Dangers of Totalitarianism in Orwells 1984 Essay

1984 by George Orwell is an extremely negative outlook on a futuristic, seemingly utopian society. People inhabiting the land of Oceania are enslaved to the government, most without even realizing it. The Party uses its many members to enforce its methods of control on the population. While a bit extreme, Orwell was attempting to warn people about the dangers of totalitarianism. The story focuses largely on the tactics of the Party?s manipulation. The major aspects of the aforementioned control stratagem are the alterations of history as the wishes, the invention of Newspeak to eliminate any chance of rebellion, psychological and physical intimidation, and the use of technology to monitor citizens. The Party changes records of the†¦show more content†¦If there are no words, then there is no way to formulate the thought. The populace is scared into believing that any expression of defiance, even in their own homes, is illegal. Any violation or possible threat to the Party ?s power will result in re-education and then, usually, death by vaporization or gunshot to the head. Telescreens constantly monitoring the public keep them weak and afraid. The omnipresent posters reminding them that the supposed Big Brother is watching them at all times also keeps them rigid and on alert. Citizens become hyperaware of their facial expressions, and everything they say has to first be mentally checked for any possibility that the phrase could be taken in a different manner, an illegal one. The Party also keeps the population in a near-constant state of exhaustion, the result of working long, hard, and tedious jobs. People are too tired to bother rebelling or harboring rebellious thoughts and ideas. By keeping them feeble and powerless, the government can make sure they won?t rise up against the Party. The protagonist of the story, a thirty-nine-year-old man named Winston Smith, tries to rebel against these oppressions. He hates the Party, and the many ways it suppresses his individuality. He has a very fatalistic personality, so he believes he will be caught no matter what. This causes him to take unnecessary risks, such as buying a diary from Mr. Charrington?s antique shop, and writing ?DownShow MoreRelatedAnimal Farm And George Orwell By George Orwell1034 Words   |  5 Pageswriting the novel 1984, which similarly criticized totalitarianism by depicting an overwhelmingly melancholy dystopian society. 1984 achieved similar success and opened the public’s eyes to the dangers of the spread of despotic regimes throughout the world. By examining both Animal Farm and Orwell’s biography, further light is shed onto his belief in the dangers of totalitarian governments as depicted in 1984. Primarily, there were many influential factors and moments in George Orwell’s life that causedRead More1984 Dystopian Society Essay1164 Words   |  5 Pagesthe Party immortal. Winston presumably wanted to stand up for his beliefs, without facing any consequences for going against the Party. By writing 1984, Orwell warns people of the dangers that totalitarianism places on society. 1984 reflects its historical period by comparing Orwell’s dystopian society to Germany around the time of World War II. In 1984, society is divided into â€Å"classes,† with the most important at the top and the least important at the bottom. By describing the rankings of the classesRead MoreGovernment Surveillance And Totalitarianism In George Orwells 19841593 Words   |  7 PagesThe Correlation of Government Surveillance and Totalitarianism in 1984 During the production of 1984, author George Orwell never envisioned a tangible reality housing the society he constructed. He wrote the novel as a warning, a cautious exposà © showing those what could happen if society lost its sense of humanity; housed in a painfully relevant satire of totalitarian barbarism. In his novel 1984, George Orwell addresses the issue of government surveillance through his strategic use of point of viewRead MoreEssay on 1984: A Prophesy for the Future?1049 Words   |  5 PagesThe novel 1984 is a story about a future civilization that is ruled by a totalitarian government. When the book was published in 1949 the thoughts and ideas seemed to be a prophesy for the future. A totalitarian government is one of the strictest forms of government with the least amount of freedom for the people. A totalitarian government is a mix of the military, individual leadership and the national political party. Usually the leader is a person who has a kind of charisma that makes his authorityRead MoreInfluences on George Orwell: Who is Watching Whom?1204 Words   |  5 Pageswanted to show people the real dangers of a totalitarian government, and he wrote two political novels that warn people of those dangers. These novels are still respected today, as some believe the world is turning into the â€Å"Orwellian† society he created in his most famous book, 1984. Although George Orwell wanted to tell the truth, he lacked a father figure, lived during the Russian Revolution, and had strong political biases that also influenced the writing of 1984, which ultimately influencedRead MoreLiterary Context Of Dystopian Literature1746 Words   |  7 PagesZamyatinâ €™s We, published in 1920 or even Aldous Huxley’s Brave New World, published in 1932. However, it is in George Orwell’s 1984 that a truly horrific dystopian world is portrayed. Full of torture, misery, fear and repression, Orwell manages to manipulate and distort the idea of utopia and instead creates a place in which humans have no control over their own lives. The part