IELTS Reading: Tầm Quan Trọng Của Giáo Dục Đa Ngôn Ngữ – Đề Thi Mẫu Có Đáp Án Chi Tiết

Mở Bài

Giáo dục đa ngôn ngữ (multilingual education) là một chủ đề xuất hiện với tần suất cao trong IELTS Reading, đặc biệt trong các passages thuộc lĩnh vực giáo dục và xã hội. Chủ đề này không chỉ phản ánh xu hướng toàn cầu hóa mà còn liên quan mật thiết đến việc bảo tồn văn hóa và phát triển nhận thức. Trong bối cảnh ngày càng nhiều quốc gia áp dụng mô hình giáo dục đa ngôn ngữ, việc hiểu rõ tầm quan trọng và những thách thức của nó trở nên thiết yếu.

Bài viết này cung cấp cho bạn một đề thi IELTS Reading hoàn chỉnh với 3 passages từ dễ đến khó, bao gồm 40 câu hỏi đa dạng giống như thi thật. Bạn sẽ được luyện tập với các dạng câu hỏi phổ biến như Multiple Choice, True/False/Not Given, Matching Headings, và Summary Completion. Mỗi câu hỏi đều có đáp án chi tiết kèm giải thích, giúp bạn hiểu rõ cách xác định thông tin và áp dụng kỹ thuật paraphrase. Ngoài ra, bài viết còn tổng hợp từ vựng quan trọng theo từng passage với phiên âm, nghĩa và ví dụ thực tế.

Đề thi này phù hợp cho học viên từ band 5.0 trở lên, giúp bạn làm quen với độ khó tăng dần và rèn luyện kỹ năng quản lý thời gian hiệu quả.

Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test kéo dài 60 phút với 3 passages và tổng cộng 40 câu hỏi. Mỗi passage có độ khó tăng dần, đòi hỏi bạn phải có chiến lược phân bổ thời gian hợp lý:

Phân bổ thời gian khuyến nghị:

• Passage 1 (Easy): 15-17 phút – Nội dung dễ hiểu với câu hỏi trực tiếp
• Passage 2 (Medium): 18-20 phút – Yêu cầu hiểu sâu và suy luận
• Passage 3 (Hard): 23-25 phút – Nội dung học thuật với câu hỏi phức tạp

Lưu ý dành 2-3 phút cuối để chuyển đáp án vào answer sheet và kiểm tra lại.

Các Dạng Câu Hỏi Trong Đề Này

Đề thi mẫu này bao gồm 7 dạng câu hỏi phổ biến nhất trong IELTS Reading:

1. Multiple Choice – Câu hỏi trắc nghiệm nhiều lựa chọn
2. True/False/Not Given – Xác định thông tin đúng, sai hoặc không được đề cập
3. Yes/No/Not Given – Xác định quan điểm của tác giả
4. Matching Headings – Nối tiêu đề với đoạn văn
5. Matching Features – Nối thông tin với đặc điểm
6. Summary Completion – Hoàn thành đoạn tóm tắt
7. Short-answer Questions – Câu hỏi trả lời ngắn

IELTS Reading Practice Test

PASSAGE 1 – The Benefits of Multilingual Education in Early Childhood

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

In recent years, multilingual education has gained significant attention from educators and policymakers worldwide. This approach involves teaching children in more than one language, typically including their mother tongue alongside one or more additional languages. Research has shown that children who receive education in multiple languages from an early age develop cognitive advantages that extend far beyond simple language proficiency.

The human brain is remarkably adaptable during childhood, particularly in the first six years of life. During this critical period, children can acquire multiple languages simultaneously without confusion. Neuroscientists have discovered that bilingual and multilingual children develop enhanced executive functions, which include skills such as problem-solving, multitasking, and focusing attention. These children show greater mental flexibility and can switch between different concepts and tasks more efficiently than their monolingual peers.

One of the most significant benefits of multilingual education is its impact on academic performance. Studies conducted across various countries have demonstrated that children educated in their mother tongue alongside other languages perform better in mathematics, science, and reading comprehension. This phenomenon occurs because learning in a familiar language helps children understand complex concepts more easily. When children can think and process information in their native language, they build a stronger cognitive foundation that supports learning in other subjects.

