before, but I was also nervous because
I didn't speak a word of Japanese. I couldn't even guess the meanings
of words on menus as I couldn't read any of the characters. I had to
rely on the patience of English-speaking waiters and hotel staff, which
was a humbling experience. The moral of the story for me was that it
is essential to learn even a few basic words of a language before you
travel to a new country.
..
Genre: -----------------------------
Main idea:---------------------------------------------

12 UNIT 1 What is the value of learning a new language?

 4.
Languages change through two processes: internal change and language contact.
Internal ch ge occurs slowly over time as words or phrases shift in meaning e-

I
or grammatical structure. For instance, the Old English a nadder, meaning
"a snake;' g+duall: became an adder, the modern word, when the n became
attached to the article. The second source of change is external, and it occurs
when anothbr, usually more powerful, language comes into contact with it.
I .
Genre: ~I~-----------------------
Main idea:
-T------------------------------~----------

5.
This study examined the cultural stereotypes of students who learn
a second language. By observing adult students and collecting their
discussion board posts and writing assignments, we looked at how
students' understanding of the word stereotype changed during a
semester. Our analysis demonstrates that learning a second language
involves the acquisition not only of linguistic forms but also ways of
thinking and behaving in new cultural contexts.

Genre: ~----------------------~
Main idea:
~--------------------------------------------------

B. DiSCUSS How would you find the main ideas in the following types of
writing? Discuss your answers with a partner.

1. an email

2. a business let~er

3. an advertisement

4. a newspaper editorial

iQ!8RAGtI(]~··; Go online for more practice with distinguishing between main

ideas and details. Practice> Unit 1 > Activity 5

READING 1 13
READiNG :2 Is Learning languages a Waste of Time?
OBJECTIVE ~ You are going to read an opinion column about teaching languages from the British
newspaper The Guardian, followed by three letters sent to the editor in response.
Use the article and letters to gather information and ideas for your Unit Assignment.

PREVIEW THE READING

I~P IFDi\r SUO:ESS A. PREViEW Look at the article and responses. Does each writer believe that
Reading opinion language learning is beneficial or a waste of time?
columns and letters to
the editor in newspapers
is a good way to learn
13. QUICK WRITE Do you think that it is a waste of time for students in
how to make good English-speaking countries to learn another lariguage? Write for 5-10
arguments in writing. minutes. Remember to use this section for your Unit Assignment.

C. VOCABULARY Check (.I) the words and phrases you know. Then work
with a partner to locate each word or phrase in the reading. Use clues to
help define the words or phrases you don't know. Check your definitions in
the dictionary.

is based on (adj. phr.) OPAL fallacy (n.)

cognitive (adj.) '&+ lingua franca (n.)
contemporary (adj.) ~+ OPAL measure (v.) '[+ OPAL

enhanced (adj.) '&+ OPAL plummet (v.)

equip (v.) '[+ specialist (adj.) 't+ OPAL

exploration (n.) h+ OPAL spread the myth (v. phr.)

'" + Oxford 5000'· words OPAL Oxford Phrasal Academic Lexicon

i(feR~(::~JC~-.'
Go online to listen and practice your pronunciation.
Practice> Unit 1> Activity 6

14 UNIT 1 What is the value of learning a new language?

 WORK WITH THE READING
G) A. INVr.SnGATE Read the article and letters and gather- opinions about the