of 1984, which is so compelling and interesting, is the fact that the people are living in a dystopian world without even knowingRead MoreAnalysis Of George Orwell s 1984 1045 Words   |  5 PagesAndrea Keefe Honors English 11, Period 3 VanCuran 3/27/2017 1984 Foreword The time period in which 1984 was set was in the year 1984. It was very different from what our â€Å"1984† was like. Even though this book was not based on actual historical events, it does compare to things that happen in our society today. George Orwell also known as Eric Blair was born in 1903 in Motihari, Bengal. Orwell died on January 21st, 1950 in London, UnitedRead MoreGeorge Orwells 19841168 Words   |  5 PagesGeorge Orwell author of 1984 recently made it on Amazon’s list of â€Å"100 books to read before you die† for his widely read novel with thought provoking subjects like: the dangers of totalitarianism, physical control, psychological manipulation, manipulation of information and history, and technology. Through the themes in 1984, George Orwell demonstrates that a dystopian society created by totalitarian rule can infiltrate the minds of its citizens through various mediums. The famous novel falls intoRead MoreTotalitarianism in Orwells Mind Essay1053 Words   |  5 Pagesof everything that author George Orwell hates in government. 1984, a book written by Orwell, depicts a society called Oceania, in which unwary citizens are obedient to the Party, a totalitarian regime. Totalitarianism is defined as a political system in which a centralized government does not tolerate any form of political dissent and seeks to control many, if not all, aspects of public and private life. Another one of George Orwell’s books, Animal Farm, is an allegory about the Soviet Union, andRead MoreThe Literary Impact Of George Orwell . George Orwell, Born1375 Words   |  6 Pagesthe most important science fiction writers of modern time (Elkins). George Orwell, due to his early life experiences, inspired millions to challenge and think independently about their government by writing two of the greatest novels of all times, 1984, and Animal Farm. George Orwell was born June 25, 1903 in Motihari, Bihar in India. This was at the time that India was part of the British Empire. His father was a British civil servant, who worked for the Opium Department. His mother was the

Analysis Of The Book Dumb Essay - 1325 Words

â€Å"I completely bullcrapped that essay† These were the words uttered so often before turning in assignments in Mrs.Batson’s eleventh grade English class. I wasn’t the only one who used this phrase before a paper was due, in fact my whole class admitted to â€Å"bullcrapping† for her essays. I remember sitting in the back of her beige classroom, that was painted with Macbeth quotes and classroom rules posters, thinking; â€Å"how did I get here?†. I had the same teacher as everyone else in my eleventh grade class, but I was in her second period class. Which meant I was in the â€Å"dumb† English class. Three years of advanced English, yet there I sat. In a regular English class, where if we were lucky we got to watch the movie of the classic book the AP class was reading. Though anger boiled inside me at the thought of being in the awful class, I knew the choice was not random. I had completely given up on writing. I procrastinated, halfway researched, and turned in papers late until I had, deservingly, earned my spot in regular English. It hadn’t always been this way, my first experience writing was filled with wonder. When I was younger, my favorite place was my grandmother’s backyard. I can still smell all the abundant aromas that hit you like a wall, walking out onto Nana’s back porch. There was a constant smell of fresh cut summer grass, mixed lightly with the faint smell of pine. In the fall the air raged war against itself. Sour green apples, fought the sweet smell of ripe pears.Show MoreRelatedStereotypes In Reality Television730 Words   |  3 Pagesmany cases to continue to have an audience, and because people continue to watch these shows, these stereotypes are not only in television but they disseminate into society, too. Reality television does not only stereotype one subject, either. This analysis will help prove that reality television stereotypes gender, self image, and race. Many people might not really think these stereotypes are shown too often, and have an effect on them, but believe it or not, they do. Although viewers think realityRead MoreCatcher in the Rye1445 Words   |  6 Pageschoose humour as the tone for his novel? How does humour contribute to the novel’s larger meaning and effect? Consider how the novel’s meaning would be different if Salinger did not use so much humour. Discuss the meaning or impact of the title of the book as a central, controlling theme in the novel. How does Holden’s wish to be â€Å"the catcher in the rye† help readers understand both his character and the nature of his deep troubles and concerns about life? Be sure to address the significance of Holden’sRead MoreAnalysis Of The Book Pudge 1717 Words   |  7 Pagesshould not be exposed to the matter of this book. 5. Although this book contains inappropriate language and sexual content, I do not believe it should be banned. It teaches many valuable life lessons that should not be ignored just because of some language or content they would hear on the school playground or TV anyways. One lesson Looking For Alaska teaches teenagers is the importance of friendship. This was an unknown concept to Miles at the start of the book, but when he switched schools his lifeRead MoreEssay Psychology in Precious1030 Words   |  5 PagesPrecious, a movie based on the book Push written by Sapphire, is an interesting movie directed by Lee Daniels. Precious can be easily analyzed using basic motivation and emotion theories in psychology. The movie is about Claireece Precious Jones and how she becomes a strong, independent woman after breaking through her curse of physical and sexual abuse which she has endured since she was three months old. At the beginning, Precious is physically and verbally abused by her mother. In additionRead MorePoem Analysis Essay746 Words   |  3 PagesPoem Analysis: I Go Back to May 1973 The poem being analyzed is entitled, â€Å"I Go Back to May 1973† by Sharon Olds. In the beginning of the poem, the image of innocence is lost but as the reader goes deeper into the heart and core of the text, the tone rapidly spirals into violence as well as resentment. I’m assuming that the author of the poem, Sharon Olds, is the narrator of this literary text. Sharon starts by reflecting her life story. She tells the tale of the beginning of her parent’sRead MoreDumbcane Stem Extract as Rodenticide or Black Rats2976 Words   |  12 PagesDumb Cane (Dieffenbachia seguine) Stem Extract as a Rodenticide for Black Rats (Rattus rattus) PROPONENTS: Dolino, Alma Gubalane, Delsan Miquiabas, Cheryl Telen, Nikol IV- Einstein Mrs. Lalaine Biboso Research II Adviser ABSTRACT Black rats are pests and are dangerous to humans in several ways. These species are also famous for its role in spreading the dreaded bubonic plague that took billions of lives in the Middle Ages. To control them, chemical rodenticides are used but these chemicalsRead MoreComparison Of 1984 And Watership Down927 Words   |  4 PagesAt a glance, the two books I read over this summer, 1984 by George Orwell, and Watership Down by Richard Adams, are very different. After looking at similar themes and motifs, I found more similarities than I first thought I would. The authors present power dynamics and hierarchies in different ways, and they use that to show different points. There are more differences than similarities in these books, but the similarities may be surprising. How does Big Brother control everybody? They controlRead MoreA Deeper Analysis On The Aspect Of Race As Local Color1565 Words   |  7 PagesA Deeper Analysis on the Aspect of Race as Local Color: Jim Crow Laws Imagine you are a person of color in the early to mid 1900’s. You the mother of three young children. Despite your best intentions, your children are forced to grow up in poverty. When you direct them out of the house to go to school, they see the all the white boys and girls walking toward one school and all of the black boys and girls walking to another. Imagine being asked by your children why they don’t go to school with theRead MoreThe Prelude, By William Wordsworth1031 Words   |  5 Pagesbetween the sanguine radicalism of the revolutionary movement in France and the timidity, hesitancy, and slowness of liberal reform in England.† (http://www.cliffsnotes.com/literature/p/the-prelude/summary-and-analysis/book-11-france-concluded) There are a lot of political references within this book and Wordsworth really begins to show signs of a more politically concerned individual with his overall thinking. By Prelude 13, Wordsworth’s truths and the autobiograp hical nature of the piece are really shownRead MoreAnalysis Of Where The Sidewalk Ends A Poem Analysis1275 Words   |  6 PagesResearch Paper and Poem Analysis: Shel Silverstein â€Å"Where the Sidewalk Ends† A poem analysis Have you ever been scared to cross the street when you were a child? Have you ever sat and stared at the paint that is on the road and wondered if that is what is keeping you safe? Shel Silverstein’s poem, â€Å"Where the Sidewalk Ends† a three stanza poem, and is in the view of a child. It is very descriptive about what the child is seeing also. I believe that Silverstein was trying to get kids to understand

Long Days Journey into Night 1987 Essay Example For Students

Long Days Journey into Night 1987 Essay A â€Å"Long Day’s Journey Into Night† is a tale of a day spent in the life of the Tyrone family at their summer home. The play begins at 8:30 in the morning, just after breakfast when Tyrone, the father lights up a cigar. We quickly learn that Mary, the mother, has returned to the family two months ago after being in a sanatorium for a morphine addiction. Edmund, the younger son, has begun to cough and Mary speculates it being a summer cold. We learn as the play goes on that he has tuberculosis as was expected by Jaime, the older brother. We quickly find out that Mary is still addicted to morphine. The plot of the story is driven by arguments. Each family member is constantly getting on each other’s nerves and drugging up regrets of old. Everyone blames Tyrone for being so stingy, which caused Marys to go to a lesser physician, which may have led to her morphine addiction. Mary cannot even admit that she has a morphine addiction and keeps complaining about how good things use to be. Everyone keeps attacking the boys for not being more successful. The drinking and arguing keeps getting worse all the way to the end. Analyzing the play reveals certain cinematic devices implemented to affect the viewers response along with necessary non linguistic aspects exclusive to film format. The use of multiple cameras and switching angles can completely change the is the play is seen. Sound effects too can be added into a film production to bring a more dynamic aesthetic to the unseen parts of the production. Also a director can change the costuming if they please to take a more modern