新西兰论文代写-儿童双语的负面看法

在本篇新西兰论文代写-儿童双语的负面看法中，通过单语者在智商测试中的表现优于双语者，以及其对儿童整体发展潜力的影响，证明了对3-5岁儿童进行两种语言教学的致命性。考虑到这篇文章,看到有各种各样的孩子,有的捡第二语言被自己的意愿,一些拒绝它直接在儿童和成人,甚至有些孩子不能学习新的语言作为一个成年人,和一些有困难在选择更好的语言在不同的环境和情况。另外，在学习第二语言或两种语言时，孩子的注意力广度，掌握所学内容的强度;教师的创新精神和创造态度;老师的耐心;儿童区分两种语言单词的内在认知对改变通过分析双语和单语儿童得出的结论有很大的帮助。这就意味着，当孩子们被两种语言的压力压得喘不过气来的时候，他们的智力可能会受到影响。接下来有关新西兰论文代写-儿童双语的负面看法分享给大家阅读。

Troike (1978) is an addition in support of bilingualism in children, describing that such a learning makes the children more able to understand emotions of more than one language, and making them creative by improving their executive function of their brain. This support is apparent assuming the good results and the proven examples of children having grown well after learning two languages. It would be naïve if the proposition is not investigated for its legitimacy, because all propositions must have a sound reasoning, and must be able to prove the outweighing of benefits over disadvantages. There are benefits which are visible and proven, as much as there are disadvantages derived from the damages of the child in using perfect communication which is considered acceptable in normal standards. Thus, the analysis always has two sides and no one side or proposition is superior to another, but the long term benefits, long term damages, long term consequences, including the unexpected and unrecognised or unperceived occurrence of bilingualism must receive scholarly attention and analysis to make the conclusion more sound with less temptations of questioning its supported reasoning.

Saer (1923) has been a rejecter of bilingualism, due to its impact on intelligence and lack of the child to strive for intellectual pursuits and succeeding on none, thus remaining in limbo. This article proves the fatality of teaching two languages to children aged 3-5 by convincing that the monolinguals have been faring well in IQ tests compared to bilinguals, and its associated consequences on the child’s overall development potential. Considering this article, it is seen that there are all kinds of children, some picking up a second language by their own willingness, some rejecting it outright during childhood and adulthood, some children not able to learn a new language even as an adult, and some having difficulty in choosing the better language in different circumstances and situations. In addition, while the second language or both languages are being taught, the child’s attention span, the intensity of grasping what is taught; the innovativeness and creative attitude of the teacher; the patience of the teacher; and the child’s internal cognition to differentiate between the words of two languages makes an immense addition in the altering of the conclusion arrived at by analysing the bilingual and monolingual children. This infers that the intelligence of children may be impacted when their minds are overstressed by imposing two languages, and there are equally exceptional children having learned two languages at early age that are equally competitive in adult life.

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