It depends on whether you are learning as a baby or not.
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Articles on Language learning
Displaying 1 - 20 of 91 articles
Language-learning research in the Netherlands has determined that using a foreign language rather than just memorizing its grammar can transform how students progress.
Linguists have long considered grammar to be the glue of language, and key to how children learn it. But new prose-writing AIs suggest language experience may be more important than grammar.
Research shows sleep-learning can complement, but never replace, learning while awake.
The brain holds on to language knowledge for decades.
Year-round academic and extracurricular opportunities that encourage cultural exchange between international students, their peers and the wider society are important.
Babies who remain in silence hours after birth have different brains to those who listen to sounds.
It takes time and sustained effort to learn a language. Students need to find enjoyment to sustain their learning – and that’s how songs can make a difference.
A study of students across Canada between 2004 and 2015 provides an estimate of anxiety symptoms in kindergarteners, and can serve as a baseline for comparing children’s anxiety after COVID-19.
A study of 25 heritage language schools in Edmonton shows how schools met the needs of migrant and front-line workers, resisted racism and built community for immigrants.
Language electives have fewer enrolments compared to other subjects in Australia. New research suggests students are interested in studying languages, but can’t.
This National Indigenous Languages Day, let’s celebrate the community-led initiatives that focus on building capacity and sustainability for future generations.
Contact languages are widely spoken by many First Nations children. These languages must be recognised and valued in the classroom to better meet students’ learning needs.
Teachers wearing wireless microphones that amplify their voices could be one solution to ensuring children can hear — and saving teachers’ voices from strain, particularly in the pandemic.
When schools honour and learn from immigrant parents’ knowledge, they support more opportunities to enhance young children’s linguistic, cultural and social experiences.
Schools can focus on collaboration between teachers and students to wrap a system of support around children who need it the most.
There’s no perfect teaching approach guaranteed to prepare student teachers to teach subjects in English in a multilingual environment. But there are things universities can do to prepare them.
A post-lesson diary is a promising teaching tool which helps students reflect on language connections and replay their learning steps.
Experts disagree on what makes someone truly bilingual, and how the human brain accesses multiple languages.
Learning a language to speak adequately requires a minimum of around 870 hours. Some Australian states mandate around 1,000 hours through secondary school, but others require less than half that time.
Top contributors
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Professor of Linguistics, University of York
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Honorary Associate Professor of Applied Linguistics, University of Southern Queensland
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Course Leader of Insessional English (EAP), University of Bath
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Senior Lecturer, Macquarie University
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Reader in Linguistics, Department of English Language and Linguistics, University of Birmingham
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Associate Professor in Language, Literacy and TESL, University of Canberra
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Adjunct Professor and Industry Fellow, UNSW Sydney
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Senior Lecturer in Academic Professional Development, Arden University
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Senior Lecturer in the School of Languages and Applied Linguistics, The Open University
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Reader in German and Cultural Studies, Royal Holloway University of London
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Doctoral Researcher in Educational Studies, Goldsmiths, University of London
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Senior Lecturer, Department of Language and Linguistic Science, University of York
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Chair of Applied Linguistics, University of Southampton
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Associate professor in Psycholinguistics in Bi-/Multilinguals, University of Reading
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Professor of Hispanic and Latin American Studies and Director, Institute of Modern Languages Research, School of Advanced Study, University of London
