More and more wild animals are on the verge of extinction and others are

part in learning new words in an unfamiliar tongue. Taking advantage of these 
qualities, young learners could make an incredible progress toward becoming 
more fluent users of the language learnt. Another positive has to do with 
developing a well-perspective mind. Exposure to a new language also means 
children can learn a new culture and enrich their outlook, which would probably 
make them more tolerant individuals to different cultural behaviors.
Having said that, there are certain negatives to this early education of another 
language, with the first one being confusion between native and new language. 
As primary school children have not fully developed native tongue, they may 
make inappropriate connections between these two. This may result in 
exhaustion and delayed language development. However, the main risk is that 
it could place a severe strain on young minds. In fact, primary school students 
are required to learn simple arithmetic, basic writing skills and how to read 
properly. Given that handling all these subjects and skills may be quite 
demanding for children at this age, the addition of a new tongue would be 
another unnecessary burden on their shoulder, even demotivating them from 
further academic subjects.
To sum up, although having children learn a new language at primary school 
presents certain benefits in terms of effective acquisition and widening overall 
outlook, this early beginning does come at a huge cost on the young with 
serious stress coupled with confusion.
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#12 | May 5 
 
 
 

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15 
The charts below show the levels of participation in education and 
science in developing and industrialized countries in 1980 and 1990 
The three bar graphs compare the levels of average schooling years, how many 
people were specialists in science and technology and how much money was 
spent on research and development in developing and industrialized nations in 
1980 and 1990.
Overall, industrialized countries had the edge over the developing ones in all the 
mentioned aspects of science and education, with the figures for both nations 
witnessing upward trends in the years. But, in this regard, the expenditure on 
research in poorer countries was an only exception, showing an opposite pattern 
over the studied decade.
Looking at the education levels in the countries first, there was more than two years 
of schooling on average in developing countries in 1980, and this number had 
increased only slightly by the next decade. However, students in developed 
nations attended schools for about nine years at first, which also climbed by two 
in 1990.
Regarding the number of science and technology specialists, about 10.000 
professionals were occupied in these fields in developing countries in 1980, but 
over the following decade saw a mere rise of about 3.000. The dominance of 
industrialized nations could also be observed in these numbers, growing from just 
over 40.000 to almost 70.000.
Finally, in 1980, the amount of money allocated to conduct research and 
encourage development was about 50 billion dollars in poorer countries, while the 
rate halved to around 25 billion dollars in 1990. In developed countries, however, 
more than 150 million dollars was spent for these very purposes initially, with the 
spending growing even further to reach about 350 million dollars in 1990.