Cultural identity is another crucial aspect strengthened through multilingual education. When children learn in their mother tongue, they maintain a strong connection to their cultural heritage and community. This connection provides them with a sense of belonging and self-esteem, which are essential for healthy psychological development. In many indigenous communities around the world, multilingual education programs have helped preserve endangered languages and cultural traditions that might otherwise disappear.

The implementation of multilingual education also brings economic benefits to communities and nations. Individuals who speak multiple languages have access to wider employment opportunities in an increasingly globalized world. Companies operating internationally actively seek employees who can communicate across linguistic and cultural boundaries. Furthermore, regions that promote multilingual education often experience increased cultural tourism and international business partnerships.

However, successful multilingual education requires careful planning and adequate resources. Teachers must be properly trained to deliver instruction in multiple languages and understand the pedagogical approaches that work best for multilingual classrooms. Schools need appropriate learning materials in all languages of instruction, including textbooks, library books, and digital resources. Without these essential components, multilingual programs may struggle to achieve their potential benefits.

Parental involvement plays a vital role in the success of multilingual education. When parents actively support their children’s learning in multiple languages, both at school and at home, the outcomes improve significantly. Parents can read stories, sing songs, and engage in conversations in different languages, creating a rich linguistic environment that reinforces classroom learning. This partnership between home and school creates a synergistic effect that maximizes children’s language development.

Despite the clear advantages, some parents worry that learning multiple languages simultaneously might delay their children’s language development or cause confusion. However, research consistently shows that these concerns are unfounded. While bilingual children might initially have slightly smaller vocabularies in each language compared to monolingual children, their total vocabulary across all languages is typically larger. Any temporary delays in language milestones are usually minor and disappear by school age.

The long-term outcomes of multilingual education extend into adulthood. Adults who received multilingual education as children show delayed onset of age-related cognitive decline and dementia. Their brains maintain greater plasticity and continue to form new neural connections more effectively than those of monolingual individuals. This cognitive reserve provides protection against brain aging and helps maintain mental sharpness throughout life.

Questions 1-13

Questions 1-5: Multiple Choice

Choose the correct letter, A, B, C, or D.

1. According to the passage, multilingual education primarily involves:
A. Teaching children only in their mother tongue
B. Teaching children in two or more languages including their native language
C. Replacing the mother tongue with international languages
D. Teaching languages as separate subjects only

2. The passage suggests that the best time for children to acquire multiple languages is:
A. After they master their first language completely
B. During their teenage years
C. In the first six years of life
D. After starting formal education

3. Enhanced executive functions in multilingual children include:
A. Physical coordination and sports abilities
B. Artistic and musical talents
C. Problem-solving and multitasking skills
D. Social media and technology skills

4. Multilingual education helps preserve:
A. Ancient architectural monuments
B. Traditional cooking methods
C. Endangered languages and cultural traditions
D. Historical documents only

5. According to the passage, concerns about confusion from learning multiple languages are:
A. Completely justified and proven
B. Valid only for certain age groups
C. Not supported by research evidence
D. Only relevant for three or more languages

Questions 6-9: True/False/Not Given

Do the following statements agree with the information given in the passage?

Write:

• TRUE if the statement agrees with the information
• FALSE if the statement contradicts the information
• NOT GIVEN if there is no information on this

6. Children who receive multilingual education perform better in all academic subjects than monolingual children.

7. Multilingual education programs require teachers to have specialized training.

8. Parents should speak only one language at home to avoid confusing their children.

9. Adults who learned multiple languages as children are protected against certain age-related cognitive conditions.

Questions 10-13: Sentence Completion

Complete the sentences below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

10. Learning in their native language helps children build a stronger __ for other subjects.

11. Multilingual individuals have better access to __ in the global job market.

12. Schools need adequate learning materials including textbooks and __ for successful multilingual programs.

13. The partnership between home and school creates a __ that enhances language learning.

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PASSAGE 2 – Challenges and Solutions in Implementing Multilingual Education Systems

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The theoretical advantages of multilingual education are well-documented, yet the practical implementation of such systems presents considerable challenges that vary across different contexts. Educational authorities worldwide face complex decisions regarding language selection, curriculum design, teacher training, and resource allocation. Understanding these challenges and developing appropriate solutions is essential for creating effective multilingual education programs that deliver on their promise of equitable and high-quality learning opportunities.

