Some experts believe that it is better for children to begin learning a foreign language at primary school rather than secondary school.
Do the advantages of this outweighs its disadvantages?
Traditionally, children have begun studying foreign languages at secondary school, however introducing them earlier, such as at primary school, is recommended by some educationists. Some individual schools and education authorities have adopted this policy with both pros and cons.
First of all, in the term of merits of learning a foreign language, it is claimed that as soon as a child to get a hang with a second language as better for her or him. Children’s brains are still programmed to acquire their mother language, and unlike adults, they are not distracted by many complex social problems. Furthermore, at the primary schools, pupils do not need to deal with heavy timetables on academic subjects like mathematics, chemistry or physics as in the secondary school so that they can spend more time on language learning. Besides, their command of the language in the late life will benefit from this early exposure when learning other languages. They may also gain a better understanding of other cultures thanks to their foreign language knowledge.
There are, however, some disadvantages. For example, children at primary schools may get confused by learning both their mother tongue and a foreign language. They may not be sure whether some words are appropriately used in the native language or the second language. Consequently, they can study neither the mother language nor the foreign one thoroughly. Also, primary schools teachers are generalists, and they may lack the necessary skills to teach children carefully. Also, if the primary language teaching is not standardized, secondary schools could be faced with a variety of levels of different languages within their intake. However, these issues can be handled if the classes in the secondary schools are divided according to the second language.
To sum up, the advantages of learning a second language at primary schools outweigh its harmful effects. Young children’s innate should be harnessed as soon as possible. Although there are some confusion and difficulties in the learning languages process, they can overcome these issues by the suitable arrangements and guide well from both their families and schools.
Transition Words or Phrases used:
also, besides, consequently, first, furthermore, however, if, may, second, so, still, well, for example, such as, first of all, to sum up
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 14.0 13.1623246493 106% => OK
Auxiliary verbs: 12.0 7.85571142285 153% => OK
Conjunction : 12.0 10.4138276553 115% => OK
Relative clauses : 3.0 7.30460921844 41% => More relative clauses wanted.
Pronoun: 24.0 24.0651302605 100% => OK
Preposition: 41.0 41.998997996 98% => OK
Nominalization: 1.0 8.3376753507 12% => More nominalizations (nouns with a suffix like: tion ment ence ance) wanted.
Performance on vocabulary words:
No of characters: 1862.0 1615.20841683 115% => OK
No of words: 345.0 315.596192385 109% => OK
Chars per words: 5.39710144928 5.12529762239 105% => OK
Fourth root words length: 4.3097767484 4.20363070211 103% => OK
Word Length SD: 2.94180765927 2.80592935109 105% => OK
Unique words: 185.0 176.041082164 105% => OK
Unique words percentage: 0.536231884058 0.561755894193 95% => OK
syllable_count: 568.8 506.74238477 112% => OK
avg_syllables_per_word: 1.6 1.60771543086 100% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 8.0 5.43587174349 147% => OK
Article: 1.0 2.52805611222 40% => OK
Subordination: 2.0 2.10420841683 95% => OK
Conjunction: 2.0 0.809619238477 247% => Less conjunction wanted as sentence beginning.
Preposition: 3.0 4.76152304609 63% => OK
Performance on sentences:
How many sentences: 17.0 16.0721442886 106% => OK
Sentence length: 20.0 20.2975951904 99% => OK
Sentence length SD: 46.3679432277 49.4020404114 94% => OK
Chars per sentence: 109.529411765 106.682146367 103% => OK
Words per sentence: 20.2941176471 20.7667163134 98% => OK
Discourse Markers: 8.05882352941 7.06120827912 114% => OK
Paragraphs: 4.0 4.38176352705 91% => OK
Language errors: 0.0 5.01903807615 0% => OK
Sentences with positive sentiment : 6.0 8.67935871743 69% => OK
Sentences with negative sentiment : 6.0 3.9879759519 150% => OK
Sentences with neutral sentiment: 5.0 3.4128256513 147% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.390925316682 0.244688304435 160% => OK
Sentence topic coherence: 0.129626688338 0.084324248473 154% => OK
Sentence topic coherence SD: 0.0918112601933 0.0667982634062 137% => OK
Paragraph topic coherence: 0.260272296803 0.151304729494 172% => OK
Paragraph topic coherence SD: 0.0354472301847 0.056905535591 62% => OK
Essay readability:
automated_readability_index: 14.1 13.0946893788 108% => OK
flesch_reading_ease: 51.18 50.2224549098 102% => OK
smog_index: 8.8 7.44779559118 118% => OK
flesch_kincaid_grade: 11.1 11.3001002004 98% => OK
coleman_liau_index: 14.04 12.4159519038 113% => OK
dale_chall_readability_score: 8.7 8.58950901804 101% => OK
difficult_words: 89.0 78.4519038076 113% => OK
linsear_write_formula: 12.0 9.78957915832 123% => OK
gunning_fog: 10.0 10.1190380762 99% => OK
text_standard: 9.0 10.7795591182 83% => OK
What are above readability scores?
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Rates: 73.0337078652 out of 100
Scores by essay e-grader: 6.5 Out of 9
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.