route or to stay with the time period. Devices used in the play were mainly the elements that made all of O’Neill’s directing from the script come to life. While reading the script the directing was distracting and made me wish the whole thing was written to be a novella instead. However when watching the play made small explanations like â€Å"Mary: Turns smiling to them, in a merry tone that is a bit forced,† feel so much smoother. This is because we neednt consider them while watching as we must when reading. This play made use of multiple camera angles which I found found to be very engaging, evoking the viewers emotions with slow zooming and camera angle switches. Were a viewer to go to the theater and see it performed live these things would not be so easy. This became most useful and apparent in the final scene during Mary’s monologue when the expressions of Edmund and Tyrone (and a passed out Jamie) were important for the viewer to see. This production did not make use of sound effects other than footsteps and offstage laughter. It is more worth noting the complete absence of sounds effects. There is piano in the room which Mary sits at more than once but never plays. A sound of Mary stirring in her room is barely even heard but is made known to the audience by the men constantly looking in the direction of her door. This is similar to the script where we we have so much stage direction and still very little sound effects. For the audience this adds to the saddened and depressive nature of this play and puts more focus onto the nuances of the characters and content of the dialogue. Along with how sound effects (or lack there of) influence the viewer’s response costume design plays an important role. One could say the lack of creative costuming is boring but in reality the clothing reflects the inward nature of the characters. .u019515360dbe0a71099113c9dad0e396 , .u019515360dbe0a71099113c9dad0e396 .postImageUrl , .u019515360dbe0a71099113c9dad0e396 .centered-text-area { min-height: 80px; position: relative; } .u019515360dbe0a71099113c9dad0e396 , .u019515360dbe0a71099113c9dad0e396:hover , .u019515360dbe0a71099113c9dad0e396:visited , .u019515360dbe0a71099113c9dad0e396:active { border:0!important; } .u019515360dbe0a71099113c9dad0e396 .clearfix:after { content: ""; display: table; clear: both; } .u019515360dbe0a71099113c9dad0e396 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u019515360dbe0a71099113c9dad0e396:active , .u019515360dbe0a71099113c9dad0e396:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u019515360dbe0a71099113c9dad0e396 .centered-text-area { width: 100%; position: relative ; } .u019515360dbe0a71099113c9dad0e396 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u019515360dbe0a71099113c9dad0e396 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u019515360dbe0a71099113c9dad0e396 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u019515360dbe0a71099113c9dad0e396:hover .ctaButton { background-color: #34495E!important; } .u019515360dbe0a71099113c9dad0e396 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u019515360dbe0a71099113c9dad0e396 .u019515360dbe0a71099113c9dad0e396-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u019515360dbe0a71099113c9dad0e396:after { content: ""; display: block; clear: both; } READ: Moscow On The Hudson EssayEach of the men are wearing 1940s time period outfits and Mary is wearing a dress that seems a bit more old fashioned. As the play progresses the characters become more and more disheveled until finally it looks as though that all have just left some party. Mary’s hair is down and messy and her blouse is crudely buttoned. The men too look similarly unkempt. This is especially interesting since as we near the end of the play the characters have become increasingly intoxicated (or drugged) and open with their speech. Not holding back with what they are feeling inside towards one another. This only amplifies the audience’s response to the arguments and emotional outbursts and it is definitely easier to see in the play than in the script. The entire set is one big living room that does not change for the entire play. This is where camera angles come in handy once more. When an audience is looking at the big picture the entire show it can be difficult to focus on the intended place on stage where the action is. With cameras the viewer has no choice but to see what they were supposed to see the entire time. This made the set feel larger because the camera is moving thus giving the viewer a different background with every step an actor takes. Referring back to the scene where Tyrone and Edmund continually make gestures towards Mary’s door, they are effective for directing the audience’s attention towards their underlying worry. In the script O’Neill does this however it is seamless in the production whereas in the script the italicized direction from O’Neill interrupts the reading. The actors move naturally with the directing attributing to their gesture’s natural appearance. Supporting the gesturing is the effective blocking. It is well done in this production as well which only adds to its natural feeling. At appropriate moments of frustration arms are thrown into the air and pacing around the room ensues. Mary is a prime character to show the use of gestures. On several occasions she strokes and pokes at the piano which only indicates her longing for the past that is too far gone. The way O’Neill wrote this play makes reading it a bit strange. With all of the in script directions and details it can be a bit cumbersome for the reader. The 1987 production makes this all a bit easier.

