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We all try to make us and our parents, relatives, friends, children, lovers more successful. We ask themselves what the best techniques and methods to reach this goal are. Researches evaluate every possible factor that may affect the development of personality at best and young parents decide to teach their children as soon as possible taking into consideration the recommendations of doctors, teachers, psychologists, etc. The aim of this paper is to examine the role of developed language abilities as well as language impairments in the development of literacy of pre-school children.

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English language is the official global language in the world today. It is the official language recognized and used by many international organisations for interaction. English is the dominant language used in multi-government publications. The language is also dominant in literature and scientific publications. For this reason, many countries have adopted English as the international language at the expense of their local language so as to attain the global use of English as a standard language (Mazzaferro 2008). Phillipson (1992) warns that this trend is dangerous and poses danger of extinction of other local and regional languages. A debate on whether this trend is appropriate is endless, but the growth and status of English as the global language seems inevitable (Philllipson 1992). It has dominated in almost every institution and area of study in the world.

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