One of the most contentious issues in multilingual education involves determining which languages should be used as mediums of instruction. In multilingual societies, this decision carries significant political, social, and cultural implications. Some countries adopt a mother-tongue-based multilingual education (MTB-MLE) approach, where children begin their schooling in their first language before gradually transitioning to additional languages. This model has shown promising results in countries like Ethiopia and the Philippines, where children demonstrate better learning outcomes and lower dropout rates compared to those who begin education in an unfamiliar language.

However, the MTB-MLE approach faces several practical obstacles. In highly diverse linguistic communities, schools may need to provide instruction in numerous languages, which can strain resources and complicate administration. For instance, in Papua New Guinea, where over 800 languages are spoken, implementing mother-tongue education for all children would be logistically impossible. In such contexts, governments must make difficult compromises, often selecting a limited number of regional or national languages as mediums of instruction while providing support for minority languages through supplementary programs.

The shortage of qualified teachers represents another critical barrier to successful multilingual education. Teachers in multilingual classrooms require not only proficiency in multiple languages but also specialized pedagogical skills to facilitate learning across languages. They must understand code-switching strategies, know when and how to use each language effectively, and be able to support students with varying levels of proficiency in different languages. Unfortunately, many teacher training programs fail to adequately prepare educators for these complex multilingual contexts.

Several countries have developed innovative solutions to address the teacher shortage. In India, for example, some states have established cluster resource centers where experienced multilingual teachers provide ongoing support and professional development to their colleagues. These centers serve as hubs for sharing best practices, developing teaching materials, and mentoring new teachers. Similarly, in parts of Africa, community language teachers who are native speakers but may lack formal teaching qualifications are employed alongside trained teachers, creating a collaborative teaching model that leverages different strengths.

The development of appropriate learning materials poses yet another significant challenge. Quality textbooks, readers, and supplementary materials must be created in multiple languages, a process that requires substantial financial investment and linguistic expertise. In languages with limited written traditions or standardized orthography, this task becomes even more complex. Materials must not only be linguistically accurate but also culturally relevant and aligned with curriculum standards. Digital technology offers potential solutions, with software enabling more efficient translation and adaptation of educational content across languages.

Assessment practices in multilingual education systems require careful consideration. Traditional testing methods may disadvantage students who are developing proficiency in the language of assessment. Progressive multilingual education programs implement multilingual assessment strategies, allowing students to demonstrate their knowledge in their strongest language. Some systems use portfolio-based assessment that documents learning progress across multiple languages and provides a more comprehensive picture of student achievement than standardized tests alone.

The sociolinguistic context significantly influences the success of multilingual education initiatives. In communities where certain languages carry higher prestige or economic value, parents may resist education in local or indigenous languages, fearing their children will be disadvantaged. Addressing these perceptions requires sustained advocacy and public education campaigns that highlight the cognitive, cultural, and economic benefits of multilingual education. Successful programs typically involve community leaders, parents, and local organizations in planning and decision-making processes, building ownership and support for multilingual approaches.

Funding mechanisms for multilingual education represent a persistent challenge, particularly in developing countries where education budgets are already stretched thin. International organizations such as UNESCO and the World Bank have increasingly recognized the importance of multilingual education and provide technical assistance and funding for pilot programs. However, scaling up successful pilot initiatives to national programs requires sustained commitment and resource mobilization from national governments. Some countries have adopted innovative financing models, including partnerships with private sector organizations and community co-funding arrangements.

Research on multilingual education implementation suggests that successful programs share several common characteristics. They typically adopt a gradual transition model, where the mother tongue is used extensively in early grades with systematic introduction of additional languages. They invest in comprehensive teacher professional development and create supportive institutional structures. They develop contextually appropriate materials and assessment tools. Most importantly, they maintain flexibility and adapt their approaches based on ongoing evaluation and feedback from teachers, students, and communities.