Proficiency In Learning Second LanguageE

Learning a novel language during any age remains an enormously rewarding experience in numerous ways. Whilst language learning is an inspiring experience for all individuals, children are the greatest beneficiaries of this magnificent adventure. Feasibly, starting early provides the broadest possible set of opportunities and gains.Advertising We will write a custom report sample on Proficiency In Learning Second Language specifically for you for only $16.05 $11/page Learn More How well individuals learn to speak a second language remains a product of a myriad of factors. Principal among these, and the aspect of age typically highlighted by psychologists and linguistics, is the age at which individuals initially start learning a second language, often referred to as ‘age of acquisition’ or ‘age at onset of second language learning (Grigorenko, 2012). Nevertheless, it has proven difficult to pinpoint the exact age at which individuals st art learning their second language. However, age at entry into new environments is considered a reliable proxy for age at the inception of the second language as it marks the age at which these people are immersed within an environment that is saturated with the second language. In this context, the relationship linking the age of initiation of the process of learning a second language and the extent of proficiency acquired has emerged a critical issue in current research. This interest owes to two chief reasons. To begin with, there is a prevalent desire for the new generations to attain a high level of proficiency in foreign languages. Moreover, a vast majority of the populace feels entitled to partake in this issue. However, regardless of the apparent heftiness of the general findings in the body of research, there is less consensus pertaining to what accounts for the correlation between age and the level of proficiency in learning second language. The chief query is whether ther e is an age-allied limitation on learning a second language. Since the era of Lenneberg’s books, which focused particularly on acquisition of grammar and phonology, numerous studies have examined this question. Ostensibly, these studies appear to contradict each other. While some demonstrate a child’s advantage, others demonstrate an adult advantage. Research objectives The major objective of the study was to find out whether there exists a relationship between age at which an individual starts learning a second language and the level of proficiency in learning the second language.Advertising Looking for report on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More The purpose of the study was to understand and determine the best stage recommended for learning second language. Research questions The study endeavored at answering the following questions: Which is the best stage that individuals should learn a second langu age? Should children be taught foreign language? If yes, which age is appropriate for learning foreign/second language? Is there an age-allied limitation on the learning of a second language? Hypothesis Ho– There is no significant relationship between age and the level of proficiency in learning second language H1– There is a significant relationship between age and the level of proficiency in learning second language Literature Review Many researchers establish that age is probably the chief factor influencing the relationship between first language oral proficiency and second language word reading skills (Grigorenko, 2012; Mayo Lecumberri, 2003; August Shanahan, 2008). In this context, it is apparent that second language learners possess diverse degrees of success at different age levels. In a study, Torras et al. (as cited in Mayo Lecumberri, 2003) portrayed that a group of parents of children aged between 2 and 6 years who commenced learning English in pre-scho ol firmly believed that these children were better learners as compared to adults. They alleged that the principal benefits would influence vocabulary acquisition and pronunciation and, despite the fact that positive results were inadequate during the early stage of acquisition, they lay down their hopes in the future where the benefits of the early onset would be more evident.Advertising We will write a custom report sample on Proficiency In Learning Second Language specifically for you for only $16.05 $11/page Learn More The results of the study correspond with Singleton’s consensus view, which proposes that the sooner the exposure to the second language, the better the results remain in the long-term. Among the theoretical reasons to facilitate the process of learning a second language at a young age is the actuality that the capacity to segment and perceive sounds becomes progressively weakened as a function of age. According to renowned beli ef, young persons are better and faster second language learners as compared to adults. Children are born with the capability to learn any novel language within the globe. Hence, children seem to attain a second language without much effort and they usually acquire high levels of proficiency. However, the older these children get, the particular windows shut in terms of language acquisition, but as long as the children learn the language at a young age, predominantly before puberty, they should be in a position to speak fluently with a native accent. Therefore, it is recommendable that children start learning a second language as early as possible because as they grow, they become susceptible to losing this unique capability. Furthermore, there may be loss of neurological plasticity subsequent to a critical epoch that inhibits an adult’s capability to attain particular aspects of novel linguistics skills, such as grammar and phonology. Moreover, the older an individual is, th e less motivated they become to communicate with native speakers from another language as well as integrate into their community. Equally, the older a person is the more anxious and self-conscious they become when communicating using the second language. Besides, younger learners tend to receive superior language input as compared to what adults receive for the language learning processes. Not merely do young children attain a second language swiftly, but they as well learn to be capable of acquiring two languages simultaneously with no special difficulties. Conceivably, this is the most favorable state for any individual willing to speak two languages fluently during adulthood. Critical period effects in second language learning According to the critical period theory, there exists a certain window in which the skills of acquisition of second language are at their optimum. Lenneberg (1967) theorized that language could be acquired only within a critical period. Hence, language acqu isition through exposure is only attainable during the critical period, which is from early infancy to puberty, in order to develop fully.Advertising Looking for report on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In most behavioral realms, competence is said to augment over development, whether in stages or gradually. Nonetheless, in some realms, it has been proposed that competence does not uniformly increase with development, but reaches a peak during the critical period, which may be rather early in life, and then dwindles when the period is over. The brain development is low below the age of two but develops faster during puberty and looses plasticity. If a critical path hypothesis exists for first language learning, it could possibly exist for acquisition