In the past, Bilingualism
Read the text below and answer following four
questions according to it.
Why bilinguals are smarter
SPEAKING two languages rather than just one has obvious
practical benefits in an increasingly globalized world. But in
recent years, scientists have begun to show that the
advantages of bilingualism are even more fundamental than
being able to converse with a wider range of people. Being
bilingual, it turns out, makes you smarter. It can have a
profound effect on your brain, improving cognitive skills not
related to language and even shielding against dementia in
old age.
This view of bilingualism is remarkably different from the
understanding of bilingualism through much of the 20th
century. Researchers, educators and policy makers long
considered a second language to be an interference,
cognitively speaking, that hindered a child’s academic and
intellectual development.
They were not wrong about the interference: there is ample
evidence that in a bilingual’s brain both language systems
are active even when he is using only one language, thus
creating situations in which one system obstructs the other.
But this interference, researchers are finding out, isn’t so
much a handicap as a blessing in disguise. It forces the
brain to resolve internal conflict, giving the mind a workout
that strengthens its cognitive muscles.
The collective evidence from a number of such studies
suggests that the bilingual experience improves the brain’s
so-called executive function — a command system that
directs the attention processes that we use for planning,
solving problems and performing various other mentally
demanding tasks. These processes include ignoring
distractions to stay focused, switching attention willfully from
one thing to another and holding information in mind — like
remembering a sequence of directions while driving.
The bilingual experience appears to influence the brain from
infancy to old age. Nobody ever doubted the power of
language. But who would have imagined that the words we
hear and the sentences we speak might be leaving such a
deep imprint?
Adaptado de: <http://www.nytimes.com/2012/03/18/opinion/sunday/the-benefits-ofbilingualism.html?WT.mc_id=D-NYT-MKTG-MOD-31048-0502-HD&WT.mc_ev=click&WT.mc_c=> Acessado em 25 de abril de 2015
SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age.
This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child’s academic and intellectual development.
They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles.
The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
The bilingual experience appears to influence the brain from infancy to old age. Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint?
Gabarito comentado
Resposta: Alternativa E
Tema central: interpretação de texto sobre a visão histórica da bilinguidade — como ela era entendida no passado e como a ciência contemporânea a reavaliou. Para resolver, é preciso identificar no texto a ideia principal sobre a opinião antiga a respeito do bilinguismo.
Resumo teórico: o texto afirma que, no século XX, pesquisadores e educadores consideravam o segundo idioma uma interferência que prejudicava o desenvolvimento intelectual da criança. Pesquisas modernas (ver Bialystok et al., Trends in Cognitive Sciences, 2012; e reportagem adaptada do NYTimes) mostram o oposto: o bilinguismo pode fortalecer funções executivas e proteger contra demência.
Justificativa da alternativa correta (E): a opção E diz que o bilinguismo "was held to exert a noxious influence in the brain" — isto reflete diretamente a expressão do texto que o via como "interference" que "hindered a child’s academic and intellectual development". Ou seja, o texto descreve que, no passado, o bilinguismo era considerado prejudicial — correspondência semântica clara com E.
Análise das alternativas incorretas:
A — "was seen as a condition to be longed for": contrária ao texto, que descreve uma visão negativa do passado, não um anseio.
B — "was regarded as a push for development": também contrária; o texto diz que se pensava que atrapalhava (hindered), não que estimulava.
C — "had its best days ever as an individual’s ability": vaga e sem relação com a ideia de prejuízo ou interferência expressa no texto.
D — "was thought to stir a child’s cognitive skills": ambígua e possivelmente positiva; o texto fala em hinder (prejudicar), não em agitar/estimular.
Estratégias práticas para provas: identifique palavras-chave (ex.: interference, hindered, long considered), procure equivalência semântica nas alternativas (sinônimos/antonimos), descarte opções que invertam o sentido do texto e priorize leitura atenta das negativas e tempos verbais.
Fontes recomendadas: Bialystok, E., Craik, F.I.M. & Luk, G. (2012). "Bilingualism: consequences for mind and brain" — Trends in Cognitive Sciences; reportagem adaptada do NYTimes (2012).
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