The Significant Role Of Mother Tongue In Education - IELTS Reading Answers & Explanations
From IELTS Recent Actual Test 4 Academic Reading Test 2 · Part 3 · Questions 27–40
Reading Passage
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.
The Significant Role of Mother Tongue in Education
One consequence of population mobility is an increasing diversity within schools. To illustrate, in the city of Toronto in Canada, 58% of kindergarten pupils come from homes where English is not the usual language of communication. Schools in Europe and North America have experienced this diversity for years, and educational policies and practices vary widely between countries and even within countries. Some political parties and groups search for ways to solve the problem of diverse communities and their integration in schools and society. However, they see few positive consequences for the host society and worry that this diversity threatens the identity of the host society. Consequently, they promote unfortunate educational policies that will make the "problem" disappear. If students retain their culture and language, they are viewed as less capable of identifying with the mainstream culture and learning the mainstream language of the society.
The challenge for educators and policy-makers is to shape the evolution of national identity in such a way that the rights of all citizens (including school children) are respected, and the cultural, linguistic, and economic resources of the nation are maximised. To waste the resources of the nation by discouraging children from developing their mother tongues is quite simply unintelligent from the point of view of national self-interest. A first step in providing an appropriate education for culturally and linguistically diverse children is to examine what the existing research says about the role of children's mother tongues in their educational development.
In fact, the research is very clear. When children continue to develop their abilities in two or more languages throughout their primary school, they gain a deeper understanding of language and how to use it effectively. They have more practice in processing language, especially when they develop literacy in both. More than 150 research studies conducted during the past 35 years strongly support what Goethe, the famous eighteenth-century German philosopher, once said: the person who knows only one language does not truly know that language. Research suggests that bilingual children may also develop more flexibility in their thinking as a result of processing information through two different languages.
The level of development of children's mother tongue is a strong predictor of their second language development. Children who come to school with a solid foundation in their mother tongue develop stronger literacy abilities in the school language. When parents and other caregivers (e.g. grandparents) are able to spend time with their children and tell stories or discuss issues with them in a way that develops their mother tongue, children come to school well-prepared to learn the school language and succeed educationally. Children's knowledge and skills transfer across languages from the mother tongue to the school language. Transfer across languages can be two-way: both languages nurture each other when the educational environment permits children access to both languages.
Some educators and parents are suspicious of mother tongue-based teaching programs because they worry that they take time away from the majority language. For example, in a bilingual program where 50% of the time is spent teaching through children’s home language and 50% through the majority 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. Within Europe, the Foyer program in Belgium, which develops children's speaking and literacy abilities in three languages (their mother tongue, Dutch and French), most clearly illustrates the benefits of bilingual and trilingual education (see Cummins, 2000).
It is easy to understand how this happens. When children are learning through a minority language, they are learning concepts and intellectual skills too. Pupils who know how to tell the time in their mother tongue understand the concept of telling time. In order to tell time in the majority language, they do not need to re-learn the concept. Similarly, at more advanced stages, there is transfer across languages in other skills such as knowing how to distinguish the main idea from the supporting details of a written passage or story, and distinguishing fact from opinion. Studies of secondary school pupils are providing interesting findings in this area, and it would be worth extending this research.
Many people marvel at how quickly bilingual children seem to "pick up" conversational skills in the majority language at school (although it takes much longer for them to catch up with native speakers in academic language skills). However, educators are often much less aware of how quickly children can lose their ability to use their mother tongue, even in the home context. The extent and rapidity of language loss will vary according to the concentration of families from a particular linguistic group in the neighborhood. Where the mother tongue is used extensively in the community, then language loss among young children will be less. However, where language communities are not concentrated in particular neighborhoods, children can lose their ability to communicate in their mother tongue within 2-3 years of starting school. They may retain receptive skills in the language but they will use the majority language in speaking with their peers and siblings and in responding to their parents. By the time children become adolescents, the linguistic division between parents and children has become an emotional chasm. Pupils frequently become alienated from the cultures of both home and school with predictable results.
Questions
Questions 27–30 Multiple Choice (One Answer)
Choose the correct letter, A, B, C or D.