of a second language. However, there are discrepancies as to how long the window is. Children in the critical period possess an almost universal success rate of attaining perfect accent and fluency in a second language, while adults remain less proficient. The extreme view poses the allegation whether subsequent to the critical period; individuals are not capable of acquiring a second language. Lenneberg’s theory concerned merel y first language acquisition, but left unanswered the question of whether the critical period did extend to second language acquisition that may occur after a first language is already in position. Lateralization and second language acquisition Easy acquisition of second language among children is highly allied to lateralization. Nonetheless, controversy exists as to when lateralization takes place. While some suppose that it occurs at puberty, others allege that it occurs at around five years. Length of residence and the level of proficiency in learning second language Demographers and sociologists have emphasized another aspect of the relationship between age and the level of proficiency in learning second language, and thus have employed a new set of rationales for the correlation between age and second language acquisition and proficiency. This research initiated with an emphasis on the length of residence as the principal predictor of second language proficiency. The rationale for the hypothesized justification rests on a simple exposure argument alleging that learning a language takes opportunities and time, and immigrants who have been in a given country for longer have more opportunities and time to learn the language. Recent sociological research has been controlled for the impact of age during migration, but has divided the length of residence into spans of time, measuring the participation in a sequence of life cycle stages within which the social contexts and opportunities to learn a novel language are certainly different. Sociologists normally presume that immigrants’ attainment of English as a second language follows the motivations and opportunities to be proficient in English, whilst most linguistics allege that second language acquisition is governed by maturational constraints, mostly biologically based, which are allied to the age at onset of second language learning. Among immigrants, proficiency in second language learning is typica lly determined by age at immigration. Hence, there appears to be a strong relationship between age at immigration and second language proficiency. For instance, immigrants entering the United States during childhood are more likely to enroll in American schools, which is a rigorous learning milieu dominated by English, as opposed to those entering the country at an older age. However, a broader evaluation of the studies portrays that the above-mentioned ideas and results are not conclusive, as revealed by the actuality that the hypothesis on the existence of a critical era during which second language acquisition is facilitated is still much at the core of the debate among researchers within the field. A principal reason for the non-resolution of the debate is the reality that it is quite hard to isolate the age factor from the various variables, such as emotional and sociological factors, which interrelate with it. Moreover, there exists no conclusive evidence for the critical peri od for second language acquisition, that is, a period lasting, for example, puberty within which learning must take place, and following which a second language cannot be learned completely or in the same manner. While Lannerberg assumed this critical period to be finished at around puberty, recent research casts doubts on this allegation. Thus, it has become uncertain when this period occurs. Conceivably, merely an optimal or sensitive period for the acquisition of giving second language skills, predominantly pronunciation, may be established. Besides, a difference between the rate of acquisition and the extent of proficiency acquired must be established. It appears that adults are faster second language learners as compared to children, particularly during the initial stages, but children tend to overtake them at a particular point, and attain higher degrees of proficiency. Similarly, older children, particularly aged between 9 and 12, are faster learners as opposed to younger chi ldren, between the age of 5 and 8. Furthermore, numerous factors mediate the impact of age on proficiency in attainment of a second language. Owing to diversities in cognitive development, learners from diverse age groups may employ different learning strategies that may have effects on their particular second language skills. Additionally, there could be differences in the association between the student and the target language community. The psychological and social distance between the student and the target community might be smaller for younger learners. Social factors are the diverse ways in which orators adjust themselves to fit the learning needs of the learners from diverse age groups. It is apparent that native speakers tend to adjust the level of intricacy within their speech more while interacting with younger children as compared to when interacting with adults, thus offering a language input that is more stimulating for the acquisition of a second language. There are n umerous notable advantages linked to starting a second language at an early age. To begin with, starting a second language at an early age contribute to higher test scores. Researchers have found that students who have learnt a second native language are inclined to performing better as compared to their monolingual colleagues on most standardized tests, such as the SAT (Scholastic Aptitude Test). Moreover, these children portray superior and more advanced reading skills. Bilingual children’s acquaintance with a second language endows them with a benefit in learning to read. They possess the ability to apply the skills and insights of a single language to the other, and as well, their broader expertise of language offers them an immense opportunity. Additionally, learning a second language at an early age gives children greater confidence because this is an inimitably gratifying experience at any age. Empirical research The empirical studies talked about within this section d id investigate the relationship between age and the level of proficiency in learning second language. Studies suggest that the younger a person starts learning a second language, the better the outcomes will be in the syntactic proficiency, reading skills, listening skills, accent, and the overall proficiency. Other studies propose that even adults may perform better as compared to children in listening skills, and late starters may perform as excellent as native speakers in accent. Much age-allied research has been carried out within the field of second language acquisition proficiency. However, the results vary and do not essentially agree. Hence, the aim of the current research report is to account whether the research carried out has found a significant correlation between age at which an individual commences learning a second language and the level of proficiency in learning second language. Research Design and Methodology According to Kerlinger (1973), research design refers t o the structure, plan, and strategy of investigation conceived to obtain answers to the research questions. The purpose of this research was to investigate whether there is a significant relationship between age at which an