When a person attempts to express their thoughts in writing, they use a series of cognitive functions like working memory to access words and ideas they want to convey, phonological awareness of concepts such as syntax and more. And that is in their native language. A new study from the University of Kansas is among the first of its kind to examine cognitive functions and their role in teaching English learners to write in their second language.

The study performed a battery of bilingual cognitive tests with nearly 500 elementary-age English learners and found the relationships between English writing performance and cognitive skills became stronger as grades increased. However, the relationships between English writing and Spanish cognitive and reading determinants, for example, were mixed, indicating working memory capacity was especially important in the population’s performance in learning to write in their second language.

The findings not only shed light on how students learn to write, they could help lead to development of interventions to help English learners improve their writing abilities. Neuroscience reveals that working memory is a complex cognitive function involving multiple regions. The prefrontal cortex is central to working memory, handling the retention and manipulation of short-term information.

Internet: <https://sciencedaily.com> (adapted).

Ministers have awarded an almost £15 million contract to tackle the systemic decline in the number of pupils in England taking foreign languages at GCSE (General Certificate of Secondary Education) and A-level (General Certificate of Education Advanced Level).

The University College London’s Institute of Education will establish a National Centre for Languages Education (NCLE) made up of up to 25 lead schools specialising in languages to work with up to 105 partner secondary schools. The centre aims to develop strategies to persuade more boys, as well as pupils with special educational needs or disabilities and other disadvantaged pupils, to choose languages, while up to five schools will be chosen to expand the Home Languages Accreditation project, which helps bilingual pupils gain GCSEs or A-levels in their home or heritage language.

Nick Gibb, minister for school standards, said: "Our economy needs people who can communicate across the globe and trade with overseas businesses. This programme is about ensuring we have the next generation of young people with the languages needed to compete on the world stage."

Crossbench peer Jean Coussins, who co-chairs the All-Party Parliamentary Group on Modern Languages, said it was good that the government was taking languages seriously, but in order to reach its EBACC (English Baccalaureate) targets, it would "also need to address modern foreign language teacher recruitment (just 34% of target numbers this year)".

Internet: <https://theguardian.com> (adapted).

Ministers have awarded an almost £15 million contract to tackle the systemic decline in the number of pupils in England taking foreign languages at GCSE (General Certificate of Secondary Education) and A-level (General Certificate of Education Advanced Level).

The University College London’s Institute of Education will establish a National Centre for Languages Education (NCLE) made up of up to 25 lead schools specialising in languages to work with up to 105 partner secondary schools. The centre aims to develop strategies to persuade more boys, as well as pupils with special educational needs or disabilities and other disadvantaged pupils, to choose languages, while up to five schools will be chosen to expand the Home Languages Accreditation project, which helps bilingual pupils gain GCSEs or A-levels in their home or heritage language.

Nick Gibb, minister for school standards, said: "Our economy needs people who can communicate across the globe and trade with overseas businesses. This programme is about ensuring we have the next generation of young people with the languages needed to compete on the world stage."

Crossbench peer Jean Coussins, who co-chairs the All-Party Parliamentary Group on Modern Languages, said it was good that the government was taking languages seriously, but in order to reach its EBACC (English Baccalaureate) targets, it would "also need to address modern foreign language teacher recruitment (just 34% of target numbers this year)".

Internet: <https://theguardian.com> (adapted).

Ministers have awarded an almost £15 million contract to tackle the systemic decline in the number of pupils in England taking foreign languages at GCSE (General Certificate of Secondary Education) and A-level (General Certificate of Education Advanced Level).

The University College London’s Institute of Education will establish a National Centre for Languages Education (NCLE) made up of up to 25 lead schools specialising in languages to work with up to 105 partner secondary schools. The centre aims to develop strategies to persuade more boys, as well as pupils with special educational needs or disabilities and other disadvantaged pupils, to choose languages, while up to five schools will be chosen to expand the Home Languages Accreditation project, which helps bilingual pupils gain GCSEs or A-levels in their home or heritage language.

Nick Gibb, minister for school standards, said: "Our economy needs people who can communicate across the globe and trade with overseas businesses. This programme is about ensuring we have the next generation of young people with the languages needed to compete on the world stage."

Crossbench peer Jean Coussins, who co-chairs the All-Party Parliamentary Group on Modern Languages, said it was good that the government was taking languages seriously, but in order to reach its EBACC (English Baccalaureate) targets, it would "also need to address modern foreign language teacher recruitment (just 34% of target numbers this year)".