" ~ _ '. V:U:,:f ,Iearnrg langua~es in English-speaking countries,

Is Learning Lon gJ~age.:)

a V"Tastp of Time?
BY SIMON JENKINS

Education policy is like defense policy. It is

always fighting the last war but one. Predictable
woe1 has greeted the plummeting number of
pupils studying modern languages, which has
fallen by roughly 10% in a year and German by
one-third since 2010. Only Chinese and Arabic
look reasonably healthy. 5 Computerization is clearly transforming
2 Students are not stupid. They take subjects education. It is also showing what computers
they find relevant to their future lives. European cannot do, and good teachers can. A computer
languages are not that. Europe is universally cannot inspire students with the wonders of the
adopting English as a lingua franca. European scientific world. It cannot guide them through the
universities are increasingly English environments. glories and horrors of Europe's history. It cannot
In addition, translation, spoken as well as unfold the human drama of literature or the full
written, has (like math) proved susceptible to mystery of the global environment. A computer
computerization". cannot teach the life skills of speaking, listening,
debating, personal presentation, and confidence.
3 Those who need to learn German to live or work
there can do so in an immersion class faster, more 6 The mad month of August (when national
efficiently, and far more cheaply than by sitting in exam results are released) gets ever madder,
a schoolroom for an hour a week for yea1s-the as the education system plunges deeper each
perfect way not to learn a language but to forget year into the one thing that obsesses it: how
one. German should be a specialist Skililfor those many students and institu_tions did exactly
who love or need it, and can be taught as such. how well in an exam. It is the greatest of
political fallacies, to make what is measurable
4 l.anquaqes are beloved of reactionary educators
important, not what is important measurable.
for one reason: they are easy to test, quantify,
and regimenP. Challenge the usefulness of such 7 Germany is Europe's most important
subjects, and teachers fall back on the medieval country of our day. Teach its history, revel in"
saying that "they train the mind." They used to say its culture, analyze the strength of its economy.
that of Latin. They then switch and claim language Visit its cities and countryside-and see how
students "earn more." It never occurs to them that, much better they are planned and protected
as with Latin, successful students are those who than ours. In comparison, learning Germany's
know how to please their teachers. language is not that important.

1 woe: great sadness

2 computerization: the process of converting a system, device, etc. to be operated by computers
3 regiment: to organize strictly
4 revel in: to enjoy something very much READINGT, is:.':;
 Now read these letters to the editor written in response to Jenkins's article
and published in the following issue of The Guardian.

8 Simon Jenkins is accurate in reporting the falling numbers studying languages in

the UK. Almost everything else in his article flies in the face of5 the evidence. All the
evidence shows clearly that speaking English is not enough in the contemporary
world. The concept of "global English" is based on the very high numbers of
people internationally who have learned English as a second language and who are,
therefore, by definition, bilingual or multilingual, benefiting from all the well-attested
advantages-cognitive and other-of speaking more than one language.
9 Contrary to the idea that languages are "easy to test, quantify, and regiment,"
many of the less quantifiable but crucial skills to be gained hinge on enhanced
relationships and deep cultural understanding, both of which impact profoundly
on business, politics, and peace. Language is inextricably bound up with history,
culture, and economics, whose importance Jenkins fully acknowledges.
10 It is time to stop spreading the myth that we are not good at learning languages
and will, in any case, only ever need English. Comments such as these, alongside
arguments about languages as "specialist" skills, serve only to perpetuate the
perceived elitism of language learning at post-primary level.

Prof. Wendy Ayres-Bennett, University of Cambridge; Prof. Janice Carruthers, Queen's University
Belfast; Prof. Charles Forsdick, University of Liverpool; Prof. Stephen Hutchings, University of
Manchester; Prof. Katrin Kohl, University of Oxford

11 There are different ways to get up a hill: walking up, practicing navigation,
exploring the landscape, getting exercise-or choosing a cable car and taking a
selfie on the top. Likewise, education can be a path of exploration, in which not only
the final result counts but everything learned on the way. Or it can be an exam selfie,
"been there, done it."
12 Simon Jenkins criticizes the current trend to reduce education to league tables",
replacing the path of learning experience through a screenshot of exam results.
But his argument against learning foreign languages attacks precisely what he is
defending. He praises "speaking, listening, debating," guiding students through
"the human drama of literature," and "reveling in culture." Well, that's exactly what
language learning is about: a path of exploration (to use a popular German term:
Wanderung) through the landscapes of history and culture, science and technology,
politics and economics. It makes you understand people, their way of thinking and
doing things. It is also a mental exercise which, as recent research shows, improves
attention and understanding of other points of view, delays cognitive ageing and
dementia, and leads to a better recovery from stroke", It is an example of learning for