individual starts learning a second language and the level of proficiency in learning second language. This chapter on research methodology delineates the following aspects; target population, sample and sampling procedure, data collection procedures, research design, validity of the instruments, and data analysis techniques. Data were collected using both qualitative and quantitative techniques. Sequential transformative and ethnographic designs were used in observing and interacting with the participants. Equally, these designs were vital in marking behavior and learning patterns as well as learning the level of influence on participant’s background, age, and environment with the ability to learn. Then, quantitative-to-quality approach, which applied qua litative theory, social science theory, and advocacy worldwide, was used. The quasi-experimental mixed technique that used a pre-test and post-test control group was used to compare both adult’s performance and children’s performance of the institution set up. Participants Participants for the study were chosen from different learning institutions. Participants were selected to represent the various ages of persons learning a second language within the country. They comprised of children and adults from similar social backgrounds. A majority of the participants came from middle class families. The sampling of this research was purposive to enable the researcher collect data from participants of varying age groups. Participants from schools were pulled from class rosters obtained from Literature and Composition courses. Participants were enrolled in three classes. However, the participants were not subdivided into smaller groups owing to the importance attached to natur al settings. Each group participated in the standard based classroom that focused on scaffolding for student comprehension. The results of the participants were then compared to the overall results of EOCT. The participants’ results were as well evaluated in terms of state requirements. This aided in understanding the effectiveness of formal testing as well as the impact of the testing of individuals. To enhance the confidentiality, participants were then accorded code names. They were as well required to sign consent forms to protect their rights for participating in the research. Similarly, the information acquired was stored in a computer database locked by a password. Since young children do not have an accurate self-assessment as compared to adults and older children, the parents of participants who were younger than twelve years were asked to rate their children’s second language proficiency level. Equally, parents were required to assist their children, who were younger than twelve years old, in answering the questionnaires. Instruments The instrument used to measure performance for language courses was the End of Course Tests (EOCT). This state assessment was administered to the participants towards the end of their junior high school. The tests were administered on-site, gathered by administrators, and presented to the state for scoring. EOCT is aligned with 11th grade literature and composition as well as American literature and composition. The official purpose of EOCT is to assess individual and group skills and knowledge in core areas of various subjects predominantly English and Language Arts. Application of these detailed research results proved critical in providing relevant information that was applied in identifying leaner’s potential areas within learning institutions. The survey proved an effectual instrument in this research study. The survey is appropriate in handling events or situations that have already taken place as well as variables with similar characteristics. Survey design aims at observing, explaining, and describing phenomena of interest without influencing the respondents or the variables. Journal of observations and interviews were applied in addressing participant’s attitude and participation. The journal contained a section of personal opinions collected through self-assessment. Self-assessment aided in differentiating assumptions, facts, and researcher’s personal opinions, thus averting any possible bias. The survey instrument was administered to the participants subsequent to review of the EOCT results. The survey aimed at measuring learner’s attitudes and participation within the language courses in different institutions. The instruments were pilot tested prior to the commencement of data collection. Based on this, it was determined that there was no requirement of translating questionnaires. To ensure that observations remained comprehensive and accurate, a research journal, in which all stages of the study were portrayed, was used. The research journal contained interview transcripts as well. Besides the interviews, individual and group meetings were used in the process and transcripts of the meetings incorporated into the research journal. The meetings helped in obtaining more insight into the participants’ fluency in a second language. Moreover, an observational journal was employed whereby participants’ profile and progress were recorded. Data collection procedure Before proceeding with data collection, permission was sought from the pertinent authorities both in the executive and school levels, and from parents and guardians. A request was submitted to the institution’s administration for the purpose of collecting data. Participants received advance notice, between one and four days, that they would be filling questionnaires as well as taking part in interviews. Otherwise, the comprehensive process of admin istering the questionnaires and interviews was adhered to as closely as possible. Learners were informed that their responses would not impinge on their course grades, and thus they were requested to answer honestly. A committee comprising of an administrator, advanced placement coordinator, and researcher was established. During the opening meeting, time lines and rules were set, upon which the entire research was undertaken for a period of 19 weeks. Two tutors were assigned the role of teaching children and adult language courses. The students involved in the study received both classroom instruction in English using the district curriculum, Common Core State Standards Initiative (CCSSI), and interventions that included differentiated instruction and small group tutorials. During the initial phase of the research study, participants had their strengths and weaknesses in second language courses identified. The CCSSI provided differentiated instruction, a standard-based classroom, a nd detailed collaboration within the classroom. EOCT was deemed reliable because the test is aligned with the state’s curriculum. The data attained from this test was used as a pre-test in determining students’ academic competence in English courses. The participants’ growth was quantified through comparison of the students’ data from pre-test and post-test scores as well as the change in scores. Qualitative survey was used to measure individual’s attitudes and participation plus the knowledge of rudimentary English concepts. The survey proved an effectual way of engaging participants’ understanding of the pre-test and post-test performance results. Validity and reliability of research instruments Validity refers to the degree to which an instrument is capable of measuring what it ought to measure. It is the meaningfulness and accuracy of inferences that are based on research results. Validity is the extent to which results attained from the data analysis