essay about english as a second language

Importance Of English Language Essay

500 words importance of english language essay.

The English Language is becoming more and more common in the world. As a result, increasingly people are dedicating time to study English as their second language. In fact, many countries include it in their school syllabus to teach children this language from a young age. However, the true value of this language is that it helps remove many barriers from our life. Whether it is to find a new job or travel the world. In other words, it helps to progress in life both on a personal and professional level. Thus, the Importance of English Language Essay will help you understand all about it.

Importance Of English Language

Language is our major means of communication; it is how we share our thoughts with others. A language’s secondary purpose is to convey someone’s sentiments, emotions, or attitudes. English is one such language in the world that satisfies both the above purposes. English has been regarded as the first global Lingua Franca. It has become part and parcel of almost every existing field. We use it as the international language to communicate in many fields ranging from business to entertainment.

Many countries teach and encourage youngsters to acquire English as a second language. Even in nations where English is not an official language, many science and engineering curriculum are written in English.

English abilities will most certainly aid you in any business endeavours you choose to pursue. Many large corporations will only hire professional employees after determining whether or not they speak good English. Given the language’s prominence, English language classes will be advantageous to you if you want to work for a multinational organization and will teach you the communication skills needed to network with professionals in your area or enhance your career.

The English Language opens an ocean of career opportunities to those who speak this language anywhere in the world. Similarly, it has turned into an inevitable requirement for various fields and professions like medicine , computing and more.

In the fast-evolving world, it is essential to have a common language that we can understand to make the best use of the data and information available. As a result, the English Language has become a storehouse of various knowledge ranging from social to political fields.

Get the huge list of more than 500 Essay Topics and Ideas  

Reasons to Learn the English Language

As the importance of the English Language is clear now, we move on to why we must learn the English Language. First of all, it is a global language. It is so common that one out of five people can speak or understand this language.

Further, learning the English Language can help in getting a job easily. As it has become the language of many fields, it automatically increases the chances of landing a good job in a good company.

In addition, it helps with meeting new people. As it is the official language of 53 countries, learning it helps to break the language barriers. Most importantly, it is also the language of the Internet.

Another important reason to learn this language is that it makes travelling easier. Being a widely used language globally, it will help you connect with people easily. Similarly, it is also essential in the world of business.

It does not matter whether you are an employee or employer, it benefits everyone. Students who wish to study abroad must definitely study this language. Many countries use their schools and universities. So, it can offer a good opportunity for students.

Why and where do we need the English language?

• Use of English on the Internet – Because of the tremendous rise of information technology, particularly the internet, English is the language of choice for Internet users. The internet has also played an important role in promoting and spreading the English language throughout the world, as more and more people are exposed to it, and English has also become the language of the internet.
• Use of English in Education – English has become one of the majorly used languages to understand, learn and explain concepts from various fields of knowledge. The majority of instructional tools, materials, and texts are written in English. The global educational systems at colleges all over the world need English as a foreign language.
• Use of English for Travel purposes – As we all know, English has been named as the official language of 53 countries and over 400 million people in the world speak English, the English language comes in handy for communicating with everyone when anyone travels around the world be it for tourism, job opportunity, settlement, casual visits, etc.
• Use of English for Communication – The most important function of a language is to allow people to communicate effectively. For many years, English has been the most widely known and valued language on the planet. In other words, English becomes an efficient tool for communicating with people all over the world.

Conclusion of Importance Of English Language Essay

We use the English Language in most of our international communications. While it is not the most spoken language in the world, 53 countries have named it their official language. Moreover, about 400 million people globally use it as their first language. Thus, being the most common second language in the world, it will be beneficial to learn this language to open doors to new opportunities.

FAQ on Importance Of English Language Essay

Question 1: How does the English Language help you get a job?

Answer 1: the  English Language is the language of many things like science, aviation, computers, diplomacy, and tourism. Thus, if you know English, it will increase your chances of landing a good job in an international company.

Question 2: Does the English Language help in connecting with people globally?

Answer 2: Yes, it does. It is because English is the official language of 53 countries and we use it as a lingua franca (a mutually known language) by people from all over the world. This means that studying English can help us have a conversation with people on a global level.

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Exercise 6: Writing an essay for examination from 2024 (Ultimate Guide)

Exercise 6 of the Reading and Writing paper of the IGCSE English as a Second Language (ESL) exam (0510/0511/0991/0993) is always a formal or semi-formal writing. It can be an article, an essay, a report, or a review.

In this article, you will discover how to write an almost-perfect essay that impresses the examiner and gets you the highest band. So, are you ready? Let’s dive in!

So, what is an essay?

An essay is a short piece of writing on a particular subject. The purpose of an essay is to present an argument or point of view about a particular topic and give examples or reasons to support it. The topic will be a question or an issue which people generally have different opinions about.

The essay could present both sides of the argument, or just one, depending on the instructions given in the task. So, if the instructions ask you to give your opinion, you can address just this one point of view, or you can discuss the arguments for and against. But if the task instructions state that arguments for and against should be included, then you should address both points of view.

The Tone and Register of an Essay

In the exam, the essay is usually for your teacher, so the tone and register should be formal or semi-formal . Therefore, it should avoid language that is too idiomatic and colloquial.

Now, before diving into the details of how to write a successful essay, let’s first explore a few differences between articles and essays.

Differences between an article and an essay

An essay is very similar to an article with only a few key differences.

An article is usually published in a newspaper or a magazine, so as far as the exam is concerned, the audience is often students at your school (school magazine article), or sometimes your teacher or the local newspaper.

The audience of an essay is often your teacher (who requested the essay in the first place).

An article is generally written to inform and persuade the reader that a certain viewpoint is correct.

An essay is generally written as a response to a question or a proposition (often by your teacher). It presents an argument or point of view about a particular topic and gives examples or reasons to support it.

Tone and style:

Articles generally have a more objective tone and style, focusing on presenting information in a neutral or balanced manner.

Essays are generally subjective, reflecting the writer’s opinion and perspective.

An article may have a heading to grab the reader’s attention (though not compulsory in the exam).

An essay does not require a heading.

The format of a one-sided argument essay

A one-sided argument essay can have two formats, depending on whether you include a counterargument from the opposing viewpoint or not.

Paragraph 1:  Introduction (including your opinion)

Paragraph 2:  First point supporting your opinion with an explanation

Paragraph 3:  Second point supporting your opinion with an explanation

Paragraph 4:  State a counterargument (an idea from the opposing viewpoint) and counter the counterargument (i.e., explain why this counterargument is invalid). In other words, state a point made by people who have a different opinion from yours and explain why they are wrong.

Paragraph 5:  Conclusion (including your opinion again but in different words)

Paragraph 2:  One or two points supporting your opinion with an explanation

Paragraph 3:  One or two points (different from those of the previous paragraph) supporting your opinion with an explanation

Paragraph 4:  Conclusion (including your opinion again but in different words)

The format of a two-sided argument essay

Paragraph 1:  Introduction (without your opinion)

Paragraph 2:  One side of the argument

Paragraph 3:  The other side of the argument

Paragraph 4:  Conclusion (including your opinion)

Introduction

The purpose of the introduction is to  inform the reader  about the main point (topic) of the essay and  engage the reader  to make them interested in the topic. The main components of an effective introduction are:

• Topic sentence

Start your essay with a brief topic sentence that outlines the argument that the essay will discuss. Give  forceful statements  rather than “I think that”, “maybe” or “perhaps”. For example, “Teenagers love fast food.”, “Nowadays, music plays an indispensable role in our lives.”, etc.

To write an effective topic sentence, you might  use adverbial time phrases  and  generalizations . Here are some examples of each.

Adverbial time phrases

• Nowadays/these days/currently
• Every day/week/year
• Recently/for many years/decades
• In the past
• 10 years ago
• In the last (few/five) (days/weeks/months/years/decades)

Generalization

• A large number of / The vast majority (of)
• Several/some
• Not many/hardly any/ few
• In almost all cases
• In the majority of cases
• In a large number of cases
• In most cases
• In some cases
• On the whole/ Overall
• Rhetorical question(s)

Use rhetorical questions (questions that don’t require an answer but make your reader think) to get the reader interested in the topic and encourage them to read on. For example:

• How much longer do animals have to suffer?
• Could you live with yourself if you missed out on this opportunity?
• How could we possibly stand the …?
• What would happen if …?
• Could your conscience cope with …?
• Is it really worth …?
• Do you want to be part of …?
• Should students do sport at school?
• Should teenagers completely avoid fast food?
• We all love convenience food. But is it the best thing for our waistlines, our wallets and our world?
• Your opinion (if it is a one-sided argument essay)

If you are writing a two-sided argument essay,  DO NOT  give your opinion in the introduction.

If you are writing a one-sided argument essay, you MUST give your opinion (whether you support or oppose the viewpoint expressed in the statement).

Here are some opinion phrases to help you express your opinion.

• In my opinion/view
• From my perspective
• From my point of view
• I concur/agree
• I believe/think (that)
• It seems to me that
• I am in favour of
• I am against the idea of
• I am strongly opposed to
• I disagree/cannot accept

You may also kill two birds with one stone and begin your essay with a rhetorical question that introduces the topic to the reader, thus acting as a topic sentence. Here are some examples.

“Have you ever thought how school life would be if the school day started later? In my perspective, this will have countless benefits.”

“Should students do sport at school? This is a question which people have different opinions about.”

One-sided essay structure:

Body paragraph 1:  First idea supporting your opinion with an explanation

Body paragraph 2:  Second idea supporting your opinion with an explanation ( should be different from the first idea )

Body paragraph 3:  State a counterargument (an idea from the opposing viewpoint)  AND  counter the counterargument (i.e., explain why this counterargument is invalid). In other words, state a point made by people who have a different opinion from yours and explain why they are wrong.