Những thách thức và giải pháp trong việc triển khai hệ thống giáo dục đa ngôn ngữ toàn cầu

Questions 14-26

Questions 14-18: Yes/No/Not Given

Do the following statements agree with the views of the writer in the passage?

Write:

• YES if the statement agrees with the views of the writer
• NO if the statement contradicts the views of the writer
• NOT GIVEN if it is impossible to say what the writer thinks about this

14. The mother-tongue-based multilingual education approach is suitable for all countries regardless of linguistic diversity.

15. Teachers in multilingual classrooms need specialized training beyond just language proficiency.

16. Digital technology can help solve the problem of creating learning materials in multiple languages.

17. Parents always enthusiastically support education in indigenous languages.

18. Successful multilingual education programs require flexibility and continuous adaptation.

Questions 19-23: Matching Headings

The passage has ten paragraphs. Choose the correct heading for paragraphs B-F from the list of headings below.

List of Headings:
i. Financial challenges in multilingual education
ii. The role of assessment in multilingual systems
iii. Selecting appropriate languages for instruction
iv. Community resistance to local language education
v. Teacher shortage and innovative training solutions
vi. Creating learning materials across languages
vii. The benefits of early language acquisition
viii. Technology integration in multilingual classrooms

19. Paragraph B
20. Paragraph C
21. Paragraph D
22. Paragraph E
23. Paragraph F

Questions 24-26: Summary Completion

Complete the summary below.

Choose NO MORE THAN TWO WORDS from the passage for each answer.

Implementing multilingual education systems faces multiple challenges. The decision about which languages to use as 24. __ carries political and cultural significance. In highly diverse societies, schools may struggle with 25. __ when trying to accommodate many languages. Additionally, traditional testing methods may not be fair, so some programs use 26. __ that allow students to show their knowledge in their preferred language.

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PASSAGE 3 – The Neurolinguistic and Societal Implications of Multilingual Education

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The proliferation of multilingual education initiatives worldwide has stimulated considerable scholarly inquiry into the neurobiological mechanisms underlying multilingual acquisition and the broader societal ramifications of linguistic diversity in educational contexts. Contemporary research employing advanced neuroimaging techniques has illuminated the intricate ways in which the human brain processes and stores multiple languages, challenging earlier assumptions about cognitive overload and revealing instead a complex picture of neural plasticity and enhanced cognitive reserve. These findings have profound implications not only for educational policy but also for our understanding of human cognitive architecture and the relationship between language, thought, and culture.

Functional magnetic resonance imaging (fMRI) studies have demonstrated that multilingual individuals exhibit distinctive patterns of neural activation when processing different languages. Rather than maintaining completely separate neural networks for each language, the brain appears to develop overlapping yet differentiable activation patterns, with shared neural substrates for common linguistic processes across languages and language-specific activation for unique phonological or grammatical features. This neural organization proves remarkably efficient, with experienced multilinguals showing less overall brain activation than monolinguals when performing comparable linguistic tasks, suggesting more streamlined neural processing.

The concept of metalinguistic awareness, the ability to consciously reflect upon and manipulate language as an abstract system, emerges as particularly salient in discussions of multilingual cognition. Children exposed to multiple languages from early childhood develop heightened metalinguistic awareness, demonstrating superior ability to understand the arbitrary nature of linguistic symbols and to recognize that multiple words can represent the same concept. This enhanced awareness facilitates not only additional language learning but also abstract reasoning more broadly, as children become adept at recognizing and manipulating symbolic systems.

Research into the executive control system, the set of cognitive processes responsible for goal-directed behavior and cognitive flexibility, has revealed particularly striking advantages in multilingual populations. The constant need to select the appropriate language, suppress interference from non-target languages, and switch between linguistic systems provides intensive cognitive training that strengthens executive control mechanisms. Longitudinal studies tracking children from early multilingual education through adulthood have documented persistent advantages in inhibitory control, working memory capacity, and attention shifting, even in non-linguistic domains.