Questions 31–35 Summary Completion
Complete the summary using the list of words below.
A teachers B school C dislocation
D rate E time F family
G communication H type I ability
J area
Bilingual Children
It was often recorded that bilingual children acquire the 31 to converse
in the majority language remarkable quickly. The fact that the mother tongue
can disappear at a similar 32 is less well understood. This phenomenon
depends, to a certain extent, on the proposition of people with the same linguis-
tic background that have settled in a particular 33
If this is limited, chil-
dren are likely to lose the active use of their mother tongue. And thus no longer
employ it even with 34, although they may still understand it. It follows
that teenager children in these circumstances experience a sense of 35 in
relation to all aspects of their lives.
Questions 36–40 Yes / No / Not Given
Do the following statements agree with the views of the writer in Reading passage 3?
YES if the statement agrees with the views of the writer
NO if the statement contradicts the views of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
Answers & Explanations Summary
| # | Answer | Evidence | Explanation |
|---|---|---|---|
| Q27 | C | To waste the resources of the nation by discouraging children from developing their mother tongues is quite simply unintelligent from the point of view of national self-interest | Excerpt/Passage Explanation: The passage says that it is not smart for a country to stop children from learning their first language. It calls these language skills 'resources of the nation' and says it's bad for the country's own good to lose them. This means that encouraging children to use their first language helps the country's wealth and benefits. Answer Explanation: The answer means that children who speak two languages (bilingual children) can help make a country richer and stronger. Reason For Correctness: The correct answer is supported by the second paragraph, which states that it's important to use and grow the 'economic resources of the nation'. The passage explains that stopping children from learning and using their first language (mother tongue) means 'wasting the resources of the nation'. This strongly suggests that when children develop their mother tongues, they become a valuable asset, making a country's economic resources stronger and thus contributing to its wealth. |
| Q28 | A | More than 150 research studies conducted during the past 35 years strongly support what Goethe, the famous eighteenth-century German philosopher, once said: the person who knows only one language does not truly know that language | Excerpt/Passage Explanation: The passage explains that many research studies agree with a famous philosopher named Goethe. What Goethe said helps to make the writer's point about language clear. His idea was that if you only know one language, you don't really understand language well. Answer Explanation: The answer means the writer uses what Goethe said to make his own idea or point stronger and more believable. Reason For Correctness: The correct answer is A because the passage states that over 150 research studies 'strongly support' what Goethe said. This shows that the writer is using Goethe's famous quote (and the fact that many studies agree with it) to add more proof and power to his argument about the benefits of developing abilities in multiple languages and gaining a deeper understanding of language through bilingualism. |
| Q29 | B | When parents and other caregivers (e.g. grandparents) are able to spend time with their children and tell stories or discuss issues with them in a way that develops their mother tongue, children come to school well-prepared to learn the school language and succeed educationally | Excerpt/Passage Explanation: The passage explains that if parents and other adults spend time with children to help them develop their mother tongue by telling stories or talking, the children will be ready to learn the language used at school and will succeed in their education. Answer Explanation: The answer means that children who understand their first language very well will do much better in school for all the years they are there. Reason For Correctness: The correct answer is supported by the passage, which states that when children have a strong understanding of their mother tongue, they are better prepared for learning. Specifically, the passage mentions that children who have a 'solid foundation in their mother tongue' will 'succeed educationally'. This phrase means they will perform well and achieve good results throughout their school life. |
| Q30 | D | Some educators and parents are suspicious of mother tongue-based teaching programs because they worry that they take time away from the majority language | Excerpt/Passage Explanation: The passage says that some teachers and parents do not like programs that teach children in their first language. They are worried because they think these programs use time that should be spent learning the main language spoken in the country. Answer Explanation: The answer means that some people are worried because they think learning in their first language will take too much precious time away from other important lessons at school. Reason For Correctness: The correct answer is D because the passage clearly states that some educators and parents are concerned that mother-tongue teaching programs will use up valuable school time. They believe this time should be spent on the 'majority language' instead. The phrase 'take time away from' directly supports the idea that they 'fear that the programmes will use up valuable time in the school day'. |