5 fly in the face of: to go against; to be the opposite of

"league table: a table that shows how well institutions such as schools are performing in comparison
with each other
7 stroke: a sudden serious illness when a blood vessel (= tube) in the brain bursts or is blocked

16 UNIT 1 What is the value of learning a new language?

 life rather than just for exams. And it is not easy to measure; testing vocabulary tells
us as much about knowledge of languages as listing. dates does about understanding
history. I agree that we should focus on "what is important." That's why we need
languages. I
13 If all you want from Germany is a selfie in front of the Brandenburg Gate", you won't
need any German. But to ilinderstand German history, culture and people, do business
with them, and learn from them, you'll be better off learning at least a bit of their
language.

Dr. Thomas H. Bak, University of Edinburgh

14 Simon Jenkins thinks learning languages at school is a waste of time. We disagree.

15 It's not true, as he claims, that "Europe is universally adopting English as a lingua
franca." Get away from the big tourist resorts, and you're probably lost without some
knowledge of the local language. Only 38% of Europeans claim to be able to operate in
English. And what arrogance to make others do the hard work. European languages are
relevant to young people.
16 It is true, as he admits, that a language such as German may be needed by some;
and it is true that such a language can be learned later in life-but how much harder
if you've never learned any foreign language at all at school! According to the national
curriculum (of England and Wales), that's what school language lessons are for:
"Language teaching should provide the foundation for learning further languages,
equipping pupils to study and work in other countries."
17 It's not true that languages are only taught because "they are easy to test, quantify,
and regiment." In fact, they're very hard to test fairly. There's a much better reason for
teaching them: that they're really interesting and mind-opening, and appeal to the same
mental faculties as math.

Richard Hudson, Emeritus PTfessor of Linguistics, University Col/ege London; Dr. Louise Courtney,
University of Reading; Dr. Ma,cello Giovanelli, Aston University; Dr. Rene Koglbauer, Newcastle
University; Prof. Terry Lamb, University of Westminster; Dr. Gee Macrory, Manchester Metropolitan

University; Dr. Emma Marsden, University of York

8 Brandenburg Gate: a famous monument and tourist attraction in Berlin, Germany

READING2 17
 B. VOCABULARY Here are some words and phrases from Reading 2. Read
their definitions. Then complete each sentence.

is based on (adj. phr.) using or developing an idea

cognitive (adj.) connected with mental processes of understanding
contemporary (adj.) belongingto the present time
enhanced (adj.) increased or improved
equip (v.) to prepare somebody for an activity or task
exploration (n.) an examination of something in order to find out about it
fallacy (n.) a false idea that many people believe is true
lingua franca (n.) a common language used between people whose native
languages are different
measure (v.) to judge the importance, value, or effect of something
plummet (v.) to fall suddenly and quickly
specialist (adj.) having or involving expert knowledge of a particular, specific
area of work or study
spread the myth (v. phr.) to tell a story that many people believe but that is
not true

1. A good education will students for their future career.

2. English is the for air-traffic controllers ..

3. Bilinguals have atn) advantage because they are less easily distracted.

4. Some people continue to believe the that children get confused by

learning two languages.

5. The number of students taking foreign language classes will if

universities stop requiring them.

6. The report a survey of 100 schools.

7. Newspapers should not that the whole world speaks English.

8. Reading and writing tests are often used to students' progress in

language learning.

9. In society, speaking more than one language is a huge benefit.

10. Researchers usually focus on topics.

11. This course includes atn) of the history of the English language.

12. Students who learn another language have a(n) ability to

understand other cultures.