actually represent the phenomenon under study. If the data obtained is a true reflection of the variables under investigation, then inferences based on the data remain accurate and meaningful. In this context, the research instruments were rated on how effectively they sampled significant aspects of the purpose of study, and fulfilled the study objectives. In cases where the items in the survey instruments appeared ambiguous to the respondents, they were rectified accordingly. Since the threat of validity would have been posed by the researcher’s background and personal experiences, an external auditor was used for the purposes of validating results. Reliability refers to the ability of a test to consistently yield similar results when repeated measurements are undertaken in the same study under similar conditions. Reliability is concerned with consistency in the generation of results, and bases on the requirement that the same researcher or another researcher on another occasion is capable of replicating the original research and achieving comparable results. To curtail the threats to validity and reliability, there was a need to clarify researcher bias and participatory modes of research. Documenting the participants’ actions helped maintain the integrity of the study. Analysis As the initial step in analysis of the data obtained, the reliability of each instrument was determined. Once the questionnaires were administered, filled, and raw data collected, they were analyzed qualitatively and quantitatively. Quantitative analyses involved the use of logistical regression strategies and retention. Qualitative design incorporated the use of a multiple baseline design that enabled comparison of pre-test and post-test results. Inferential and descriptive statistics were then employed in analyzing the data. To begin with, the means and standard deviations of the survey instruments were computed. Then, t-tests and variance tests were emp loyed in determining the significance of variation in mean. Results In a typical study, much importance lies in taking note of dependent and independent variables for conducting comprehensive statistical analysis. In this study, the independent variable is age while the dependent variable is second language proficiency. Moreover, testing the competencies and analyzing other cognitive factors influencing children and adult’s second language proficiency might be used as independent variables. Results portray significant differences in the higher versus lower second language proficiency. The large and negative coefficient for age at the onset of second language learning suggests that the older the respondents were at the time of starting learning a second language, the lower the likelihood that they reported a higher as opposed to a lower level of proficiency in a second language. The positive coefficient for age suggests that the younger the respondents were at the onset of sec ond language learning, the higher the level of proficiency in second language learning. Summary and discussion The principal query raised in this study concerns a significant issue in psychology and linguistics is age at the onset of second language learning tied to proficiency in second language learning? The results of this study demonstrate a lucid and strong impact of participants’ ages at the onset of second language learning. The results of this study portray that there is variability in the proficiency of second language based on the age at onset of second language. Differences in second language proficiency appeared between children and adults. Furthermore, the study revealed that numerous predictors are allied to early versus later acquisition of second language proficiency. Holding other factors constant, children who start learning second language at an early age portray excellence in second language as compared to their counterpart adults. Children proficiency in second language emerges and grows at a faster rate than in adults. Children who are proficient in second language at an early age start out at comparable levels as the adults but grow slightly faster in these skills over time. Children who do not portray proficiency in second language at an early age have substantially worse approaches to learning second language both initially and through fifth and eighth grade compared to their counterparts who portray proficiency in second language at an early age, substantially before puberty. Exposure to second language learning at the kindergarten is associated with a higher likelihood of second language proficiency. Learning second language is a challenge to most people in the global community. However, knowledge of a second language is important because it enhances communication and promotes international relations. It is easier to learn a second language at an early age than later in life considering the above research. Furthermore, individ uals who are not capable of learning second language early in life may not be able to learn second language later in life too. Therefore, early age is the learning foundation of most people in the global community. References August, D., Shanahan, T. (2008). Developing reading and writing in second language learners: Lessons from the national literacy panel on language-minority children and youth. New York: Taylor Francis. Grigorenko, E. L. (2012). U.S. immigration and education: cultural and policy issues across the lifespan. New York: Springer Publishing Company. Kerlinger, F. W. (1973). Foundations of behavioral research. New Delhi: Surfeet Publishers. Mayo, M., Lecumberri, M. L. (2003). Age and acquisition of English as a foreign language. New York: Multilingual Matters. Appendix Questionnaire on second language learning The aim of this questionnaire is to find out the relationship between age and the level of proficiency in learning the second language. Personal details Age Gender Nationality Educational qualifications Language qualifications Number of years learning English What is your native language? In which region were you born? Country: City: How long did you live there? Years: Months: What language is most important for the daily life within the country? If you shifted from your country, at what age did you leave your country? Years: Months: Do you attend/ have you attended second language classes? Yes No Where did you attend second language classes? Country: School/ institution How long have you attended second language classes? If you have taken second language course, what kind of course was it? Speaking Preparation for state examination Translation General proficiency All the above-mentioned How would you describe second language teaching within this country? What is the quality of the education of the country that influences how you learn a second language? How old were you when you started learning a s econd language? How much do you speak, or have spoken the second language? Describe how you think being young or old has influenced your attitude toward learning a second language? From this list of language learning items, record how you consider you learn them best Reading Grammar Listening Vocabulary Writing Speaking Please indicate the extent to which you agree with these statements: Ifind it very important to learn my second language Ifeel confident in my second language Ilike speaking in my native language How is your proficiency in your second language at the moment? This report on Proficiency In Learning Second Language was written and submitted by user Abby Hines to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.