Body Paragraph 1:  one or two points supporting your opinion with an explanation

Body Paragraph 2:  one or two points (different from those of the previous paragraph) supporting your opinion with an explanation

When introducing the counterargument in the 3 rd  body paragraph, use any of the following phrases.

• Opponents of this idea claim/assert/argue that …
• Those who disagree/are against these ideas may say/insist that …
• Some people allege/argue/contend that …
• Some people may suggest/point out that …
• A common counterargument is that …
• It can be argued that …

When countering the counterargument in the 3 rd  body paragraph, use any of the following phrases depending on the context.

• Although true to a certain extent, …
• While this may be true to some extent, …
• While it is true that …, it is important to consider…
• While some may believe that … recent studies have shown that …
• What this invalid argument misses is …
• What these people fail to notice/take note of is …
• The evidence, however, disproves this argument because …
• However, upon closer examination, it becomes clear that …
• However, a closer analysis reveals that …
• However, this flawed argument overlooks the fact that …

Two-sided essay structure:

Body paragraph 1:  One side of the argument either in favour or against ( mention 2 different ideas )

Body paragraph 2:  The other side of the argument either in favour or against ( mention 2 different ideas )

General guidelines for both kinds of essays:

• Read the question carefully  and  draft a plan  for your essay in the blank space below the question using a pencil. Here are some steps to follow.
• Separate the blank space into two parts, one for and one against.
• Jot down any points that come to your mind in the correct part, along with any interesting vocabulary or expressions suitable for the task. Remember to write briefly and in bullet points.
• Decide whether you will write a one-sided essay or a two-sided essay. If the instructions in the question state that you must include arguments for and against, then choose the best 2 points supporting each side and write a two-sided essay. If it’s not mentioned that you must include arguments for and against, then the choice is yours.
• Consider how you will begin your essay and how you will engage the reader at the start. For example, write some variations of the topic sentence and rhetorical questions that you could use.
• Choose the most effective ones and begin writing. Remember to  spend no more than 5 minutes on the plan.
• Start your body paragraphs with a topic sentence rather than just jumping into the advantages or disadvantages (especially if you’re writing a two-sided essay). This helps to organize your writing and makes the purpose of the paragraph clear to the reader. For example, in an essay discussing the advantages and disadvantages of fast food, it is better to start your first body paragraph with a topic sentence like “There are some obvious advantages of fast food. Firstly, …” rather than just getting into the first point and writing, “To begin with, it’s quite tasty.”.
• You can use the few prompts given in the question, but it is better to  use your own ideas  if you want to get higher marks. If, however, you are out of ideas, use the ideas in the question and make sure to paraphrase them (write them in different words) and develop them well.
• Support your ideas with reasons, evidence, or examples . Keep in mind that the examiner knows the evidence or examples will be made up and doesn’t expect these to be correct. Yes, you can make up your own statistics! Just make sure it’s not overly unrealistic.
• Keep to the topic  (don’t wander away from the main subject of the essay). Remind yourself constantly by looking again at the question.
• Use a variety of linking words and cohesive devices  (mainly formal) to create a smooth and logical flow in your writing. Here are some examples.

When presenting the first point (used in the 1 st  body paragraph of both one-sided essays and two-sided essays)

• There are some obvious advantages of
• Those in support of … believe that …
• People who think … say that …
• The main argument in favour of/against is
• The main point/reason is
• The most important point/reason is
• The first point/reason is
• First of all
• First and foremost

When  adding  more points to the same side of the argument

• In addition,
• Furthermore,
• Additionally,
• Not only … but also…
• As well as.
• Another noteworthy point is …
• Apart from that
• What is more

When  contrasting  ideas (typically used to introduce the opposite viewpoint in the 2 nd  body paragraph of a two-sided essay

• Some people argue that …
• Nevertheless
• Even though
• In spite of
• On the other hand
• On the contrary
• By contrast

When giving examples

• For example
• For instance
• One clear example is
• To illustrate
• In other words

When reasoning:

• Results and consequences: as a result, consequently, therefore, thus, hence, for this reason, as a result (of), which means that, etc.
• Reasons and causes: owing to, because (of), on account of, due to, since, as, etc.   

When highlighting and stressing

• Particularly
• In particular
• Specifically

The purpose of the conclusion is to  sum up what you have said  and  express (or re-express) your opinion.

In the conclusion:

• Briefly summarize your main points using concluding phrases. Here are some examples.
• In conclusion
• To conclude
• To reiterate
• On the whole
• All things considered
• After weighing the benefits and drawbacks
• I believe that …
• Thus, I am of the opinion that …
• Given these points

Remember to use different words from those used to express the points in the body.

• Give your final opinion (regardless of whether it’s a one-sided or a two-sided essay) and any solution or suggestion if applicable.

The solution or suggestion might be part of your opinion if you’re writing a two-sided essay and want to take a balanced view on the issue rather than siding with one side. For example, “Overall, I believe eating fast food occasionally isn’t a problem, but fresh home-cooked food is best.” Use the opinion phrases stated earlier in the Introduction section to express your opinion, and if it’s a one-sided essay, make sure to use different words from those used in the introduction.

• End with a strong, impactful statement that leaves the reader with something to think about. This could be a rhetorical question or a statement that encourages the reader to decide what they think about the same viewpoint. For example:
• “To conclude, I wholeheartedly believe that everyone should pursue higher education. Why not embrace this invaluable opportunity to fast-track your career, build your confidence, and broaden your social circle?”
• “Overall, I believe eating fast food occasionally isn’t a problem, but fresh home-cooked food is best. Do you not think so?”
• “After weighing the benefits and the drawbacks, it is apparent that convenience food, while palatable, may negatively impact other areas of your life. Think about this before you reach for your next snack!”

It’s worth mentioning that this step is PREFERABLE . So don’t stress too much about ending your essay with an impactful statement or a rhetorical question. Just make sure that the conclusion reflects the argument presented in the main body of the essay and that your final opinion is clear to the reader.

Points to keep in mind

• Read the task carefully to make sure that the ideas and supporting information you include are relevant to the topic. Students often lose focus and write about wider, more general issues associated with the topic, which significantly affects their marks.
• Organize your essay into 4-5 paragraphs . Leave a line between paragraphs or indent the first line of each new paragraph. Don’t do both!
• Take care of spelling, punctuation, and grammar . This is important as the examiner will look at the accuracy of your language.
• Use a combination of simple, compound, and complex sentences . A series of long sentences will make your writing difficult to read, and a series of short simple sentences will make your writing boring to read. Balance is the key.
• Use a wide range of formal vocabulary, including some advanced and less commonly used ones .
• Include a range of topic-related vocabulary to show that you have a good understanding of the topic.
• Use a wide variety of formal linking words to link ideas in sentences and paragraphs.  Examples have been mentioned earlier.
• Use advanced punctuation sparingly  (1-3 in the whole essay), for example, colon (:) and semicolon (;).
• Include language appropriate for expressing opinions, agreeing, and disagreeing. In addition to mentioning your opinion in the introduction and/or conclusion, your viewpoint can also be included in the body paragraphs (whether it’s a one-sided or a two-sided essay) by:
• Mentioning personal examples or experiences (which implies that you agree with this point of view)
• Explicitly agreeing while presenting a point in the body paragraph. Here is an example: “People who think sports lessons are a good idea say that students need exercise, and I agree that doing sports helps to make you healthy and avoid getting overweight.”
• Aim to complete towards the maximum word limit  (approximately 160 words). Exceeding the word limit slightly (15-20 words) is fine as long as you write accurately and complete the task within the correct time. If you exceed the word limit by any number of words, be it even 100, no marks will be cut directly, but you increase your chances of making more mistakes and spending more time than required for this exercise, which may affect your mark indirectly. If you write towards the lower limit or below, you are highly unlikely to achieve the highest band for Content as your content is not well developed.
• Spend about 30 minutes on this exercise : the initial 5 minutes for planning and the last 2-3 minutes for checking your work for simple spelling, punctuation, and grammatical mistakes.
• Write legibly

Don’ts

• Do not write a heading.
• Avoid colloquial or ‘chatty’ language (which includes informal vocabulary, abbreviations, or slang such as how r u, OMG, BTW, etc.).
• Avoid listing  (firstly, secondly, thirdly, etc.). There is no problem in writing “firstly”, but avoid writing “secondly” and “thirdly”.
• Avoid repetition of vocabulary and beginning your sentences with the same words . Sometimes, students write 3 or more sentences in a row starting with “The”!
• Avoid including too many different ideas in your essay. It is better to include fewer ideas and develop one or two in greater depth rather than writing many ideas which are not well-developed.
• Avoid writing an overlong introduction and conclusion. It would be more effective to utilize the limited word count to develop your ideas within the body of the essay. Also, avoid pre-learned language for these parts of the essay, as this may not be totally relevant or might sound unnatural.
• It’s preferable to avoid contractions , but they can be used as the essay can have a semi-formal tone and register. In both cases, remember to be consistent throughout. So, if you used contractions, use them throughout your whole essay, and if not, avoid them altogether.

Practice a lot of past papers and get feedback on your writing. We know that essay writing is newly added to the syllabus, but you can still practice writing essays in response to past years’ article writing questions as they are very similar.

Finally, don’t forget to check out our samples page and if you find this helpful, please share it with your friends.

Good luck! Go get that A*!

