阅读原文：
C
In fact ,the reach is very clear .whenchildren continue to develop their abilities in two or more languagesthroughout their primary school ,they gain a deeper understanding of languageand how to use it effectively .they have more practice in processing language,especially when they develop literacy in both .more than 150 research studiesconducted during the past 35 years strongly support what Goethe ,the famouseighteenth-century German philosophy ,once said :the person who knows only onelanguage does not truly know that language .Research suggests that bilingualchildren may also develop more flexibility in their thinking as a result ofprocessing information through two different languages.
D
The level of development of children’smother tongue is a strong predictor of their second language development.Children who come to school with a solid foundation in their mother tonguedevelop stronger literacy abilities in the school language. when parents and other caregivers (e.g.grand- parents) are able to spend time with their children and tell stories ordiscuss issues with them in a way that develop their mother tongue, childrencome to school well-prepared to learn the school language and succeeded ineducationally. Children’s knowledge and skills transfer across languages fromthe mother tongue to the school language. Transfer across languages can be twoways: both languages nurture each other when the educational environmentpermits children access to both languages.
E
Some educators and parents aresuspicious of mother tongue-based teaching programs because they worry thatthey take time away from the majority language. For example, in a bilingualprogram where 50% of the time is spent through children’s home language and 50%through the majority language, surly children won’t progress as far in thelatter? One of the most strongly established findings of educational research,however, is that well-implemented bilingual programs can promote literacy andsubject-matter knowledge in a majority language. Within Europe, the Foyerprogram in Belgium, which develops children ‘s speaking and literacy abilitiesin three languages (their mother tongue, Dutch and French), most clearlyillustrates the benefits of bilingual and trilingual education (see Cummins,2000).
F
It’s easy to understand how this happens.When children are learning through a minority language ,they are learningconcepts and intellectual skills too .Pupils who know how to tell the time intheir mother tongue understand the concept of telling time .In order to telltime in the majority language ,they do not need to re-learn the concept .Similarly,at more advanced stages ,there is a transfer across languages in other skillssuch as knowing how to distinguish the main idea from the supporting details ofa written passage or a story ,and distinguishing fact from opinion .Studies ofsecondary school pupils are providing interesting findings in this area ,and itwould be worth extending this research.
G
Many people marvel at how quicklybilingual children seem to “pick up ”conversation skills in the majoritylanguage at school (also it takes much longer for them to catch up with nativespeakers in academic language skills ).However, educators are often much lessaware of how quickly children can loss their ability to use their mother tongue,even in the home context .The extent and rapidity of language loss will varyaccording to the concentration of families from a particular linguistic groupin their neighborhood. Where the mother tongue idea used extensively in thecommunities are not concentrated in particular neighborhoods , children canlose their ability to communicate in their mother tongue within 2-3 years ofstarting school .They may retain receptive skills in the language but they willuse the majority language in speaking with their peers and siblings and inresponding to their parents .By the time children become adolescents, helinguistic division between parents and children has become an emotional chasm.pupils frequently become alienated from the cultures of both home and schoolwith predictable results.
Question 27-30
Choose the correct letter, A, B, C or D.
Write the correct letter in boxes 27-30 on your answer sheet.
27. What point did the writer make in the second paragraph?
A. Some present studies on children’s mother tongues are misleading/
B. A culturally rich education programme benefits some children more than others.
C. Bilingual children can make a valuable contribution to the wealth of a country.
D. The law on mother toungue use at shool should be strengthened.
28. Why does the writer refer to something that Goethe said?
A. to lend weight to his argument
B. to contradict some research
C. to introduce a new concept
D. to update current thinking
29. The writer believes that when young children have a firm grasp of their mother tongue
A. they can teach older family members what they learnt at school
B they go on to do much better throughout their time at school.
C they can read stories about their cultural background.
D they develop stronger relationships with their family than with their peers.
30. Why are some people suspicious about mother tongue-based teaching programmes?
A They worry that children will be slow to learn to read in either language.
B They think that children will confuse words in the two languages.
C They believe that the programmes will make children less interested in their lessons.
D They fear that the programmes will use up valuable time in the school day.
Question 31-35
Complete the summary using the list of word, A-J, below
Write the correct letter, A-J, in boxes 31-35 on your answer sheet.
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 linguistic background that have settled in a particular 33________ . If this is limited, children 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.
A teachers B schools C dislocation
D rate E time F family
G communication H type I ability
J area
Questions 36-40
Do the following statements agree with the information given in Reading Passage 3?
In boxes 36-40 on your answer sheet, write
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
36. Less than half of the children who attend kindergarten in Toronto have English as their mother tongue.
37. Research proves that learning the host country language at school can have an adverse effect on a child’s mother tongue.
38. The Foyer program is accepted by the French education system.
39. Bilingual children are taught to tell the time earlier than monolingual children.
40. Bilingual children can apply reading comprehension strategies acquired in one language when reading in the other.
答案：
Questions 27-40
27. C
28. A
29. B
30. D
31. I
32. D
33. J
34. F
35. C
36. YES
37. NOT GIVEN
38. NO
39. NOT GIVEN
40. YES
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