However, the relationship between multilingualism and cognitive development proves more nuanced than simple universal enhancement. Recent research has identified several moderating factors that influence the magnitude and nature of multilingual advantages. The socioeconomic context of language learning, the typological distance between languages, the age of acquisition, the frequency of use of each language, and the degree of language proficiency all interact in complex ways to shape cognitive outcomes. Children learning two typologically similar languages in high-status contexts may develop different cognitive profiles than those acquiring typologically distant languages in marginalized communities.

The sociolinguistic dimension of multilingual education extends beyond individual cognitive benefits to encompass broader questions of social justice, cultural hegemony, and linguistic human rights. Critical scholars have argued that language-in-education policies often serve to reproduce social inequalities and maintain the dominance of elite linguistic varieties. When educational systems privilege certain languages while marginalizing others, they implicitly communicate hierarchical valuations that can stigmatize speakers of non-dominant languages and undermine the vitality of linguistic minority communities.

The phenomenon of linguistic imperialism, whereby powerful languages associated with economic and political dominance displace local languages, represents a significant concern in discussions of multilingual education. While proponents of international language education emphasize the instrumental value of learning globally dominant languages like English, Mandarin, or Spanish, critics warn of the homogenizing effects on cultural and linguistic diversity. The challenge lies in developing educational models that provide access to languages of wider communication without devaluing or displacing local linguistic resources.

Translanguaging has emerged as an influential theoretical framework for conceptualizing multilingual education, challenging traditional notions of languages as discrete, bounded systems. From this perspective, multilingual individuals possess a single, integrated linguistic repertoire from which they draw flexibly according to communicative needs and contexts. Rather than viewing code-switching or the mixing of languages as evidence of confusion or deficiency, translanguaging approaches recognize these practices as sophisticated communicative strategies that leverage the full range of linguistic resources available to speakers.

Educational applications of translanguaging theory advocate for pedagogical approaches that encourage students to use all their linguistic resources in learning, rather than maintaining strict separation between languages. This may involve reading texts in one language while discussing them in another, using cognates and translation strategically, or allowing students to express complex ideas in whichever language provides the most precise expression. Preliminary research on translanguaging pedagogies suggests positive outcomes for both language development and content learning, though implementation requires substantial reconceptualization of traditional language teaching methodologies.

The epistemological implications of multilingual education warrant consideration. Different languages encode distinct ways of categorizing experience and expressing relationships between concepts. The Sapir-Whorf hypothesis, or linguistic relativity, posits that language shapes thought, though the precise nature and extent of this influence remains contested. Multilingual individuals potentially access multiple conceptual frameworks, enabling more flexible and multifaceted understanding of complex phenomena. This cognitive flexibility may prove particularly valuable in addressing contemporary challenges that require integrative thinking across cultural and disciplinary boundaries.

Looking forward, the field of multilingual education stands at a critical juncture. Advances in neuroscience, psycholinguistics, and educational research provide increasingly sophisticated understanding of multilingual development, while globalization and migration create ever more diverse classrooms requiring innovative pedagogical responses. The challenge for educational policymakers and practitioners lies in translating research insights into effective, equitable, and contextually appropriate educational practices that honor linguistic diversity while ensuring all students develop the multilingual competencies necessary for meaningful participation in pluralistic societies.

Cơ chế thần kinh học và tác động xã hội của giáo dục đa ngôn ngữ

Questions 27-40

Questions 27-31: Multiple Choice

Choose the correct letter, A, B, C, or D.

27. According to neuroimaging research, multilingual individuals:
A. Use completely separate brain regions for each language
B. Show higher brain activation than monolinguals for language tasks
C. Develop overlapping neural networks for different languages
D. Process all languages in exactly the same brain areas

28. Metalinguistic awareness refers to:
A. The ability to speak multiple languages fluently
B. The capacity to consciously analyze and manipulate language
C. The speed of language acquisition in children
D. The emotional connection to one’s mother tongue

29. The executive control system benefits from multilingualism because:
A. Multiple languages create mental confusion that strengthens the brain
B. Managing different languages provides cognitive training
C. Multilingual people naturally have better genetics
D. Learning languages increases brain size

30. According to the passage, the relationship between multilingualism and cognitive development is:
A. Simple and always positive
B. Negative in most contexts
C. Complex and influenced by multiple factors
D. Only relevant for children under five years old

31. Translanguaging theory views code-switching as:
A. A sign of linguistic confusion or deficiency
B. A problem that should be eliminated in education
C. A sophisticated communicative strategy
D. Only acceptable in informal contexts

Questions 32-36: Matching Features

Match the concepts (A-H) with the correct descriptions (32-36).