21 responses to “Exercise 6: Writing an essay for examination from 2024 (Ultimate Guide)”

Dear ESL KINGS Team,

Your notes have always helped me, including the samples ofcourse. I have made a number of progress, but there is still some questions I have.

To begin with, when would it be perfect/suitable for you to start uploading essay samples? My exam is on May 8 and I really do require their needs. I know that article is basically almost like an essay, But I still haven’t seen a proper essay For esl ever.

Moving on, I wanted to ask that are the International examiners more strict? I am asking this because the samples you have provided have made me totally fall apart as I was shocked by the language required to score top marks. My emails are average on a scale of 13/15 while my formal writings are between 10 – 12, and since I never have experienced the real examiner, I am scared I will even get less then that. It’s my hugest goal to Get around 95 marks from 100 in ESL. For now, If I can estimate I will get around 93 marks which I still don’t find in appeal.

Please do help me with this.

Warm regards, Ayaan Yousuf.

Dear Ayaan,

Thank you for your kind words! We’re glad you’re making progress!

Unfortunately, we may not be able to upload any more samples at the moment as we’re very busy with our exams. However, you may check out Cambridge’s essay sample available here . We appreciate your understanding.

It’s absolutely normal to feel that your writing is not as good as the samples because they are not a standard every student must follow to achieve good mark. They are just meant to inspire you: you can use any of their vocabulary, ideas or structures in your own writing to improve it. You can still score very good marks with a language below that of the samples. Our advice is to focus now on practicing as much as you can instead of how many marks you will score, and you will be able to get your desired grade inshallah.

Best regards, ESL Kings team

Thank you for providing such helpful resources and samples. Your examples are very good and advanced, but I feel my writing isn’t as good. Is this something to worry about, or is it normal? Will the examiners be very strict, or somewhat lenient, considering this is ESL?

Thank you for your kind words! It’s absolutely normal to feel that your writing is not as good as the samples. This is completely understandable and actually a good sign because it provides room for improvement.

We suggest that you get your writing marked by a teacher, a family member, a friend or even yourself; this will give you an idea of where your writing actually stands. And keep practising as much as you can, taking into account the tips we provide in the notes, and you will definitely see progress.

Examiners know of course that this is a second language exam and they mark based on the criteria mentioned in the mark scheme, which is more lenient than a first language exam.

Appreciate this post! Very helpful to me as a teacher.

Thank you! We really appreciate your positive feedback!

Thank you so much for giving us the ideas how to write an essay. Specially, phrases how to begin sentences from each paragraph

You’re welcome 🙂 We’re glad it helped!

Wonderful materials for my students who are going to take the exam next May. Thank you so much

Thank you so much for your kind feedback! We’re glad our notes are benefiting your students! Good luck to them!

Thank you so much for your help! Could you also post some sample essays, it would be very helpful for us!!

Hi Sara, thank you for your comment! We will definitely consider adding them after completing the review writing notes which we are currently working on.

What do you mean by do not write a heading? Do you mean we shouldn’t have a title for the essay?

Yes, an essay doesn’t require a title. Trying to come up with one will use up your exam time unnecessarily.

Is there going to be direct deduction of marks if written?

yes no title in essay

Hello, I’m having my exam in 4 months and I can’t believe I didn’t know about this website before, seriously I wholeheartedly appreciate what you do, I heard there’s a service where you can correct or give feedback on pieces of writings and grade them, is it available?

Thank you so much for your nice comment! We really appreciate it! Our marking service was available, but unfortunately, it is now suspended as it requires a lot of time and effort, which we can’t provide at the moment. We apologize for this! And we wish you good luck with your exam!

THANK YOU SO MUCH FOR YOUR EFFORT AND TIME CREATING THESE SUPER AMAZING NOTES AND TIPS FOR WRITING EXERCISES

Thank you for your kind words! We’re really glad you found them helpful!

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Learning English as a Second Language: Why and How?

If you haven’t found the motivation or a suitable method to learn English as a second language, look inside. We have all the answers.

Why Learn English in the First Place?

What is esl, common obstacles esl students may face, how to get started with learning esl, how to choose a suitable esl program, the bottom line.

It’s no secret that English is the most widely spoken language in the world. In fact, there are more than 1.5 billion English speakers worldwide, of which over a billion people are non-native English speakers. And that number is only increasing as more and more people choose to learn English as a second language.

However, if you're going to learn a foreign language from scratch, it can be difficult to know where to start. With so many different resources and methods available, it can be hard to know which one is right for you.

But don't worry, we're here to help! We already talked about teaching English as a foreign language, but in this article, we’ll focus on why taking ESL classes can be beneficial, and we’ll give you some tips on how to get started. Let's dive in!

Discover how to learn words 3x faster

Learn English with Langster

Before we get into how to learn English, let's first take a look at some of the benefits of learning this language. Whether you're looking to improve your career prospects, make new friends, or travel the world, learning English can help you achieve your goals.

Here are just a few of the many advantages of learning English as a second language:

• English is the language of business , so learning it can help you boost your career prospects.
• English is the language of travel, so learning it can help you learn more about foreign cultures and make the most of your vacations.
• English is the language of technology and science , so learning it can help you stay connected with the latest industry trends, as well as enhance your professional expertise.
• English is the language of culture , so learning it can help you better understand films, books, and music from around the world.

Other than that, learning English can also help improve your communication skills , build your confidence , and make you more independent .

So, as you can see, learning English as a second language can be a truly rewarding experience. If you want to get a fuller picture of these benefits, make sure to check our article on reasons to start your English language learning journey now.

ESL stands for English as a Second Language . It's a type of language instruction for non-native English speakers who want to improve their language skills.

ESL classes can be taken online or in a classroom setting, and they can be taken at different levels, from beginner to advanced. Usually, they focus on teaching English grammar, vocabulary, and conversation skills. Many classes also include cultural lessons to help ESL students better understand life in an English-speaking country.

There are also a variety of specialized ESL programs available, such as business English or medical English, so it's important to choose one that's right for your needs. For example, if you're looking to improve your English for business purposes, you'll want to choose a course that focuses on business vocabulary and conversation.

Choosing the right ESL program is an important decision, as it will determine how quickly and effectively you learn English. When choosing a program, it's important to consider your learning goals, schedule, and budget.

To be successful in an academic setting, students need more than just basic language skills. They also need what's known as cognitive academic language proficiency ( CALP ).

CALP is the ability to think critically and solve problems in the English language. It's often referred to as higher-order thinking, and it's an essential skill for ESL students who want to succeed in an academic setting.

Fortunately, ESL classes can help students develop CALP. By providing opportunities to listen to lectures, read academic texts, and write essays in English, ESL classes give English learners the chance to practice and improve their CALP skills, regardless of their native language.

Learning English as a second language is an incredibly rewarding experience, but it can also be challenging. After all, there are so many new words and rules for beginning English language learners to get overwhelmed by.

Here are some common obstacles that ESL students may face along the way and how to overcome them:

One of the biggest challenges for non-native speakers is overcoming language barriers . This can be difficult, especially for beginners, but it's important to remember that everyone starts at the same place. With time and practice, you'll be able to understand and be understood in English.

Another common obstacle is cultural differences . This is especially true for students who are learning English in a country where the culture is different from their own. However, it can be helpful to learn about the culture of your new classmates, as this will make it easier to communicate and connect with them.

Finally, many ESL students are afraid of making mistakes . But, this is perfectly normal – even native English speakers make them! Making mistakes is how we learn. The important thing is to not let your mistakes stop you from speaking English. The more you practice, the better you'll become, and eventually, you'll make fewer and fewer mistakes.

If you're interested in learning ESL, there are a few things you'll need to do to get started.

First, you'll need to assess your current level of English . This will help you determine which classes or programs are right for you. There are a variety of online tests and quizzes that can help you determine your English level, such as the Cambridge English Placement Test ( CEPT ) or the Duolingo English Test.

Next, you should find a suitable ESL program. There are many different programs available, so it's important to do your research and choose one that meets your needs. If you don’t know where to start looking, you can check the ESL directory that enables searching for programs by country. Once you've found a program, you can start your learning journey!

You'll also need to make sure you have the right resources at hand. There are a number of excellent books, websites, and apps that can help you learn English effectively, such as Langster, which focuses on learning English through stories. Some of our other favorites include Duolingo, Babbel, and Rosetta Stone.

Furthermore, you'll need to find a way to practice English outside of the classroom . This is essential for developing your speaking and listening skills. There are a number of ways to do this, such as finding an English-speaking friend to practice with or watching English-language movies and TV shows with subtitles.

Finally, make sure to set some realistic goals for yourself. Learning a foreign language takes time, so don't expect to become fluent overnight. By setting small, achievable goals, you'll be more likely to stick with them and see desired results over time.

We have a bunch of articles dedicated to learning English from scratch and honing particular English language skills both online and in a classroom setting. Make sure to browse them for more information on topics you’re particularly interested in.

With so many different ESL courses available, it can be difficult to know how to choose the right one. Here are a few things to keep in mind when making your decision:

• Learning goals . What do you hope to achieve by learning English? Do you want to improve your speaking skills? Build your vocabulary? Learn grammar rules? Once you know your goals, you'll be able to narrow down your options and choose a program that's right for you.
• Schedule . How much time do you have to dedicate to learning English? Are you looking for a full-time program or something more flexible? Make sure to choose a program that fits your schedule and lifestyle so that learning won’t feel like a chore.
• Budget . There are a variety of programs available at different price points. Do some research to find one that's affordable for you.
• Read reviews! Once you've found a few programs you're interested in, check out online reviews to get a sense of what other students have thought about the program.

With these criteria in mind, you should be able to find an ESL program that's right for you.