18 UNIT 1 What is the value of learning a new language?

 iQ .PRACTICE Go online for more practice with the vocabulary.
Practice> Unit 11> Activity 7

C. CATEGORIZE Read the points that Jenkins makes in his argument against
language learning in English-speaking countries. Then use the letters to
complete the table with the reasons for learning a foreign language.

People who speak English don't need to Only 38% of people in Europe speak
learn another language. En lish.
Computers can translate languages, so
schools should focus on important skills
such as speaking, listening, debating,
and culture.
Schools should only focus on what's
important.
Schools only teach languages because
they are easy to test.
Languages are a specialist knowledge
that only a few people will need.
If you want to learn about Germany, you
should learn about and visit the country,
not learn German.

TiP FOR SUCCESS O. IDENTIFY Which writers made these arguments? Write Jenkins,
In academic references, Ayres-Bennett et 01., Bak, or Hudson et 01. on the lines and write the
et 01. means "and paragraph number where you found the answer.
others" and is used
to abbreviate a list of 1. Education is about exploration. (Paragraph: _)
three or more authors.
2. It is untrue that the British are not good at learning languages.
(Paragraph: _)

3. Learning a language in school is not efficient or effective.

(Paragraph: _)

4. Politicians are only interested in test scores. (Paragraph: __ )

5. It is harder to learn a language as an ad ult if you didn't learn a
language when you were in school. (Paragraph: _)
6.. It is wrong to expect people in other countries to learn English.
(Paragraph: _)

7. Around the world, large numbers of people have learned English,

which shows that they value the benefits of language learning.
I
(Paragraph: _)
8. Ldarning a second language can improve cognitive function and
he p you recover faster from some brain diseases. (Paragraph: _)

READING 2 19
 9. Students don't choose to learn languages because they know they
won't need them in the future. (Paragraph: __)
~ ---------
____ 10. Some students don't choose tolearn languages because they
believe the myth that only a small group of people have the time to
learn them. (Paragraph: __)

E. EVALUATE Do you agree or disagree with these statements about learning

a new language? Discuss your answers in a group, giving examples or
reasons from Reading 2.

1. If you speak English, you don't need any other language to live in Europe.
2. You shouldn't learn another language if you don't need it immediately.
3. Because foreign languages can be translated by computers, we don't need to
learn how to speak and understand them.

CRITICAL THINKING STRATEGY

Making generalizations
When you make a generalization, you use specific information to make
general rules or draw broad conclusions. Generalizations are an important
way to show that you understand the information you have read or heard
thoroughly. A good generalization finds relevant similarities from different
situations and makes a claim that you can defend with evidence. To form
a valid generalization, you need to have enough different examples: for
instance, you might make a generalization about the students in your class
after speaking to at least half of them.

Specific information I Generalization

-----.---.---.-.---.--.-----~-------- ..-.

I looked at all the articles on the front I In newspaper articles, the main
page of three different newspapers and I
idea is usually stated in the
asked where the main idea is stated. ! headline and again near the
I
beginning of the arti cle.