Concepts:
A. Linguistic imperialism
B. Functional magnetic resonance imaging
C. Typological distance
D. Linguistic relativity
E. Cognitive reserve
F. Socioeconomic context
G. Neural plasticity
H. Inhibitory control

32. The ability to suppress irrelevant information or responses

33. A technology used to observe brain activity during language processing

34. The theory that language influences how people think

35. The displacement of local languages by dominant international languages

36. The brain’s capacity to form new neural connections and adapt

Questions 37-40: Short-answer Questions

Answer the questions below.

Choose NO MORE THAN THREE WORDS from the passage for each answer.

37. What type of studies have tracked multilingual children into adulthood to observe long-term cognitive effects?

38. What do translanguaging pedagogies encourage students to use in learning?

39. What kind of thinking may be particularly enhanced by having access to multiple conceptual frameworks?

40. What type of societies require individuals to develop multilingual competencies according to the passage?

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Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. B
2. C
3. C
4. C
5. C
6. FALSE
7. TRUE
8. FALSE
9. TRUE
10. cognitive foundation
11. employment opportunities
12. digital resources
13. synergistic effect

PASSAGE 2: Questions 14-26

14. NO
15. YES
16. YES
17. NO
18. YES
19. iii
20. iii
21. iv
22. v
23. vi
24. mediums of instruction
25. resource allocation / strain resources
26. multilingual assessment strategies

PASSAGE 3: Questions 27-40

27. C
28. B
29. B
30. C
31. C
32. H
33. B
34. D
35. A
36. G
37. Longitudinal studies
38. All linguistic resources / All their linguistic resources
39. Integrative thinking
40. Pluralistic societies

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Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: multilingual education, primarily involves
• Vị trí trong bài: Đoạn 1, dòng 2-3
• Giải thích: Bài đọc nêu rõ “This approach involves teaching children in more than one language, typically including their mother tongue alongside one or more additional languages.” Đáp án B paraphrase chính xác thông tin này bằng cách sử dụng “two or more languages including their native language”.

Câu 2: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: best time, acquire multiple languages
• Vị trí trong bài: Đoạn 2, dòng 1-3
• Giải thích: Đoạn văn khẳng định “The human brain is remarkably adaptable during childhood, particularly in the first six years of life. During this critical period, children can acquire multiple languages simultaneously.” Cụm “first six years of life” tương ứng với đáp án C.

Câu 3: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: enhanced executive functions, include
• Vị trí trong bài: Đoạn 2, dòng 4-6
• Giải thích: Bài đọc liệt kê “executive functions, which include skills such as problem-solving, multitasking, and focusing attention”, khớp chính xác với đáp án C.

Câu 6: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: perform better, all academic subjects
• Vị trí trong bài: Đoạn 3, dòng 2-4
• Giải thích: Bài chỉ nói “perform better in mathematics, science, and reading comprehension” – không đề cập đến ALL subjects, nên phát biểu “all academic subjects” là sai.

Câu 7: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: require, specialized training
• Vị trí trong bài: Đoạn 6, dòng 1-3
• Giải thích: Đoạn văn nêu rõ “Teachers must be properly trained to deliver instruction in multiple languages”, khẳng định việc cần đào tạo chuyên biệt.

Câu 10: cognitive foundation

• Dạng câu hỏi: Sentence Completion
• Từ khóa: native language, build, stronger
• Vị trí trong bài: Đoạn 3, dòng 5-7
• Giải thích: Câu trong bài viết “they build a stronger cognitive foundation that supports learning in other subjects” cung cấp chính xác cụm từ cần điền.

Câu 13: synergistic effect

• Dạng câu hỏi: Sentence Completion
• Từ khóa: partnership, home and school, creates
• Vị trí trong bài: Đoạn 7, dòng cuối
• Giải thích: Đoạn văn kết thúc bằng “This partnership between home and school creates a synergistic effect that maximizes children’s language development.”

