Simulacre Oposicions Anglès (Lengua Extranjera) #3

Read the following text carefully and answer the questions below. **Multilingualism and the Cognitive Advantage: Revisiting the Evidence** For decades, the notion that bilingualism confers cognitive advantages has been a cornerstone of applied linguistics research. The seminal work of Peal and Lambert (1962) first challenged the prevailing deficit hypothesis, and subsequent studies—most notably those by Ellen Bialystok and her colleagues—appeared to demonstrate that bilingual individuals outperform monolinguals on tasks requiring executive function, particularly inhibitory control, cognitive flexibility, and working memory. The theoretical rationale is compelling. Bilingual speakers must constantly manage two active language systems, suppressing one while engaging the other. This perpetual exercise in cognitive control, the argument goes, strengthens domain-general executive processes in much the same way that physical exercise strengthens muscles. The parallel processing model (Green, 1998) and the inhibitory control model (Green & Abutalebi, 2013) have provided sophisticated frameworks for understanding how this bilingual juggling act might transfer to non-linguistic cognitive domains. However, the last decade has witnessed a significant reappraisal. Large-scale replication studies, including a comprehensive meta-analysis by Lehtonen et al. (2018) encompassing over 150 studies and 16,000 participants, have found either no bilingual advantage or effect sizes so small as to be practically negligible. De Bruin et al. (2015) documented a troubling publication bias: studies finding a bilingual advantage were significantly more likely to be published than those finding null results, distorting the evidence base. Critics have identified several methodological concerns. The definition of 'bilingual' varies enormously across studies, ranging from early simultaneous bilinguals to late L2 learners with limited proficiency. Socioeconomic status, immigration experience, and educational background are frequently confounded with bilingual status. Moreover, many studies rely on small samples and single-task measures, which are susceptible to idiosyncratic effects. Perhaps more fundamentally, some researchers now argue that the bilingual advantage framework asks the wrong question. Rather than seeking a monolithic 'advantage,' the field should investigate how different bilingual experiences shape cognition in specific and context-dependent ways. Factors such as language distance, frequency of language switching, and sociolinguistic context may all modulate the cognitive effects of bilingualism. For language educators, these debates carry important implications. While the cognitive advantage narrative has been an effective advocacy tool for bilingual education programmes, the scientific case now rests on shakier ground. This does not, of course, diminish the overwhelming social, cultural, and economic benefits of multilingualism—it simply means that the justification for language learning need not rely on contested cognitive claims.

Write a well-structured essay of 400-500 words on the following topic: **"The role of extensive reading in developing language proficiency: Is it more effective than intensive instruction?"** Your essay should: - Present a clear thesis statement - Discuss arguments for and against extensive reading as a primary approach - Draw on relevant theories of second language acquisition (e.g., Krashen's Input Hypothesis) - Include specific examples from educational practice - Reach a balanced conclusion Assessment criteria: coherence and organisation (0.75), range and accuracy of vocabulary (0.75), grammatical accuracy and complexity (0.75), relevance and depth of argumentation (0.75).

Model answer should include: **Introduction:** Define extensive reading (large quantities of self-selected, enjoyable material at or below the reader's proficiency level) vs. intensive instruction (focused grammar/vocabulary teaching with close analysis of texts). **Arguments for extensive reading:** - Krashen's Input Hypothesis (1985): acquisition occurs through exposure to comprehensible input (i+1); extensive reading provides massive amounts of such input - Nation's (2001) research: vocabulary acquisition through repeated encounters in context - Affective benefits: reduces anxiety (low affective filter), builds confidence, increases motivation through autonomy and choice - Research evidence: Elley & Mangubhai (1983) "Book Flood" study showed significant gains in reading, writing, and grammar for Fijian students doing extensive reading **Arguments for intensive instruction:** - Schmidt's Noticing Hypothesis (1990): learners must consciously notice linguistic features for acquisition; extensive reading alone may not promote noticing - Focus on Form (Long, 1991): some grammatical features are not salient enough to be acquired incidentally; explicit instruction draws attention to them - Swain's Output Hypothesis (1985): reading is passive input; production (speaking/writing) is needed to test hypotheses and push learners beyond comprehension - Time efficiency: explicit instruction can target specific weaknesses more directly **Conclusion:** The most effective approach combines both—extensive reading provides the volume of input needed for natural acquisition, while targeted instruction addresses specific gaps and promotes metalinguistic awareness. The balance depends on learner level, context, and goals.

Translate the following text into English, preserving the register and style of the original. «La literatura no és un luxe ni un passatemps, sinó una necessitat humana fonamental. A través de la ficció, els éssers humans exploren realitats alternatives, desenvolupen l'empatia i construeixen la seva identitat. L'escriptor italià Italo Calvino afirmava que un clàssic és un llibre que no ha acabat mai de dir allò que té per dir. Aquesta definició revela la naturalesa inexhaurible del text literari: cada generació de lectors hi descobreix significats nous, ressons inesperats amb la seva pròpia realitat. En l'àmbit educatiu, la literatura exerceix una funció insubstituïble. No solament contribueix al desenvolupament de la competència lingüística —ampliant el vocabulari, consolidant estructures gramaticals complexes i refinant la sensibilitat estilística dels alumnes—, sinó que també constitueix un instrument privilegiat per a l'educació emocional i el pensament crític. Llegir un poema de Kavafis, una novel·la de Mercè Rodoreda o un conte de Borges és, en certa mesura, viure altres vides, habitar altres mons. Tanmateix, la promoció de la lectura en el context escolar actual s'enfronta a reptes considerables. La competència dels mitjans audiovisuals, la fragmentació de l'atenció provocada per les xarxes socials i la tendència a valorar únicament allò que és immediatament útil amenacen de reduir la literatura a un contingut curricular més, privat de la seva capacitat transformadora.»