n~:~~;~~
~~~:i;t~:t;:~~a~~~:t~::~~t::r~~-n:~
~~:e~~:;;;;5----'---
can protect against the loss of memory. I
However, an overgeneralization is a type of logical fallacy. This means that
your conclusion is not supported by the information you have. At worst,
overgeneralizations can become stereotypes. For example, if you know some
British people who have tried to learn French unsuccessfully, it would be
an overgeneralization to say that the British are bad at learning languages.
When you make a generalization, ask yourself whether it is a reasonable
conclusion from the information that is available.

iQ!W~1 Go online to watch the Critical Thinking Video and check

your comprehension. Practice> Unit 1 ) Activity 8

20 UNIT 1 What is the value of learning a new language?

 F. ~\').:"J)J'":Read some specific information followed by an
overgeneralization. Discuss the information in a group and then write a

I'
valid generalization ..
... . -
L There are more non-native speakers of English than native speakers,
English is U+d for communication among pilots, business people, and
scientists even when it is nobody's first language, Eighty percent of the
world's electronic information is stored in English,

Overgeneralization: Everyone in the world must be learning English.

2. My universiJ has dropped its foreig~ language requirement, but one of

my friends has to take at least two semesters of language classes at her

university. Meanwhile, my other friend goes to a university where there

has never been a language requirement.

Overgeneralization: Universities in my country are not interested in teaching

foreign languages.

3. Bilinguals score a little higher on math and reading tests than monolinguals.
Also, bilinguals usually have a larger vocabulary than monolinguals if you
include all the words they know in both languages, Bilinguals perform better
than monolinguals on most cognitive tasks.

Overgeneralization: Monolinguals are not as smart as bilinguals .

..

READING 2 21
 WORK WITH THE VIDEO
A. PREVIEW~What do you know about sign language? Who uses it, arid why?

vmso VOCABULARY
deaf (adj.) unable to
hear anything or unable
to hear very well

hoe (n.) a garden tool

with a long handle
and a blade, used for
breaking up soil and
removing weeds

prospect (n.) an
idea of what might
happen in the future

remote (adj.) far away

from places where
other people live
iQ':F'i~1ThW:Et1 Go online to watch the video about a sign-language class in
Uganda, a country in East-Central Africa. Resources> Unit 1 > Unit Video

B. CATEGORIZE Watch the video two or three times. Take notes in the chart.

•
C. DISCUSS In the video, you saw one person traveling around Uganda to
teach sign language. Do you think this is a good solution for the deaf
community in countries such as Uganda? What else could be done to make
sure that children like Patrick can learn sign language? Discuss your ideas
with a group.

22 UNIT 1 What is the value of learning a new language?

 WRITE WHAT YOU THINK
SYNTHESIH -=r-hink-about Reading 1,-Reading 2, and-the video as you discuss

WRiTING TIP these questionshhen choose one question and write a paragraph in response.
Use could, might, or
1. Do you believe that learning a second or foreign language should be required
would to write about
hypothetical situations in schools or universities?
or predictions about
2, Do you think that sign languages should be offered as second or foreign
the future when you
cannot be certain language classes in schools and universities?
they will happen, For
example, languages
3, Do you think we will ever have or want a global lingua franca?
might disappear
or important local
knowledge would be lost.

A thesaurus is a reference book that gives you synonyms, words with similar
meanings, and antonyms, words with opposite meanings. Learning synonyms
and antonyms is a good way to build your vocabulary, and it allows you to use
more variety in your writing and speaking, You should always be sure to check
the meaning and use of new words carefully. The Oxford Learner's Thesaurus lists
collocations and appropriate contexts for using each synonym correctly.

,-·---------- ..- ·--··· ·-··--·--·-------- ..-- ..- ..1

headword (the most frequent: ~ I
synonym in the group) 1----+-/ knowledge ~oun~ I
synonyms for knowledge,
' knowledge· experience. literacy, scholarship. i
learning. wisdom. lore II'

listed in order of frequency These are all words for the information, understanding,
and skills that you learn through education or experience. I
general meaning of all the PATTERNS AND COLLOCATIONS

words in the knowledge group knowledge/ learuing Zwisdom about sth

I
)'0-

~ great knowledge / experience / scholarship /Iearning / wisdom

• ancient / traditional/folk knowledge/ wisdom / lore
shows the words that often