Passage 2 – Giải Thích

Câu 14: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: MTB-MLE approach, suitable for all countries
• Vị trí trong bài: Đoạn C, toàn đoạn
• Giải thích: Tác giả chỉ ra rằng ở Papua New Guinea với hơn 800 ngôn ngữ, việc áp dụng mother-tongue education cho tất cả trẻ em là “logistically impossible”, cho thấy phương pháp này không phù hợp với mọi quốc gia.

Câu 15: YES

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: teachers, specialized training, beyond language proficiency
• Vị trí trong bài: Đoạn D, dòng 2-5
• Giải thích: Bài viết nhấn mạnh “Teachers in multilingual classrooms require not only proficiency in multiple languages but also specialized pedagogical skills”, thể hiện quan điểm rõ ràng của tác giả.

Câu 19: iii (Paragraph B)

• Dạng câu hỏi: Matching Headings
• Giải thích: Đoạn B tập trung vào việc “determining which languages should be used as mediums of instruction” và các quyết định chính trị, xã hội liên quan, phù hợp với heading “Selecting appropriate languages for instruction”.

Câu 22: v (Paragraph E)

• Dạng câu hỏi: Matching Headings
• Giải thích: Đoạn E thảo luận về “shortage of qualified teachers” và các giải pháp đổi mới như cluster resource centers và community language teachers, khớp với heading “Teacher shortage and innovative training solutions”.

Câu 24: mediums of instruction

• Dạng câu hỏi: Summary Completion
• Từ khóa: which languages to use
• Vị trí trong bài: Đoạn B, dòng 1-2
• Giải thích: Cụm từ xuất hiện nguyên văn trong câu “determining which languages should be used as mediums of instruction”.

Passage 3 – Giải Thích

Câu 27: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: neuroimaging research, multilingual individuals
• Vị trí trong bài: Đoạn B, dòng 1-4
• Giải thích: Bài viết giải thích “the brain appears to develop overlapping yet differentiable activation patterns, with shared neural substrates for common linguistic processes across languages”, tương ứng với đáp án C về overlapping neural networks.

Câu 28: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: metalinguistic awareness, refers to
• Vị trí trong bài: Đoạn C, dòng 1-2
• Giải thích: Định nghĩa được đưa ra rõ ràng: “the ability to consciously reflect upon and manipulate language as an abstract system”, khớp chính xác với đáp án B.

Câu 31: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: translanguaging theory, code-switching
• Vị trí trong bài: Đoạn H, dòng 3-5
• Giải thích: Bài viết nêu “Rather than viewing code-switching or the mixing of languages as evidence of confusion or deficiency, translanguaging approaches recognize these practices as sophisticated communicative strategies”, ủng hộ đáp án C.

Câu 32: H (Inhibitory control)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn D, dòng cuối
• Giải thích: “Inhibitory control” được nhắc đến trong danh sách các lợi ích nhận thức, liên quan đến khả năng kiểm soát và ngăn chặn các phản ứng không liên quan.

Câu 33: B (Functional magnetic resonance imaging)

• Dạng câu hỏi: Matching Features
• Vị trí trong bài: Đoạn B, dòng 1
• Giải thích: fMRI được giới thiệu ngay đầu đoạn là công nghệ được sử dụng trong các nghiên cứu về activation patterns trong não bộ.

Câu 37: Longitudinal studies

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: tracked, children, adulthood
• Vị trí trong bài: Đoạn D, dòng 3-4
• Giải thích: Bài viết nêu rõ “Longitudinal studies tracking children from early multilingual education through adulthood have documented persistent advantages”.

Câu 40: Pluralistic societies

• Dạng câu hỏi: Short-answer Questions
• Từ khóa: develop multilingual competencies, type of societies
• Vị trí trong bài: Đoạn K, câu cuối
• Giải thích: Kết thúc bài viết với “ensuring all students develop the multilingual competencies necessary for meaningful participation in pluralistic societies”.