Learning English as a second language can have numerous benefits. It can improve your communication skills, help you learn new vocabulary and grammar rules, and even make you new friends from around the world.

And, with so many different programs available, there's sure to be one that's right for you – just make sure you stay motivated and set achievable goals. So, why not give it a try? You may be surprised at just how much you can learn!

Ellis is a seasoned polyglot and one of the creative minds behind Langster Blog, where she shares effective language learning strategies and insights from her own journey mastering the four languages. Ellis strives to empower learners globally to embrace new languages with confidence and curiosity. Off the blog, she immerses herself in exploring diverse cultures through cinema and contemporary fiction, further fueling her passion for language and connection.

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September 5, 2024

published by phi beta kappa

Print or web publication, writing english as a second language.

A talk to the incoming international students at the Columbia Graduate School of Journalism, August 11, 2009

Five years ago one of your deans at the journalism school, Elizabeth Fishman, asked me if I would be interested in tutoring international students who might need some extra help with their writing. She knew I had done a lot of traveling in Asia and Africa and other parts of the world where many of you come from.

I knew I would enjoy that, and I have—I’ve been doing it ever since. I’m the doctor that students get sent to see if they have a writing problem that their professor thinks I can fix. As a bonus, I’ve made many friends—from Uganda, Uzbekhistan, India, Ethiopia, Thailand, Iraq, Nigeria, Poland, China, Colombia and many other countries. Several young Asian women, when they went back home, sent me invitations to their weddings. I never made it to Bhutan or Korea, but I did see the wedding pictures. Such beautiful brides!

I can’t imagine how hard it must be to learn to write comfortably in a second—or third or fourth—language. I don’t think I could do it, and I admire your grace in taking on that difficult task. Much of the anxiety that I see in foreign students could be avoided if certain principles of writing good English—which nobody ever told them—were explained in advance. So I asked if I could talk to all of you during orientation week and tell you some of the things my students have found helpful.

So that’s why we’re here today.

I’ll start with a question: What is good writing?

It depends on what country you’re from. We all know what’s considered “good writing” in our own country. We grow up immersed in the cadences and sentence structure of the language we were born into, so we think, “That’s probably what every country considers good writing; they just use different words.” If only! I once asked a student from Cairo, “What kind of language is Arabic?” I was trying to put myself into her mental process of switching from Arabic to English. She said, “It’s all adjectives.”

Well, of course it’s not all adjectives, but I knew what she meant: it’s decorative, it’s ornate, it’s intentionally pleasing. Another Egyptian student, when I asked him about Arabic, said, “It’s all proverbs. We talk in proverbs. People say things like ‘What you are seeking is also seeking you.’” He also told me that Arabic is full of courtesy and deference, some of which is rooted in fear of the government. “You never know who’s listening,” he said, so it doesn’t hurt to be polite. That’s when I realized that when foreign students come to me with a linguistic problem it may also be a cultural or a political problem.

Now I think it’s lovely that such a decorative language as Arabic exists. I wish I could walk around New York and hear people talking in proverbs. But all those adjectives and all that decoration would be the ruin of any journalist trying to write good English. No proverbs, please.

Spanish also comes with a heavy load of beautiful baggage that will smother any journalist writing in English. The Spanish language is a national treasure, justly prized by Spanish-speaking people. But what makes it a national treasure is its long sentences and melodious long nouns that express a general idea. Those nouns are rich in feeling, but they have no action in them—no people doing something we can picture. My Spanish-speaking students must be given the bad news that those long sentences will have to be cruelly chopped up into short sentences with short nouns and short active verbs that drive the story forward. What’s considered “good writing” in Spanish is not “good writing” in English.

So what is good English—the language we’re here today to wrestle with? It’s not as musical as Spanish, or Italian, or French, or as ornamental as Arabic, or as vibrant as some of your native languages. But I’m hopelessly in love with English because it’s plain and it’s strong. It has a huge vocabulary of words that have precise shades of meaning; there’s no subject, however technical or complex, that can’t be made clear to any reader in good English—if it’s used right. Unfortunately, there are many ways of using it wrong. Those are the damaging habits I want to warn you about today.

First, a little history. The English language is derived from two main sources. One is Latin, the florid language of ancient Rome. The other is Anglo-Saxon, the plain languages of England and northern Europe. The words derived from Latin are the enemy—they will strangle and suffocate everything you write. The Anglo-Saxon words will set you free.

How do those Latin words do their strangling and suffocating? In general they are long, pompous nouns that end in – ion —like implementation and maximization and communication (five syllables long!)—or that end in – ent —like development and fulfillment. Those nouns express a vague concept or an abstract idea, not a specific action that we can picture—somebody doing something. Here’s a typical sentence: “Prior to the implementation of the financial enhancement.” That means “Before we fixed our money problems.”

Believe it or not, this is the language that people in authority in America routinely use—officials in government and business and education and social work and health care. They think those long Latin words make them sound important. It no longer rains in America; your TV weatherman will tell that you we’re experiencing a precipitation probability situation.

I’m sure all of you, newly arrived in America, have already been driven crazy trying to figure out the instructions for ordering a cell phone or connecting your computer, or applying for a bank loan or a health insurance policy, and you assume that those of us who were born here can understand this stuff. I assure you that we don’t understand it either. I often receive some totally unintelligible letter from the telephone company or the cable company or the bank. I try to piece it out like a hieroglyphic, and I ask my wife, “Can you make any sense of this?” She says, “I have no idea what it means.”

Those long Latin usages have so infected everyday language in America that you might well think, “If that’s how people write who are running the country, that’s how I’m supposed to write.” It’s not. Let me read you three typical letters I recently received in the mail. (I keep letters like this and save them in a folder that I call “Bullshit File.”)

The first one is from the president of a private club in New York. It says, “Dear member: The board of governors has spent the past year considering proactive efforts that will continue to professionalize the club and to introduce efficiencies that we will be implementing throughout 2009.” That means they’re going to try to make the club run better.

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Here’s a letter to alumni from the head of the New England boarding school I attended when I was a boy. “As I walk around the Academy,” she writes, “and see so many gifted students interacting with accomplished, dedicated adults” [ that means boys and girls talking to teachers ] and consider the opportunities for learning that such interpersonal exchanges will yield…” Interpersonal exchanges! Pure garbage. Her letter is meant to assure us alumni that the school is in good hands. I’m not assured. One thing I know is that she shouldn’t be allowed near the English department, and I’m not sure she should even be running the school. Remember: how you write is how you define yourself to people who meet you only through your writing. If your writing is pretentious, that’s how you’ll be perceived. The reader has no choice.

Here’s one more—a letter from the man who used to be my broker; now he’s my investment counsel. He says, “As we previously communicated, we completed a systems conversion in late September. Data conversions involve extra processing and reconciliation steps [ translation: it took longer than we thought it would to make our office operate better ]. We apologize if you were inconvenienced as we completed the verification process [ we hope we’ve got it right now ]. “Further enhancements will be introduced in the next calendar quarter” [ we’re still working on it ]. Notice those horrible long Latin words: communicated , conversion , reconciliation , enhancements , verification . There’s not a living person in any one of them.

Well, I think you get the point about bad nouns. (Don’t worry—in a minute I’ll tell you about good nouns.) I bring this up today because most of you will soon be assigned to a beat in one of New York’s neighborhoods. Our city has been greatly enriched in recent years by immigrants from every corner of the world, but their arrival has also brought a multitude of complex urban problems. You’ll be interviewing the men and women who are trying to solve those problems—school principals, social workers, health-care workers, hospital officials, criminal justice officials, union officials, church officials, police officers, judges, clerks in city and state agencies—and when you ask them a question, they will answer you in nouns: Latin noun clusters that are the working vocabulary of their field. They’ll talk about “facilitation intervention” and “affordable housing” and “minimum-density zoning,” and you will dutifully copy those phrases down and write a sentence that says: “A major immigrant concern is the affordable housing situation.” But I can’t picture the affordable housing situation. Who exactly are those immigrants? Where do they live? What kind of housing is affordable? To whom? As readers, we want to be able to picture specific people like ourselves, in a specific part of the city, doing things we might also do. We want a sentence that says something like “New Dominican families on Tremont Avenue in the Bronx can’t pay the rent that landlords ask.” I can picture that; we’ve all had trouble paying the landlord.

So if those are the bad nouns, what are the good nouns? The good nouns are the thousands of short, simple, infinitely old Anglo-Saxon nouns that express the fundamentals of everyday life: house , home , child , chair , bread , milk , sea , sky , earth , field , grass , road … words that are in our bones, words that resonate with the oldest truths. When you use those words, you make contact—consciously and also sub consciously—with the deepest emotions and memories of your readers. Don’t try to find a noun that you think sounds more impressive or “literary.” Short Anglo-Saxon nouns are your second-best tools as a journalist writing in English.

What are your best tools? Your best tools are short, plain Anglo-Saxon verbs . I mean active verbs, not passive verbs. If you could write an article using only active verbs, your article would automatically have clarity and warmth and vigor.

Let’s go back to school for a minute and make sure you remember the difference between an active verb and a passive verb. An active verb denotes one specific action: JOHN SAW THE BOYS. The event only happened once, and we always know who did what: it was John who activated the verb SAW . A passive-voice sentence would say: THE BOYS WERE SEEN BY JOHN. It’s longer. It’s weaker: it takes three words (WERE SEEN BY instead of SAW), and it’s not as exact. How often were the boys seen by John? Every day? Once a week? Active verbs give momentum to a sentence and push it forward. If I had put that last sentence in the passive—“momentum is given to a sentence by active verbs and the sentence is pushed forward by them”—there is no momentum, no push.