| Q31 | I | Many people marvel at how quickly bilingual children seem to "pick up" conversational skills in the majority language at school | Excerpt/Passage Explanation: The passage says that many people are surprised by how fast children who speak two languages learn to talk with others in the main language used at school. 'Pick up' means to learn or get a skill quickly, and 'conversational skills' are the abilities needed to have a conversation. Answer Explanation: The answer is 'I', which means 'ability'. This refers to a child's skill or power to do something, in this case, to talk in a new language. Reason For Correctness: The correct answer is 'ability' because the passage explains that bilingual children quickly 'pick up conversational skills' in the main language. The word 'ability' accurately reflects what they gain or 'acquire' when they pick up these skills. The text says they learn how to 'converse' quickly, which means they gain the skill or ability to talk. |
| Q32 | D | The extent and rapidity of language loss will vary according to the concentration of families from a particular linguistic group in the neighborhood | Excerpt/Passage Explanation: The passage says that how quickly children forget their mother tongue changes. It depends on how many families with the same language live close by. Answer Explanation: The answer is D, which means 'rate'. This refers to the speed at which something happens. Reason For Correctness: The correct answer is 'rate' because the passage talks about how fast children can stop using their mother tongue. The paragraph mentions 'how quickly children can lose their ability' and 'the extent and rapidity of language loss.' The word 'rapidity' means speed or rate, so 'rate' fits perfectly in the sentence to describe how fast the mother tongue can disappear. |
| Q33 | J | The extent and rapidity of language loss will vary according to the concentration of families from a particular linguistic group in the neighborhood. Where the mother tongue is used extensively in the community, then language loss among young children will be less | Excerpt/Passage Explanation: The passage says that how fast children forget their first language changes based on how many families who speak that same language live in one 'neighborhood'. If many families from the same language group live together, children will lose their first language less quickly. Answer Explanation: The answer is J, which means 'area'. This word best fits the blank in the sentence. Reason For Correctness: The correct answer is 'area' because the passage explains that how quickly children lose their first language depends on where people from the same language group live. If a lot of families from the same language group live close together in a certain 'area' or 'neighborhood', children are less likely to forget their mother tongue. The text directly links language loss to the 'concentration of families' in a 'neighborhood'. 'Area' is a good synonym for 'neighborhood' in this context. |
| Q34 | F | They may retain receptive skills in the language but they will use the majority language in speaking with their peers and siblings and in responding to their parents | Excerpt/Passage Explanation: The passage says that children might still understand their mother tongue, but they will start to speak the main language of the school with their friends, brothers and sisters (siblings), and even their mother and father (parents). Answer Explanation: The answer, F, means 'family'. It refers to the people in a child's home, like parents and brothers or sisters. Reason For Correctness: The correct answer is 'family' because the passage explains that when children lose their ability to speak their mother tongue, they stop using it even with people in their immediate home. The passage specifically mentions that children will use the main language when talking to their 'peers and siblings and in responding to their parents', indicating that they stop using their mother tongue with their close relatives, or 'family' members. |
| Q35 | C | By the time children become adolescents, the linguistic division between parents and children has become an emotional chasm. Pupils frequently become alienated from the cultures of both home and school with predictable results | Excerpt/Passage Explanation: The passage says that when children become teenagers, the language difference between them and their parents turns into a big emotional problem. As a result, students often feel disconnected from both their home culture and their school culture, which has clear consequences. Answer Explanation: The answer 'C' means that older children who lose their first language might feel disconnected or out of place in their lives. Reason For Correctness: The correct answer is 'dislocation' because the passage explains that when children lose their mother tongue, it creates a 'linguistic division' and an 'emotional chasm' between them and their parents. This leads to them feeling 'alienated from the cultures of both home and school'. The word 'dislocation' perfectly describes this feeling of being separated, out of place, or not belonging, which is a predictable result of this linguistic and cultural alienation. |
