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Explanations in L1 are useful for explaining grammar Second, certain essential grammatical concepts are treated so differently between an L1 and L2 that they may benefit from a supplementary explanation in L1 in order to be fully understood within a reasonable amount of time.

Explanations in L1 are useful for explaining grammar Second, certain essential grammatical concepts are treated so differently between an L1 and L2 that they may benefit from a supplementary explanation in L1 in order to be fully understood within a reasonable amount of time.

New York and New Jersey require just one year of foreign language study to graduate; Michigan and Washington, D.C. call for two years. Of the remaining 47 states, none have mandatory foreign language stipulations. Before entering college, only 20% of public school students have studied foreign languages.

New York and New Jersey require just one year of foreign language study to graduate; Michigan and Washington, D.C. call for two years. Of the remaining 47 states, none have mandatory foreign language stipulations. Before entering college, only 20% of public school students have studied foreign languages.

It allows us to express ourselves in ways that can't always be done through nonverbal communication. It allows us to share our experiences with each other, and it helps us to understand each other better.

It allows us to express ourselves in ways that can't always be done through nonverbal communication. It allows us to share our experiences with each other, and it helps us to understand each other better.

The way in which L1 seems to facilitate the output in L2 is to remove learning anxiety that often arises when students try to make L2 oral output. By making the input more familiar, the participants have greater confidence in their ability to comprehend and make output in L2.

The way in which L1 seems to facilitate the output in L2 is to remove learning anxiety that often arises when students try to make L2 oral output. By making the input more familiar, the participants have greater confidence in their ability to comprehend and make output in L2.

The L2=L1 hypothesis states that the acquisition of the L2 proceeds in much the same way as the acquisition of the L1. L2 acquisition is not seen, then, as a process of habit-formation but as a creative process in which leamers take an active role just as first language leamers do.

The L2=L1 hypothesis states that the acquisition of the L2 proceeds in much the same way as the acquisition of the L1. L2 acquisition is not seen, then, as a process of habit-formation but as a creative process in which leamers take an active role just as first language leamers do.

Research has shown that foreign languages can be an important driver towards better job opportunities. This is more likely to be the case if young people take foreign languages into account when developing their career and educational expectations.

Research has shown that foreign languages can be an important driver towards better job opportunities. This is more likely to be the case if young people take foreign languages into account when developing their career and educational expectations.

It encourages open-mindedness Recent research has proven that bilingual people tend to be more open-minded, because speaking more than one language exposes individuals to diverse customs and ideas, and immerses them in perspectives from different cultures. Bilingualism also appears to encourage greater empathy.

It encourages open-mindedness Recent research has proven that bilingual people tend to be more open-minded, because speaking more than one language exposes individuals to diverse customs and ideas, and immerses them in perspectives from different cultures. Bilingualism also appears to encourage greater empathy.

Studies have found that words learned in your sleep won't show up in general recall (you won't, in your waking life, have the ability to distinguish words you've only heard while sleeping from new words), but that your brain makes memories – from the abstract of a 2016 study published in Neuroscience of Consciousness: ...

Studies have found that words learned in your sleep won't show up in general recall (you won't, in your waking life, have the ability to distinguish words you've only heard while sleeping from new words), but that your brain makes memories – from the abstract of a 2016 study published in Neuroscience of Consciousness: ...

“Because the language centers in the brain are so flexible, learning a second language can develop new areas of your mind and strengthen your brain's natural ability to focus." There is another study conducted in Sweden which helped visualize the benefits of learning a new language have on the brain.

“Because the language centers in the brain are so flexible, learning a second language can develop new areas of your mind and strengthen your brain's natural ability to focus." There is another study conducted in Sweden which helped visualize the benefits of learning a new language have on the brain.

A total of 11 states have foreign language graduation requirements; 16 states do not have foreign language graduation requirements; and 24 states have graduation requirements that may be fulfilled by a number of subjects—one of which is foreign languages.

A total of 11 states have foreign language graduation requirements; 16 states do not have foreign language graduation requirements; and 24 states have graduation requirements that may be fulfilled by a number of subjects—one of which is foreign languages.

When parents and other important adults have time to discuss and read in the child's mother tongue and thus help expand the child's vocabulary, the child will be better prepared when kindergarten or school starts and can easily learn new languages.

When parents and other important adults have time to discuss and read in the child's mother tongue and thus help expand the child's vocabulary, the child will be better prepared when kindergarten or school starts and can easily learn new languages.

Selinker (1983) points out that there are two types of transfer in learning a second language: positive and negative transfer. In positive transfer, L1 facilitates the acquisition of second language, but in negative transfer the first language has negative impacts on L2 and interferes in L1.

Selinker (1983) points out that there are two types of transfer in learning a second language: positive and negative transfer. In positive transfer, L1 facilitates the acquisition of second language, but in negative transfer the first language has negative impacts on L2 and interferes in L1.