One of my favorite writers is Henry David Thoreau, who wrote one of the great American books, Walden , in 1854, about the two years he spent living—and thinking—in the woods near Concord, Massachusetts. Thoreau’s writing moves with simple strength because he uses one active verb after another to push his meaning along. At every point in his sentences you know what you need to know. Here’s a famous sentence from Walden :

I went to the woods because I wished to live deliberately, to front only the essential facts of nature, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived.

Look at all those wonderful short, active verbs: went , wished , front , see , learn , die , discover . We understand exactly what Thoreau is saying. We also know a lot about him —about his curiosity and his vitality. How alive Thoreau is in that sentence! It’s an autobiography in 44 words—39 of which are words of one syllable . Think about that: only five words in that long, elegant sentence have more than one syllable. Short is always better than long.

Now let me turn that sentence into the passive:

A decision was made to go to the woods because of a desire for a deliberate existence and for exposure to only the essential facts of life, and for possible instruction in its educational elements, and because of a concern that at the time of my death the absence of a meaningful prior experience would be apprehended.

All the life has been taken out of the sentence. But what’s the biggest thing I’ve taken out of that sentence? I’ve taken Thoreau out of that sentence. He’s nowhere to be seen. I’ve done it just by turning all the active verbs into passive verbs. Every time I replaced one of Thoreau’s active verbs with a passive verb I also had to add a noun to make the passive verb work. “I went to the woods because” became “A decision was made.” I had to add the noun decision . “To see if I could learn what it had to teach—two terrific verbs, learn and teach; we’ve all learned and we’ve all been taught—became “for possible instruction.” Can you hear how dead those Latin nouns are that end in i-o-n?  Decision. Instruction. They have no people in them doing something.

So fall in love with active verbs. They are your best friends.

I have four principles of writing good English. They are Clarity, Simplicity, Brevity, and Humanity.

First, Clarity. If it’s not clear you might as well not write it. You might as well stay in bed.

Two: Simplicity. Simple is good. Most students from other countries don’t know that. When I read them a sentence that I admire, a simple sentence with short words, they think I’m joking. “Oh, Mr. Zinsser, you’re so funny,” a bright young woman from Nigeria told me. “If I wrote sentences like that, people would think I’m stupid.” Stupid like Thoreau, I want to say. Or stupid like E. B. White. Or like the King James Bible. Listen to this passage from the book of Ecclesiastes:

I returned and saw under the sun, that the race is not to the swift, nor the battle to the strong, neither yet bread to the wise, nor yet riches to men of understanding, nor yet favor to men of skill, but time and chance happeneth to them all. [ Look at all those wonderful plain nouns: race, battle, bread, riches, favor, time, chance. ]

Or stupid like Abraham Lincoln, whom I consider our greatest American writer. Here’s Lincoln addressing the nation in his Second Inaugural Address as president, in 1865, at the end of the long, terrible, exhausting Civil War:

With malice toward none, with charity for all, with firmness in the right as God gives us to see the right [ eleven straight one-syllable words ], let us strive on [ active verb ] to finish the work we are in, to bind up [ active verb ] the nation’s wounds, to care [ active verb ] for him who shall have borne the battle and for his widow and his orphan [ specific nouns ],—to do all which may achieve and cherish a just and lasting peace among ourselves and with all nations.

Here’s another American President, Barack Obama, also a wonderful writer, who modeled his own style on Lincoln’s. In his memoir, Dreams from My Father . a beautifully written book, Obama recalls how, as a boy,

At night, lying in bed, I would let the slogans drift away, to be replaced with a series of images, romantic images, of a past I had never known.

They were of the civil rights movement, mostly, the grainy black-and-white footage that appears every February during Black History Month. . . . A pair of college students . . . placing their orders at a lunch counter teetering on the edge of riot. . . . A county jail bursting with children, their hands clasped together, singing freedom songs.

Such images became a form of prayer for me [ beautiful phrase ], bolstering my spirits, channeling my emotions in a way that words never could. They told me [ active verb ] . . . that I wasn’t alone in my particular struggles, and that communities . . . had to be created, fought for, tended like gardens [ specific detail ]. They expanded or contracted [ active verbs ] with the dreams of men. . . . In the sit-ins, the marches, the jailhouse songs [ specific detail ], I saw [ active verb ] the African-American community becoming more than just the place where you’d been born or the house where you’d been raised [ simple nouns: place, house ]. . . . Because this community I imagined was still in the making, built on the promise that the larger American community, black, white, and brown, could somehow redefine itself—I believed [ active verb ] that it might, over time, admit the uniqueness of my own life.

So remember: Simple is good. Writing is not something you have to embroider with fancy stitches to make yourself look smart.

Principle number 3. Brevity. Short is always better than long. Short sentences are better than long sentences. Short words are better than long words. Don’t say currently if you can say now . Don’t say assistance if you can say help . Don’t say numerous if you can say many . Don’t say facilitate if you can say ease . Don’t call someone an individual [ five syllables! ]; that’s a person, or a man or a woman. Don’t implement or prioritize. Don’t say anything in writing that you wouldn’t comfortably say in conversation. Writing is talking to someone else on paper or on a screen.

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Which brings me to my fourth principle: Humanity. Be yourself. Never try in your writing to be someone you’re not. Your product, finally, is you. Don’t lose that person by putting on airs, trying to sound superior.

There are many modern journalists I admire for their strong, simple style, whom I could recommend to you as models. Two who come to mind are Gay Talese and Joan Didion. Here’s a passage by Talese, from his book of collected magazine pieces, The Gay Talese Reader , about the great Yankee baseball star, Joe DiMaggio, who at one point was married to Marilyn Monroe:

Joe DiMaggio lives with his widowed sister, Marie, in a tan stone house on a quiet residential street near Fisherman’s Wharf. He bought the house almost thirty years ago for his parents, and after their death he lived there with Marilyn Monroe. . . . There are some baseball trophies and plaques in a small room off DiMaggio’s bedroom, and on his dresser are photographs of Marilyn Monroe, and in the living room downstairs is a small painting of her that DiMaggio likes very much [ how nice that sentence is—how simple and direct ]: It reveals only her face and shoulders, and she is wearing a very wide-brimmed sun hat, and there is a soft sweet smile on her lips, an innocent curiosity about her that is the way he saw her and the way he wanted her to be seen by others. [ Notice all those one-syllable words: “the way he saw her and the way he wanted her to be seen.” The sentence is absolutely clean—there’s not one word in it that’s not necessary and not one extra word. Get rid of every element in your writing that’s not doing useful work. It’s all clutter. ]

And here’s Joan Didion, who grew up in California and wrote brilliant magazine pieces about its trashy lifestyle in the 1960s. No anthropologist caught it better. This passage is from her collection of early magazine pieces, Slouching Toward Bethlehem .

There are always little girls around rock groups—the same little girls who used to hang around saxophone players, girls who lived on the celebrity and power and sex a band projects when it plays—and there are three of them out here this afternoon in Sausalito where the Grateful Dead rehearse. They are all pretty and two of them still have baby fat and one of them dances by herself with her eyes closed [ perfect simple image ]. . . .

Somebody said that if I was going to meet some runaways I better pick up some hamburgers and Cokes on the way, so I did, and we are eating them in the Park together, me, Debbie who is fifteen, and Jeff who is sixteen. Debbie and Jeff ran away twelve days ago, walked out of school with $100 between them [ active verbs: ran away, walked out of school ]. . . .

Debbie is buffing her fingernails with the belt to her suède jacket. She is annoyed because she chipped a nail and because I do not have any polish remover in the car. I promise to get her to a friend’s apartment so that she can redo her manicure, but something has been bothering me and as I fiddle with the ignition I finally ask it. I ask them to think back to when they were children, to tell me what they had wanted to be when they were grown up, how they had seen the future then.

Jeff throws a Coca-Cola bottle out the car window. “I can’t remember I ever thought about it,” he says.

“I remember I wanted to be a veterinarian once,” Debbie says. “But now I’m more or less working in the vein of being an artist or a model or a cosmetologist. Or something.”

Here’s the first paragraph of an article of mine that originally ran in The New Yorker . (It’s now in my book Mitchell & Ruff .)

Jazz came to China for the first time on the afternoon of June 2, 1981, when the American bassist and French-horn player Willie Ruff introduced himself and his partner, the pianist Dwike Mitchell, to several hundred students and professors who were crowded into a large room at the Shanghai Conservatory of Music. The students and the professors were all expectant, without quite knowing what to expect. They only knew that they were about to hear the first American jazz concert ever presented to the Chinese. Probably they were not surprised to find that the two musicians were black, though black Americans are a rarity in the People’s Republic. What they undoubtedly didn’t expect was that Ruff would talk to them in Chinese, and when he began they murmured with delight.

Five plain declarative sentences that get the story started at full speed—WHAP! You’re right in that room at the Shanghai Conservatory on that June afternoon in 1981.

I’ve given you these examples because writing is learned by imitation. We all need models. Bach needed a model; Picasso needed a model. Make a point of reading writers who are doing the kind of writing you want to do. (Many of them write for The New Yorker .) Study their articles clinically. Try to figure out how they put their words and sentences together. That’s how I learned to write, not from a writing course.