Internet: <https://theguardian.com> (adapted).

Ministers have awarded an almost £15 million contract to tackle the systemic decline in the number of pupils in England taking foreign languages at GCSE (General Certificate of Secondary Education) and A-level (General Certificate of Education Advanced Level).

The University College London’s Institute of Education will establish a National Centre for Languages Education (NCLE) made up of up to 25 lead schools specialising in languages to work with up to 105 partner secondary schools. The centre aims to develop strategies to persuade more boys, as well as pupils with special educational needs or disabilities and other disadvantaged pupils, to choose languages, while up to five schools will be chosen to expand the Home Languages Accreditation project, which helps bilingual pupils gain GCSEs or A-levels in their home or heritage language.

Nick Gibb, minister for school standards, said: "Our economy needs people who can communicate across the globe and trade with overseas businesses. This programme is about ensuring we have the next generation of young people with the languages needed to compete on the world stage."

Crossbench peer Jean Coussins, who co-chairs the All-Party Parliamentary Group on Modern Languages, said it was good that the government was taking languages seriously, but in order to reach its EBACC (English Baccalaureate) targets, it would "also need to address modern foreign language teacher recruitment (just 34% of target numbers this year)".

Internet: <https://theguardian.com> (adapted).

Ministers have awarded an almost £15 million contract to tackle the systemic decline in the number of pupils in England taking foreign languages at GCSE (General Certificate of Secondary Education) and A-level (General Certificate of Education Advanced Level).

The University College London’s Institute of Education will establish a National Centre for Languages Education (NCLE) made up of up to 25 lead schools specialising in languages to work with up to 105 partner secondary schools. The centre aims to develop strategies to persuade more boys, as well as pupils with special educational needs or disabilities and other disadvantaged pupils, to choose languages, while up to five schools will be chosen to expand the Home Languages Accreditation project, which helps bilingual pupils gain GCSEs or A-levels in their home or heritage language.

Nick Gibb, minister for school standards, said: "Our economy needs people who can communicate across the globe and trade with overseas businesses. This programme is about ensuring we have the next generation of young people with the languages needed to compete on the world stage."

Crossbench peer Jean Coussins, who co-chairs the All-Party Parliamentary Group on Modern Languages, said it was good that the government was taking languages seriously, but in order to reach its EBACC (English Baccalaureate) targets, it would "also need to address modern foreign language teacher recruitment (just 34% of target numbers this year)".

Internet: <https://theguardian.com> (adapted).

Fluency in a foreign language is often thought to be about speaking quickly and using advanced vocabulary. However, researchers reveal that speakers who use common, everyday expressions sound more fluent than those who rely on rare, complex words. There is a study that highlights the importance of mastering familiar phrases to improve fluency perception, suggesting that learners should naturally incorporate common formulaic expressions in spontaneous speech.

The findings revealed that utterance fluency (smoothness of speech delivery) was the strongest predictor of fluency perception, accounting for 61% of the variance in ratings. However, high-frequency formulaic expressions added an extra 0.8% to fluency judgments, while rarer, more complex phrases had little to no effect.

This research suggests that learners should shift their focus from advanced vocabulary to mastering everyday phrases that come naturally in conversation. For example, instead of saying "I concur with the idea" — which sounds unnatural — learners should use "I agree with the idea." These common expressions are easy to find in textbooks and everyday conversations, making them more accessible for learners of all levels.

Internet: <https://sciencedaily.com> (adapted).

Fluency in a foreign language is often thought to be about speaking quickly and using advanced vocabulary. However, researchers reveal that speakers who use common, everyday expressions sound more fluent than those who rely on rare, complex words. There is a study that highlights the importance of mastering familiar phrases to improve fluency perception, suggesting that learners should naturally incorporate common formulaic expressions in spontaneous speech.

The findings revealed that utterance fluency (smoothness of speech delivery) was the strongest predictor of fluency perception, accounting for 61% of the variance in ratings. However, high-frequency formulaic expressions added an extra 0.8% to fluency judgments, while rarer, more complex phrases had little to no effect.

This research suggests that learners should shift their focus from advanced vocabulary to mastering everyday phrases that come naturally in conversation. For example, instead of saying "I concur with the idea" — which sounds unnatural — learners should use "I agree with the idea." These common expressions are easy to find in textbooks and everyday conversations, making them more accessible for learners of all levels.