| Q36 | YES | in the city of Toronto in Canada, 58% of kindergarten pupils come from homes where English is not the usual language of communication | Excerpt/Passage Explanation: The passage states that in Toronto, Canada, more than half (58%) of the very young students in kindergarten do not use English as their main language at home. Answer Explanation: The answer 'YES' means that the writer of the passage believes it is true that less than half of the children in Toronto's kindergarten classes speak English as their first language. Reason For Correctness: The correct answer is 'YES' because the passage clearly states figures about kindergarten children in Toronto and their home language. It mentions that '58% of kindergarten pupils come from homes where English is not the usual language of communication.' This means that 58% of these children do not speak English as their main language at home. If 58% do not, then 100% - 58% = 42% *do* speak English. Since 42% is less than half (50%), the statement 'Less than half of the children who attend kindergarten in Toronto have English as their mother tongue' is correct. |
| Q37 | NOT GIVEN | However, educators are often much less aware of how quickly children can lose their ability to use their mother tongue, even in the home context | Excerpt/Passage Explanation: The passage explains that teachers often don't realize how fast children can forget or stop using their first language (mother tongue), even when they are at home. Answer Explanation: The answer is 'NOT GIVEN'. This means the passage does not give enough information to say if the statement is true or false. Reason For Correctness: The correct answer is 'NOT GIVEN' because the passage talks about children sometimes losing their mother tongue after they start school, especially if they don't use it much outside of school. However, the passage does NOT say that 'research proves' that learning the host country's language at school directly causes harm to a child's mother tongue. It describes the observation of language loss and contributing factors like community use, but it doesn't present research showing the act of learning the host language *adversely affects* the mother tongue. |
| Q38 | NO | Within Europe, the Foyer program in Belgium, which develops children's speaking and literacy abilities in three languages (their mother tongue, Dutch and French), most clearly illustrates the benefits of bilingual and trilingual education (see Cummins, 2000) | Excerpt/Passage Explanation: The passage tells us that the Foyer program is in the country of Belgium. This means it is a program in Belgium, not in France. So, the French education system does not accept it because it is not part of their system. Answer Explanation: The answer NO means that the writer of the passage does not agree with the idea that the Foyer program is accepted by the French education system. Reason For Correctness: The correct answer is NO because the passage clearly states where the Foyer program is located. It says the program is 'in Belgium,' not in France. If the program is in Belgium, it cannot be part of, or accepted by, the French education system. The statement therefore contradicts the information provided in the passage, which identifies the program's location. |
| Q39 | NOT GIVEN | Pupils who know how to tell the time in their mother tongue understand the concept of telling time. In order to tell time in the majority language, they do not need to re-learn the concept | Excerpt/Passage Explanation: The passage explains that if children already know how to tell time in their first language, they understand the idea of telling time. This means they don't have to learn this idea again when they learn to tell time in a new, second language. It talks about how the understanding of telling time moves from one language to another, but it does not say when they learn it compared to children who only speak one language. Answer Explanation: The answer 'NOT GIVEN' means that the passage does not contain enough information to decide if the statement is true or false. The writer does not say anything about whether bilingual children learn to tell time earlier than other children. Reason For Correctness: The correct answer is 'NOT GIVEN' because the passage discusses how bilingual children understand the concept of telling time and can transfer this knowledge between languages. However, it does not compare the timing of when bilingual children are taught or learn to tell time with monolingual children. The passage simply states that 'Pupils who know how to tell the time in their mother tongue understand the concept of telling time' and 'In order to tell time in the majority language, they do not need to re-learn the concept', focusing on the transfer of understanding, not the age or order of learning compared to monolingual children. |
| Q40 | YES | Similarly, at more advanced stages, there is transfer across languages in other skills such as knowing how to distinguish the main idea from the supporting details of a written passage or story, and distinguishing fact from opinion | Excerpt/Passage Explanation: The passage explains that more complex skills, like understanding the main point and details in a story or separating facts from opinions, can be used in one language even if they were learned in another language. This means these reading skills move from one language to the other. Answer Explanation: The answer is 'YES'. This means the writer of the passage believes that children who speak two languages can use the reading skills they learn in one language to help them read in the other language. Reason For Correctness: The correct answer is YES because the passage states that skills and knowledge can transfer between languages. It specifically mentions advanced stages of reading comprehension, like being able to identify the main idea and supporting details in a written text, as examples of skills that transfer. This shows that children can apply reading strategies learned in one language when reading in another. |