Two final thoughts. Some of you, hearing me talk to you so urgently about the need to write plain English, perhaps found yourself thinking: “That’s so yesterday. Journalism has gone digital, and I’ve come to Columbia to learn the new electronic media. I no longer need to write well.” I think you need to write even more clearly and simply for the new media than for the old media. You’ll be making and editing videos and photographs and audio recordings to accompany your articles. Somebody—that’s you—will still have to write all those video scripts and audio scripts, and your writing will need to be lean and tight and coherent: plain nouns and verbs pushing your story forward so that the rest of us always know what’s happening. This principle applies—and will apply—to every digital format; nobody wants to consult a Web site that isn’t instantly clear. Clarity, brevity, and sequential order will be crucial to your success.

I emphasize this because the biggest problem that paralyzes students is not how to write; it’s how to organize what they are writing. They go out on a story, and they gather a million notes and a million quotes, and when they come back they have no idea what the story is about —what is its proper narrative shape? Their first paragraph contains facts that should be on page five; facts are on page five that should be in the first paragraph. The stories exist nowhere in time or space; the people could be in Brooklyn or Bogotá.

The epidemic I’m most worried about isn’t swine flu. It’s the death of logical thinking. The cause, I assume, is that most people now get their information from random images on a screen—pop-ups, windows, and sidebars—or from scraps of talk on a digital phone. But writing is linear and sequential ; Sentence B must follow Sentence A, and Sentence C must follow Sentence B, and eventually you get to Sentence Z. The hard part of writing isn’t the writing; it’s the thinking. You can solve most of your writing problems if you stop after every sentence and ask: What does the reader need to know next?”

One maxim that my students find helpful is: One thought per sentence . Readers only process one thought at a time. So give them time to digest the first set of facts you want them to know. Then give them the next piece of information they need to know, which further explains the first fact. Be grateful for the period. Writing is so hard that all of us, once launched, tend to ramble. Instead of a period we use a comma, followed by a transitional word ( and , while ), and soon we have strayed into a wilderness that seems to have no road back out. Let the humble period be your savior. There’s no sentence too short to be acceptable in the eyes of God.

As you start your journey here at Columbia this week, you may tell yourself that you’re doing “communications,” or “new media,” or “digital media” or some other fashionable new form. But ultimately you’re in the storytelling business. We all are. It’s the oldest of narrative forms, going back to the caveman and the crib, endlessly riveting. What happened? Then what happened? Please remember, in moments of despair, whatever journalistic assignment you’ve been given, all you have to do is tell a story, using the simple tools of the English language and never losing your own humanity.

Repeat after me: Short is better than long. Simple is good. ( Louder ) Long Latin nouns are the enemy. Anglo-Saxon active verbs are your best friend. One thought per sentence.

Good luck to you all.

William Zinsser , who died in 2015, was the author of 18 books, including On Writing Well , and a columnist for the Scholar website.

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Argumentative Essay: Reasons You Should Learn English

If you plan on making your way in the world, learning a second language is imperative. English has a foothold as the “language of business,” and being so, has become the most commonly learnt second language amongst foreign language speakers. Not only is English significant in the business world, but in general, when people of differing native languages congregate, English is the language of everyday conversation. Again, this is because it’s most commonly taught in foreign schools, as English is the collective language spoken by 1.8 billion people worldwide, or 27% of the world’s population. By virtue of this, for those willing to make the effort, learning English proffers forth benefits that learning any other second language mightn’t. Highlighted below are some of these benefits, including employment opportunities; technical, economic and scientific innovation; and cultural understanding.

As the language of business, English will open up the world to you in nearly any field of employment. Because it’s so important to be bilingual, any company in any country of the world prefers a bilingual employee – and even more so, an English-speaking one – over an employee who speaks only his/her native tongue. In being bilingual in English, you will be able to communicate with others in all corners of the world (remember, over 27% of the world’s population speaks English), and you will be able to translate for those in your company who do not speak English. This makes you an exceedingly vital communication tool. Not only will you be an asset to your company, but you will reap many benefits as a result, such as a larger annual income, a better standard of living, and the opportunity to live just about anywhere in the world.

Along with being the language of business, English is the language of economic development, as well as technical and scientific innovation. The United States is the leader in technical innovation and economic development and, as a consequence, the language to know in making your way in these fields is English. English is also the language of science, so scientists must be fluent in order to communicate their findings with others. Being successful in any one of these prosperous fields requires fluency in English.

Lastly a great benefit to learning English is that it increases cultural understanding, not only of native English-speaking cultures, but of any other country whose second language is English. The film and music industries are largely English-driven. The art, traditions and culture of any country, especially those of native English-speaking countries, can be better understood if you have some knowledge of the English language. Being centuries-old and having been the native language of empirical powers and world leaders, English remains a great source of influence in human history, weaved into the narrative of many cultures, and sewn, like a cultural seed, throughout time.

If you endeavor to learn a second language, that language should be English. The benefits it proffers – including employment opportunities; technical, economic and scientific innovation; and cultural understanding – are exceeded by no other language in the world.

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ESL004: Advanced English as a Second Language

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• Time: 12 hours
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In Unit 1, you will strengthen your grammar skills by learning the basics of punctuation. You'll examine how changing punctuation can change the entire meaning of a sentence. Unit 2 connects reading to building a robust vocabulary. You'll explore how mapping a reading allows you to find new words to explain things and see different concepts. Finally, in Unit 3, you'll pull everything together by drawing your own conclusions about what you've read and explaining those conclusions to your readers. By the end of ESL004, you'll be able to use punctuation, vocabulary, and mapping to write a short, cohesive essay that will prepare you for future academic work.

Course Syllabus

After you read the course syllabus, click the "Enroll me" button to enroll in this course. Then, go to Unit 1 and read the unit introduction and the learning outcomes that follow it. You will see each unit's learning materials after the unit introduction and learning outcomes.

How Good Is Your English?

When you are learning a new language, you should be able to measure your growth and improvement. In this section, you will complete activities that demonstrate your knowledge of English so you can measure your success as you complete our series of ESL courses.

How strong is your English grammar? Complete this ungraded activity to test your knowledge of sentence structure.

How strong is your English vocabulary? Complete this ungraded activity to measure your vocabulary size.

Unit 1: Those Little Marks – Punctuation

Unit 1 introduces you to punctuation and explains the correct way to use periods, exclamation points, question marks, and commas. It's important to punctuate a sentence appropriately to make its meaning clear to your reader. In this unit, you'll learn when to use a punctuation mark, which mark to use, and what makes these marks different. Finally, you'll practice matching the correct punctuation mark to its sentence. 

Completing this unit should take you approximately 3 hours.

Unit 2: Read, Read, and Read More!

In this unit, you will read for the purpose of building your vocabulary for your field of study. When you begin studying a topic in college, it will be important to know the words being used and what they mean. For example, a "program" means one thing when used in computer science and another thing when used in business. In this unit, you'll learn to use strategies to find and keep track of those specialized vocabulary words. Finally, you'll practice "mapping" what you read to organize the terms and ideas you find. At the end of this unit, you'll know how to develop a larger vocabulary to help you move forward in your college studies.

Completing this unit should take you approximately 4 hours.

Unit 3: Reading to Write

This unit connects the punctuation and writing clarity skills you gained in Unit 1 to the vocabulary and reading strategies you practiced in Unit 2. Now that you're able to read about concepts that interest you, you'll want to clearly and correctly present those ideas to others through your writing. In this unit, you'll learn how to synthesize, or bring together, the knowledge you already have on a topic with the things you learn in your program of study. You'll then write about that synthesis using grammatically correct and clear sentences. At the end of this unit, you'll be able to clearly explain what you know about a topic and what you still want to learn.

Completing this unit should take you approximately 5 hours.

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English as a Second Language, Essay Example

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ENL (English as a Native Language) and ESL (English as a Second Language) are two terms that have become common in college applications. It is compulsory for Non-Native Speakers (NNS) of English to take an English proficiency test to confirm their grasp of the English language. Furthermore, English classes that are part of the syllabus are different for native and non-native speakers, i.e. native speakers and non-native speakers sit in different English classes. The NNS course is very important for the development of students, however should it be required on all students whose first language is not English?

Farooq Muhammad and Ul-Hassan Muhammad are of the opinion that English subject for non-native speakers is essential for the development of students in light of the continual growth of the global economy where English is considered as the accepted and recognized global language. Their argument opinion points to the fact that a good comprehension of the English language is essential and should be compulsory for the non-native speaker. Particularly for the Chinese student, English writing can prove to be very challenging even though listening is considered easy and speaking relatively easy. This is because irregularities in the spelling of English words make it very difficult for students to create a logical connection between symbols and sounds (Liou). This gives the requirement of the NNS course even more vital as though it may take time to master the English language, such confusion and difficulty will be overcome with time. Students are forced to memorize every word as separate entities to compensate, making the writing process very challenging. Should difficulty be cited as an excuse to evade learning an important facet of the rapidly growing and expanding world? Chang is of the opinion that this is why it is very important that these lingual skills are developed in students over time as they are essential for the development of career and social opportunities (Chang).

English for a non-native speaker is very difficult and cumbersome. This is because learning a different language that is different in the phonetic and tonal expression of speech and communication requires forgetting the influence of one’s native language. This at least according to William Zinsser. He believes that learning to write comfortably in a second language must be really hard, a concept shared by Farooq and Ul-Hassan. He believes that good English is very hard to find these days. The English language is plain and strong, the use of complicated vocabulary makes it even more difficult for its learners. However, there exists English that is not only simple, but straight forward. Most reporters employ this kind of English in passing across ideas and information.Learning these simple techniques can make an individual look smart with the manner in which they convey their messages, i.e. short and precise.