Internet: <https://sciencedaily.com> (adapted).

Fluency in a foreign language is often thought to be about speaking quickly and using advanced vocabulary. However, researchers reveal that speakers who use common, everyday expressions sound more fluent than those who rely on rare, complex words. There is a study that highlights the importance of mastering familiar phrases to improve fluency perception, suggesting that learners should naturally incorporate common formulaic expressions in spontaneous speech.

The findings revealed that utterance fluency (smoothness of speech delivery) was the strongest predictor of fluency perception, accounting for 61% of the variance in ratings. However, high-frequency formulaic expressions added an extra 0.8% to fluency judgments, while rarer, more complex phrases had little to no effect.

This research suggests that learners should shift their focus from advanced vocabulary to mastering everyday phrases that come naturally in conversation. For example, instead of saying "I concur with the idea" — which sounds unnatural — learners should use "I agree with the idea." These common expressions are easy to find in textbooks and everyday conversations, making them more accessible for learners of all levels.

Internet: <https://sciencedaily.com> (adapted).

Fluency in a foreign language is often thought to be about speaking quickly and using advanced vocabulary. However, researchers reveal that speakers who use common, everyday expressions sound more fluent than those who rely on rare, complex words. There is a study that highlights the importance of mastering familiar phrases to improve fluency perception, suggesting that learners should naturally incorporate common formulaic expressions in spontaneous speech.

The findings revealed that utterance fluency (smoothness of speech delivery) was the strongest predictor of fluency perception, accounting for 61% of the variance in ratings. However, high-frequency formulaic expressions added an extra 0.8% to fluency judgments, while rarer, more complex phrases had little to no effect.

This research suggests that learners should shift their focus from advanced vocabulary to mastering everyday phrases that come naturally in conversation. For example, instead of saying "I concur with the idea" — which sounds unnatural — learners should use "I agree with the idea." These common expressions are easy to find in textbooks and everyday conversations, making them more accessible for learners of all levels.

Internet: <https://sciencedaily.com> (adapted).

Fluency in a foreign language is often thought to be about speaking quickly and using advanced vocabulary. However, researchers reveal that speakers who use common, everyday expressions sound more fluent than those who rely on rare, complex words. There is a study that highlights the importance of mastering familiar phrases to improve fluency perception, suggesting that learners should naturally incorporate common formulaic expressions in spontaneous speech.

The findings revealed that utterance fluency (smoothness of speech delivery) was the strongest predictor of fluency perception, accounting for 61% of the variance in ratings. However, high-frequency formulaic expressions added an extra 0.8% to fluency judgments, while rarer, more complex phrases had little to no effect.

This research suggests that learners should shift their focus from advanced vocabulary to mastering everyday phrases that come naturally in conversation. For example, instead of saying "I concur with the idea" — which sounds unnatural — learners should use "I agree with the idea." These common expressions are easy to find in textbooks and everyday conversations, making them more accessible for learners of all levels.

Internet: <https://sciencedaily.com> (adapted).

The preceding comic strip portrays a boy (on the left) and a girl (on the right) talking in a classroom. Considering the comic strip and the ideas it conveys, judge the following items.

The preceding comic strip portrays a boy (on the left) and a girl (on the right) talking in a classroom. Considering the comic strip and the ideas it conveys, judge the following items.

The preceding comic strip portrays a boy (on the left) and a girl (on the right) talking in a classroom. Considering the comic strip and the ideas it conveys, judge the following items.

How can education stay ahead in a world being transformed by climate change, AI, inequality, conflict and shifting labor markets?

Societies are being reshaped by powerful forces, such as demographic change, technological transformation, climate and environmental pressures, threats to peace and democracy, disinformation, rising inequalities and polarization, and major labor market transformations. These forces are already changing how people learn, work, live and participate in society.

As the world undergoes rapid and profound transformation, education systems cannot afford to only respond to crises after they happen. They need to look ahead, anticipate, and strategize. Foresight helps us do exactly that: it brings together evidence, diverse perspectives and structured reflection to identify the trends, risks and opportunities that could define the future of education.

It will strengthen international, inter-sectoral and inter-generational dialogue, helping ensure that the emerging post-2030 education agenda reflects both expert insights and the diverse realities and aspirations of young people.

Internet: <https://www.unesco.org/sdg4education2030/en/articles/> (adapted).