collocate with the synonyms in
"/>- to acquire knowledge/
experience /Iiteracy /framing/
\. to gain knowledge / experience / wisdom
wisdom
i
the group (e.g.,about, great, gain)
> to increase your knowledge / experience / learning I
I
knowledge [u, sing.] the information, understanding, i
I and skills that you gain through studying sth or doing
sth: You do not need co have specialist knowledge to express
I
I'
common collocation, an opinion about language. 0 111el'e will be a resr of your
f---+- general knowledge (= your knowledge about things
with an explanation generally). 0 He has a wide knowledge of ancient history.

L_ :~:'I:::_:::_AA~"~_',,./":~'::~~~:J
antonym and the headword cross-reference to another
to look up for more entry that is connected with
information (ignorance) this word (i.e., look up know
under the headword learn)

Adapted from Oxford Learner's Thesaurus: A dictionary of synonyms by Diana Lea © Oxford University Press 2003.

READING-2 23
 A. IDENTIFY Complete each sentence with a different word from the
thesaurus entry for knowledge. Discuss your choices with a partner.
----------1

I knOWledgenoun experience [U) the knowledge and abiliry that you have I
gained through doing sth for a period of time; the process
knowledge· experience· literacy. scholarship. of gaining this: I have over ten years' teaching experience.
learning > wisdom· lore o Do you have any previous experience of this type of
These are all words for the information, understanding, work? 0 She didn 'c get paid much, but it was all good
and skills that you learn through education or experience. experience. 0 We all learn by experience. ~ inexperi-

I
ence ~ IGNORANCE

PATTERNS AND COllOCATIONS literacy [U) the abiliry to read and write: The government
s- knowledge/learning/ wisdom about sth is running a campaign Copromoce adult literacy (~ the
~ great knowledgeI experience I scholarship !Iearning/ wisdom abiliry of adults to read and write). ~ illiteracy
• ancient / traditional/ folk knowledge / wisdom/lore scholarship [U) the serious study of an academic subject
~ to acquire knowledgeI experience/literacy/learning! wisdom and the knowledge and methods involved: Oxford became
:,..to gai n knowledge I experience I wisdom one of che greac centers of medieval scholarship.
)..to increase your knowledge / experience I learning learning [U) knowledge that you get from reading and
studying: He is a ceacher of great intellect and,leaming. See
knowledge [U, sing.] the information, understanding, also learned _, INTELLlCTUAL 2
and skills that you gain through studying sth or doing wisdom [U) the knowledge that a society or culture has
sth: You do not need to have specialist knowledge to express gained over a long period of time: We need Co combine
an opinion abouc language. 0 There will be a rest of your ancient wisdom and modern knowledge. See also wise
general knowledge (~ your knowledge about things _, WISl
generally). 0 He has a wide knowledge of ancient history. lore [U) knowledge and information related to a particular
~ ignorance ~ IGNORANCE, See also know ~ LEARN subject, especially when this is not written down; the
stories and traditions of a particular group of people: an
expert in ancienc Celtic lore

Adapted from Oxford Learner's Thesaurus: A dictionary of synonyms by Diana Lea © Oxford University Press 2008.

1. Jenkins's of the
_---'k~nJ..;o~w!.!I"'_'ed~g~e~_ field of applied linguistics is limited.
2. Modern medicine is turning to traditional cultures for their _
3. Thompson's focuses on motivation and multilingualism.
4. Learners need .in using the new language in real contexts.
5. Cultures without written languages pass on traditional _
through storytelling and rituaL
6. Students do not always learn to write well in the foreign language, meaning
there is a problem with their in the language.
7. In traditional cultures, the oldest people are responsible for sharing their
________ with the next generation.

B. IDENTifY Write an appropriate synonym for each underlined word. Use

TIP FOR SUCCESS
No two words have your thesaurus or dictionary.
exactly the same
1. : New immigrants face many problems with language.
meaning and use. Check
the exact meaning 2. : The shift from native languages to Spanish can be seen
of new words in a
across Central and South America.
dictionary or thesaurus
before you use them. 3. : Multiculturalism is the idea that people of different
cultures and ethnicities can live and learn together. •
4. ________ : One opinion about multiculturalism is that it puts
national unity in jeopardy.
5. ________ : There are some concepts in other languages that are
difficult to ID in English.

iQ~~,RACjH~_E-;
Go online for more practice with using a thesaurus.
Practice> Unit 1 > Activity 9

24 UNIT 1 What is the value of learning a new language?