I believe some non-native speakers of the English language feel that English class should not be included in the syllabus. Most of them believe that it is a waste of time since they do understand the English language and can express themselves using the basic and simple English that they learned in elementary and high school. Furthermore, they believe that the English language can be learnt and acquired better in a social setting as opposed to a class meeting. They are of the opinion that since the English language should improve their social and career opportunities and experiences, it is better acquired in a social setting rather than an academic setting where grading applies. However, these perceptions are wrong because NNS like me have made mistakes that native speakers never made since we have cultural differences, different ways of expressions, different thinking models and language customs. For instance, some words I understand some words and know what they mean, but I just cannot properly use them in writing. I need this class to help me overcome these obstacles to use English essentially. Additionally, these English classes are also very important in building proficiency in a language that is used worldwide to conduct important social and business interactions.

In conclusion, the NNS classes are important for the development of social and career opportunities, as English is rapidly being accepted as the global language. As such, in order to remain relevant in one’s professional field, it is important that the NNS classes be compulsory. If the NNS classes are not undertaken by students, then the next generation of students would find it difficult to keep up with the rapidly changing job market (Liou). Furthermore, the English language is the most diverse language with a vast array of vocabulary to convey specific information and expressions (Zinsser). As such, this makes English as the most efficient language in literary and scholarly work. In order to understand such works that are required in college, a student has to take the NNS course.

Chang, Juan. “Chinese Speakers.” n.d.

Farooq, Muhammad S and Muhammad U Ul-Hassan. “Opinion of Second Language Learners about Writing Difficulties in English Language.” South Asian Studies (2012): 183-194. Print.

Liou, Teau J. Chinese-Speaking Internationsl Students’ Experiences and Perspectives of ESL University Writing Programs . Dissertation. Las Cruces: New Mexico State University, 2012. Print.

Zinsser, William. “Writing English as a Second Language.” The American Scholar (2009). Print.

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English as a Second Language Writing and Automated Essay Evaluation

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Much of the published work on automated scoring of writing has focused on writing instruction and assessment in K–16 education in the United States, with the implicit assumption that the writers being assessed have native or native-like command of English. In this context, English language learners (ELLs) appear to be of somewhat peripheral concern. However, readers may be surprised to find out that there are more people learning and communicating in English in the world than there are native speakers (Kachru, 1997; McKay, 2002); some are immigrants or children of immigrants in the United States (U.S.) or other English-speaking countries; some intend to work or study in an English-speaking country; and some use English for professional reasons in their home countries. Given the importance of written communication for global education and business and thus the need to teach and assess writing throughout the world, the interest in reliable and efficient automated scoring systems for assessing the writing of ELLs is increasing, and the applicability of automated essay scoring (AES) systems to non-native speakers (NNSs) 1 of English is an ever-more important concern. One might even argue that the largest market for automated scoring of English writing is not in assessing the writing ability of native speakers, but rather that of NNSs of English.

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Programmes & Qualifications

Cambridge igcse english as a second language (speaking endorsement) (0510).

• Syllabus overview

Cambridge IGCSE English as a Second Language is for learners who already have a working knowledge of the language.

The syllabus:

• is suitable for learners whose first language is not English, but who study through the English-medium
• develops learners’ ability to understand and use English in a range of situations
• builds learners’ awareness of the nature of language and the four language-learning skills: reading, writing, listening and speaking
• focuses on practical communication for everyday use, which can also form the basis for further, more in-depth language study
• develops transferable skills to complement other areas of the curriculum.

Marks for the speaking component in this syllabus do not contribute to the overall grade candidates receive for the written components. A count-in speaking component is offered in Cambridge IGCSE English as a Second Language (0511).

The syllabus year refers to the year in which the examination will be taken.

• -->2022 - 2023 Syllabus update (PDF, 153KB)
• -->2024 - 2026 Syllabus update (PDF, 174KB)

Syllabus updates

We have updated this syllabus to make it clearer and more accessible for both teachers and learners and to make sure that it reflects current educational thinking.

Please see the 2024-2026 syllabus document above for full details on the changes.

What are the main changes to the syllabus

To support teachers and learners, we have:

• removed tiering (research suggests that in language qualifications students should access the full grade set to achieve their best possible outcome)
• made the Listening paper 100% multiple-choice in response to feedback from teachers.
• simplified and improved the accessibility of the teacher/examiner notes in the speaking component
• removed the summary task from the Reading and Writing paper and replaced it with a new multiple-choice question in response to feedback from teachers who told us that some students struggle with the summary task.

What are the main changes to the assessment

• With the removal of tiering, there are now three components which are accessible to all candidates: Paper 1 Reading and Writing, Paper 2 Listening and Component 3 Speaking Test.
• We have made changes to the duration and number of marks available on the Listening paper and Speaking test.
• We have split the assessed part of the Speaking test into three smaller parts to make it clearer to teachers/examiners and students what is expected from them. Teachers/examiners can now make notes in the test.
• To reduce the burden on teachers/examiners and to allow them to focus on assessing the candidate, we have listed al the questions on the speaking assessment card.
• We have updated the mark schemes for all components.

When do these changes take place?

The updated syllabus is for examination from June 2024 onwards. Examinations are available in June and November, and in March 2024 for India only.

Please see the 2024-2026 syllabus above for full details.

Coming soon

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We aim to provide a scheme of work and other relevant classroom resources. Example Candidate Responses will be available following the first examination in 2024. Visit the School Support Hub from June 2022 onwards for details.

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Cambridge IGCSE English as a Second Language (Third edition) ( Collins)

This course provides complete coverage of the updated syllabus for examination from 2024 and features a wide variety of topics, authentic texts and creative activities that cover all four skills.

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Cambridge IGCSE English as a Second Language (Sixth edition) (Cambridge University Press)

Build key English reading, writing, speaking and listening skills through exciting topics such as fashion and food with clear and accessible guidance. Also includes step-by-step writing activities and language/grammar tips. CEFR Exit Level B1/B2.

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Cambridge IGCSE English as a Second Language (Second edition) (Marshall Cavendish Education)

The series focuses on building strong communication skills and linking language in real-world contexts to prepare students to be future-ready.

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Success International English Skills for Cambridge IGCSE (Fifth edition) (Cambridge University Press)

Explore ten engaging topic-based units whilst advancing English writing, speaking, reading and listening skills. Guidance to help students understand how they learn and exam-style activities are also included. CEFR Exit Level B2+/C1.

Cambridge IGCSE English as a Second Language (Second edition) (Hodder Education)

Confidently navigate the Cambridge IGCSE English as a Second Language syllabus with an all-encompassing course companion. Expertly formulated to ensure students develop practical language skills and key cultural knowledge, it provides real-world, internationally focused guidance.

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The Benefits of Knowing a Second Language Essay

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Can I see a show of hands of those of you who know a second language? Okay, and now can I see a show of hands of those who wish they knew a second language? I am here to explain to you why it is important and so beneficial for everyone to know a second language. There are more benefits to knowing a second language than it just seems “cool.” The main advantages of knowing a second language are your professional growth, improvement of mental health, and development of cognitive abilities.

The first argument in favor of learning a second language is the fact that the development of cognitive abilities in the learning process helps maintain mental health. Multiple studies have shown that bilingual people are less likely to have dementia in senior age, or its development occurs 4-5 years later than in monolingual people (Roberts & Kreuz, 2019). Many people attribute this to the fact that the cognitive abilities of bilingual people are more developed, especially if they use several languages ​​and practice them. However, no evidence explains the physiological processes associated with this fact. Nevertheless, even without understanding which hormones and brain areas are involved in this process, learning a new language is worth the effort to avoid dementia and Alzheimer’s disease.

Moreover, the cognitive development of a person who speaks several languages is much higher overall. Developed language skills are associated with the growth of the hypothalamus and areas of the cerebral cortex, which are responsible for memory and thoughts (Charman, 2016). In other words, a person stimulates areas of the brain and improves his memory and sharpness of thinking by learning a new language. Besides, we usually use reading, listening, and remembering to learn the words and structures, which enhances our attentiveness and concentration.

Scientists also note that knowing another language helps people expand their horizons of perception since different languages have terms that do not exist in others. For example, in Japanese, there are more words for shades of blue than in English, while Namibian Himba people divide all colors into only five groups (Charman, 2016). Thus, knowing several languages helps people better understand and perceive the world around them.

Another advantage of learning a second language will become evident to you if you go to any site for a job search. In many vacancies, you can see that a second language is necessary or desirable as this expands the possibilities of collecting information and communicating. This skill is needed for nurses, social workers, entrepreneurs, politicians, and even IT professionals to maintain communication in a globalized world. In addition, this ability will provide you with work in any of these areas as a translator.

Knowing of few languages also makes you a better employee, since thinking in bilingual thinking makes increases analytical and negotiating abilities, as you analyze the words more carefully (Penarredonda, 2018). For example, you can always pretend that you are choosing words, or you didn’t understand the question correctly if you said something wrong, and your opponent does not take these words seriously. Thus, the benefits of knowing a second language are both the obvious ability to communicate and gather information, as well as the latent possibilities of the brain.

In conclusion, learning a second language has many advantages that are inseparable. Each of you can choose your own reason to attend classes in Spanish, French, or Chinese to motivate yourself. It can be a desire to get the best job, to be open to the world, or avoid mental diseases. However, not a single person who cares about his or her future will be able to declare that such a reason does not exist.

Charman, A. (2016). How learning languages affects our brain . European Commission. Web.

Penarredonda, J. L. (2018). The huge benefits of working in your second language . BBC. Web.

Roberts, R., & Kreuz, R. (2019). Can learning a foreign language prevent dementia? The Mit Press Reader. Web.