How can education stay ahead in a world being transformed by climate change, AI, inequality, conflict and shifting labor markets?

Societies are being reshaped by powerful forces, such as demographic change, technological transformation, climate and environmental pressures, threats to peace and democracy, disinformation, rising inequalities and polarization, and major labor market transformations. These forces are already changing how people learn, work, live and participate in society.

As the world undergoes rapid and profound transformation, education systems cannot afford to only respond to crises after they happen. They need to look ahead, anticipate, and strategize. Foresight helps us do exactly that: it brings together evidence, diverse perspectives and structured reflection to identify the trends, risks and opportunities that could define the future of education.

It will strengthen international, inter-sectoral and inter-generational dialogue, helping ensure that the emerging post-2030 education agenda reflects both expert insights and the diverse realities and aspirations of young people.

Internet: <https://www.unesco.org/sdg4education2030/en/articles/> (adapted).

How can education stay ahead in a world being transformed by climate change, AI, inequality, conflict and shifting labor markets?

Societies are being reshaped by powerful forces, such as demographic change, technological transformation, climate and environmental pressures, threats to peace and democracy, disinformation, rising inequalities and polarization, and major labor market transformations. These forces are already changing how people learn, work, live and participate in society.

As the world undergoes rapid and profound transformation, education systems cannot afford to only respond to crises after they happen. They need to look ahead, anticipate, and strategize. Foresight helps us do exactly that: it brings together evidence, diverse perspectives and structured reflection to identify the trends, risks and opportunities that could define the future of education.

It will strengthen international, inter-sectoral and inter-generational dialogue, helping ensure that the emerging post-2030 education agenda reflects both expert insights and the diverse realities and aspirations of young people.

Internet: <https://www.unesco.org/sdg4education2030/en/articles/> (adapted).

How can education stay ahead in a world being transformed by climate change, AI, inequality, conflict and shifting labor markets?

Societies are being reshaped by powerful forces, such as demographic change, technological transformation, climate and environmental pressures, threats to peace and democracy, disinformation, rising inequalities and polarization, and major labor market transformations. These forces are already changing how people learn, work, live and participate in society.

As the world undergoes rapid and profound transformation, education systems cannot afford to only respond to crises after they happen. They need to look ahead, anticipate, and strategize. Foresight helps us do exactly that: it brings together evidence, diverse perspectives and structured reflection to identify the trends, risks and opportunities that could define the future of education.

It will strengthen international, inter-sectoral and inter-generational dialogue, helping ensure that the emerging post-2030 education agenda reflects both expert insights and the diverse realities and aspirations of young people.

Internet: <https://www.unesco.org/sdg4education2030/en/articles/> (adapted).

How can education stay ahead in a world being transformed by climate change, AI, inequality, conflict and shifting labor markets?

Societies are being reshaped by powerful forces, such as demographic change, technological transformation, climate and environmental pressures, threats to peace and democracy, disinformation, rising inequalities and polarization, and major labor market transformations. These forces are already changing how people learn, work, live and participate in society.

As the world undergoes rapid and profound transformation, education systems cannot afford to only respond to crises after they happen. They need to look ahead, anticipate, and strategize. Foresight helps us do exactly that: it brings together evidence, diverse perspectives and structured reflection to identify the trends, risks and opportunities that could define the future of education.

It will strengthen international, inter-sectoral and inter-generational dialogue, helping ensure that the emerging post-2030 education agenda reflects both expert insights and the diverse realities and aspirations of young people.

Internet: <https://www.unesco.org/sdg4education2030/en/articles/> (adapted).

How can education stay ahead in a world being transformed by climate change, AI, inequality, conflict and shifting labor markets?

Societies are being reshaped by powerful forces, such as demographic change, technological transformation, climate and environmental pressures, threats to peace and democracy, disinformation, rising inequalities and polarization, and major labor market transformations. These forces are already changing how people learn, work, live and participate in society.

As the world undergoes rapid and profound transformation, education systems cannot afford to only respond to crises after they happen. They need to look ahead, anticipate, and strategize. Foresight helps us do exactly that: it brings together evidence, diverse perspectives and structured reflection to identify the trends, risks and opportunities that could define the future of education.

It will strengthen international, inter-sectoral and inter-generational dialogue, helping ensure that the emerging post-2030 education agenda reflects both expert insights and the diverse realities and aspirations of young people.

Internet: <https://www.unesco.org/sdg4education2030/en/articles/> (adapted).