There sometimes exists in schools a cognitive dissonance that appears to hold these three theories as truth:
- Learning other languages is beneficial to pupils.
- Developing a wide English vocabulary is beneficial to pupils.
- Creating a common language across subjects is beneficial to pupils.
The reason I think this represents cognitive dissonance is because the third theory seems to want to reduce the language pupils use in school, whereas the first two seek to increase it.
It would be very hard to argue against the first two ideas. Learning a second language (or more) has obvious benefits in terms of communication in an increasingly global community, but there have also been neurological benefits identified too. And the importance of developing a wide vocabulary within English is uncontested (unless we count some pupils’ protestations: “I know all the English I need. I speak it already. This…
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