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IvyPanda. (2022, February 12). The Benefits of Knowing a Second Language. https://ivypanda.com/essays/the-benefits-of-knowing-a-second-language/

"The Benefits of Knowing a Second Language." IvyPanda , 12 Feb. 2022, ivypanda.com/essays/the-benefits-of-knowing-a-second-language/.

IvyPanda . (2022) 'The Benefits of Knowing a Second Language'. 12 February.

IvyPanda . 2022. "The Benefits of Knowing a Second Language." February 12, 2022. https://ivypanda.com/essays/the-benefits-of-knowing-a-second-language/.

1. IvyPanda . "The Benefits of Knowing a Second Language." February 12, 2022. https://ivypanda.com/essays/the-benefits-of-knowing-a-second-language/.

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IvyPanda . "The Benefits of Knowing a Second Language." February 12, 2022. https://ivypanda.com/essays/the-benefits-of-knowing-a-second-language/.

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• Why is it Important to Learn Another Language? 19 Reasons Explored
• Learn English
• James Prior
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• Updated September 3, 2024

Ever wondered why it is important to learn another language? Discover 19 reasons why in our in-depth guide, and find out how learning another language can enrich your life.

Learning another language is more than a skill; it’s a gateway to new opportunities and perspectives. In this article, we’ll explore the compelling reasons why learning another language is essential and how it can positively impact you in ways you might not have imagined.

Table of Contents

19 Reasons Why You Should Learn Another Language

Whether for personal, professional, or cognitive benefits, multilingualism offers a wealth of advantages that can enrich your life. From boosting your brainpower to enhancing your travel experiences and ability to connect with others, we’ll explore 19 reasons why you should learn another language here:

1. Boosts Cognitive Abilities and Brain Health

Learning a new language sharpens your mind. Research has shown that multilingual people have better problem-solving skills, improved memory, and enhanced multitasking abilities. A study by the American Academy of Neurology found that being bilingual can delay the onset of Alzheimer’s and dementia by up to four years compared to monolingual individuals.

Language learning stimulates areas of the brain that are rarely used. This mental exercise strengthens your brain’s ability to focus, process information, and retain knowledge. Even if you start learning a language later in life, the cognitive benefits remain substantial.

2. Improves Your Career Prospects

In today’s global job market, multilingualism is a highly valuable skill. Employers across various industries prefer candidates who can communicate in multiple languages. Whether you work in business, healthcare, tourism, or technology, language skills can set you apart from other job seekers.

Many companies are looking for employees who can connect with clients and partners from different cultural backgrounds. Knowing another language can open doors to job opportunities, promotions, and higher salaries.

3. Enhances Travel Experiences

Traveling becomes a richer experience when you speak the local language. Communicating with locals allows you to navigate unfamiliar places with ease and confidence. You can ask for directions, order food, and negotiate prices without relying solely on translation apps or pocket dictionaries.

Learning the language of your destination also helps you connect with people on a deeper level. It shows respect for their culture and fosters meaningful interactions that can turn a simple trip into a memorable experience.

Speaking another language can help you avoid the common tourist traps and travel scams , and discover hidden gems that most visitors miss.

4. Strengthens Cultural Understanding and Empathy

Language and culture are intertwined. Learning a new language, and in particular cultural immersion in language learning , exposes you to different ways of thinking, living, and expressing emotions. You begin to understand cultural nuances and customs that are often lost in translation.

This deeper understanding fosters empathy and broadens your perspective. You become more aware of global issues and more sensitive to cultural differences. Language learning helps you break down stereotypes and appreciate the diversity of the human experience.

5. Improves Communication Skills in Your Native Language

I can vouch for this one! Learning another language improves your understanding of your native tongue. You become more aware of grammar rules, sentence structures, and vocabulary nuances. This newfound awareness can make you a better writer and speaker in your primary language.

Bilingual people often have better language skills overall. By learning a new language, you engage in constant comparison and analysis, which sharpens your linguistic abilities. It’s like having a mirror that reflects the strengths and weaknesses of your language use.

6. Expands Your Access to Knowledge and Entertainment

Being multilingual expands your access to books, movies, music, and news in their original language. This allows you to experience content as it was meant to be experienced, without the limitations of translations or subtitles.

For example, reading literature in its original language provides a deeper understanding of the text. The subtleties of the author’s word choices and the cultural context come alive in ways that translations often miss. Whether it’s enjoying Spanish poetry, French films, or Japanese manga, knowing the language enhances your enjoyment and comprehension.

7. Builds Confidence and Self-Discipline

Learning a new language is a challenging but rewarding process. It requires commitment, practice, and perseverance. Every time you use a new word or understand a native speaker, you gain a sense of accomplishment.

This progress boosts your confidence and motivates you to keep learning. Mastering a language teaches you the value of consistent effort and resilience. These skills are transferable to other areas of your life, such as work, hobbies, or personal goals.

8. Connects You with Your Heritage

For many people, learning a second language is a way to reconnect with their roots. It allows you to explore your family history, traditions, and cultural identity more deeply. Understanding the language of your ancestors can give you a sense of belonging and pride in your heritage.

Even if you didn’t grow up speaking the language of your cultural background, learning it as an adult can be a powerful experience. It bridges generational gaps and strengthens family bonds.

9. Supports Personal Growth and Lifelong Learning

Learning another language is a journey of personal growth. It challenges you to step outside your comfort zone and embrace the unknown. This process helps you develop resilience, patience, and adaptability — qualities that are valuable in all aspects of life.

Language learning also fosters a love for continuous learning. It opens your mind to new ideas, perspectives, and possibilities. Even after reaching fluency, there’s always something new to learn — whether it’s a regional dialect, a specialized vocabulary, or cultural idioms.

10. Promotes Global Citizenship

In a world facing global challenges, being multilingual fosters a sense of global citizenship. It enables you to communicate with people from diverse backgrounds and understand global issues more deeply. This broader perspective helps you become a more informed and engaged citizen of the world.

Language skills can also facilitate participation in international volunteer work, humanitarian efforts, and cultural exchange programs. These experiences help you make a positive impact beyond your local community.

11. Enhances Creativity

Learning another language encourages you to think outside the box. As you navigate unfamiliar grammar rules, idioms , and cultural contexts, your brain develops new ways of thinking. This means you can approach problems from multiple angles and generate more innovative solutions.

Multilingual people often show great creativity and flexibility in problem-solving, so much so that bilingualism has been linked to creativity in certain studies.

12. Supports Academic Achievement

For students, learning another language can enhance overall academic performance. Studies have shown that bilingual students often outperform their monolingual peers in standardized tests, particularly in areas like reading and math.

Language learning improves focus, attention to detail, and analytical thinking — skills that are crucial for academic success. It also builds a foundation for learning other subjects, especially those that require logical reasoning, such as science and mathematics.

13. Prepares You for the Future

The world is becoming more interconnected every day. Globalization, international trade, and digital communication mean that language skills will only grow in importance. Being multilingual prepares you for future opportunities that may not even exist yet.

Consider fields like artificial intelligence, international law, or global health — industries that are rapidly evolving and demand multilingual expertise. By learning another language, you position yourself as a valuable asset in the workforce of tomorrow.

14. Strengthens Social Connections

Language is a powerful tool for building relationships. Whether it’s making new friends, connecting with neighbors, or networking professionally, knowing another language helps you connect with more people. It breaks down communication barriers and opens doors to new social circles.

Multilingualism also makes you more approachable and open-minded. People appreciate the effort you make to speak their language, even if you’re not perfect. It shows that you care about connecting with them on a personal level.

15. Improves Adaptability and Problem-Solving Skills

Language learning requires you to think on your feet. You often need to find alternative ways to express yourself when words fail you. This adaptability strengthens your problem-solving skills in other areas of life.

Research suggests that bilinguals are better at switching between tasks and adapting to new situations. This mental flexibility is an invaluable skill in our fast-paced world.

16. Helps in Learning Additional Languages

Once you learn a second language, picking up a third (or fourth) becomes easier. Your brain becomes accustomed to language learning, making it quicker to recognize patterns and grasp new concepts.

For example, if you know Spanish, learning Italian or French becomes less daunting because of the similarities among these languages. Each new language builds upon the skills you’ve already developed, making you more efficient and confident in your learning journey.

17. Increases Tolerance of Ambiguity

Language learning often involves navigating confusing and unfamiliar situations. You may not always understand every word, and that’s okay. This process teaches you to be comfortable with ambiguity and to persist even when things aren’t clear.

This tolerance for uncertainty is a valuable life skill. It prepares you to handle complex, unpredictable situations with patience and calmness, both in personal and professional settings.

18. Supports Better Listening Skills

Learning another language hones your ability to listen carefully and interpret meaning. You become attuned to the subtleties of tone, context, and nonverbal cues. These improved listening skills are beneficial in all aspects of communication, including your native language.

Being a good listener enhances your relationships and makes you a more effective communicator. It helps you understand others better, respond more thoughtfully, and resolve conflicts more effectively.

19. Fosters a Sense of Achievement

The journey to fluency is challenging, but each milestone feels incredibly rewarding. From mastering basic greetings to holding a conversation with a native speaker, every step builds your confidence and sense of accomplishment.

This sense of achievement can motivate you to take on other challenges in life. It reinforces the belief that with dedication and effort, you can achieve your goals.

Learning another language is an investment in yourself. It enhances your brain health, boosts your career prospects, and deepens your cultural understanding. It enriches your travels, improves your communication skills, and prepares you for a more interconnected world.

Whether you’re learning for personal fulfillment, professional growth, or global awareness, the benefits are vast and far-reaching. So why not take the plunge? Embrace the challenge of learning a new language — it’s a decision that will open up a world of possibilities.

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