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Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
multilingual	adj	/ˌmʌl.tiˈlɪŋ.ɡwəl/	đa ngôn ngữ	multilingual education has gained attention	multilingual education, multilingual society
mother tongue	n	/ˈmʌð.ə tʌŋ/	tiếng mẹ đẻ	teaching in their mother tongue	native/mother tongue, preserve mother tongue
cognitive advantages	n	/ˈkɒɡ.nə.tɪv ədˈvɑːn.tɪdʒ/	lợi thế nhận thức	develop cognitive advantages	cognitive benefits, cognitive development
adaptable	adj	/əˈdæp.tə.bəl/	có khả năng thích nghi	brain is remarkably adaptable	highly adaptable, adaptable nature
critical period	n	/ˈkrɪt.ɪ.kəl ˈpɪə.ri.əd/	giai đoạn quan trọng	during this critical period	critical period for learning
neuroscientists	n	/ˌnjʊə.rəʊˈsaɪ.ən.tɪsts/	nhà thần kinh học	neuroscientists have discovered	research by neuroscientists
mental flexibility	n	/ˈmen.təl ˌflek.səˈbɪl.ə.ti/	tính linh hoạt tư duy	show greater mental flexibility	enhance mental flexibility
academic performance	n	/ˌæk.əˈdem.ɪk pəˈfɔː.məns/	kết quả học tập	impact on academic performance	improve academic performance
cognitive foundation	n	/ˈkɒɡ.nə.tɪv faʊnˈdeɪ.ʃən/	nền tảng nhận thức	build a stronger cognitive foundation	solid cognitive foundation
cultural heritage	n	/ˈkʌl.tʃər.əl ˈher.ɪ.tɪdʒ/	di sản văn hóa	connection to cultural heritage	preserve cultural heritage
endangered languages	n	/ɪnˈdeɪn.dʒəd ˈlæŋ.ɡwɪdʒ/	ngôn ngữ có nguy cơ tuyệt chủng	preserve endangered languages	protect endangered languages
implementation	n	/ˌɪm.plɪ.menˈteɪ.ʃən/	sự triển khai	implementation of multilingual education	successful implementation

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
theoretical advantages	n	/ˌθɪə.rəˈtet.ɪ.kəl ədˈvɑːn.tɪdʒ/	lợi thế lý thuyết	theoretical advantages are well-documented	theoretical framework, theoretical basis
considerable challenges	n	/kənˈsɪd.ər.ə.bəl ˈtʃæl.ɪndʒ/	những thách thức đáng kể	presents considerable challenges	face considerable challenges
curriculum design	n	/kəˈrɪk.jə.ləm dɪˈzaɪn/	thiết kế chương trình học	decisions regarding curriculum design	curriculum development, curriculum design
equitable	adj	/ˈek.wɪ.tə.bəl/	công bằng, bình đẳng	equitable learning opportunities	equitable access, equitable distribution
contentious issues	n	/kənˈten.ʃəs ˈɪʃ.uːz/	vấn đề gây tranh cãi	most contentious issues	contentious debate, contentious topic
mediums of instruction	n	/ˈmiː.di.əm əv ɪnˈstrʌk.ʃən/	phương tiện giảng dạy	which languages as mediums of instruction	language of instruction, medium of teaching
promising results	n	/ˈprɒm.ɪ.sɪŋ rɪˈzʌlts/	kết quả đầy hứa hẹn	shown promising results	deliver promising results
practical obstacles	n	/ˈpræk.tɪ.kəl ˈɒb.stə.kəl/	rào cản thực tế	faces several practical obstacles	overcome practical obstacles
strain resources	v	/streɪn rɪˈsɔː.sɪz/	làm căng thẳng nguồn lực	can strain resources	resource constraints, strain budgets
pedagogical skills	n	/ˌped.əˈɡɒdʒ.ɪ.kəl skɪlz/	kỹ năng sư phạm	specialized pedagogical skills	pedagogical approaches, pedagogical methods
code-switching	n	/kəʊd ˈswɪtʃ.ɪŋ/	chuyển đổi mã ngôn ngữ	understand code-switching strategies	code-switching behavior
cluster resource centers	n	/ˈklʌs.tə rɪˈsɔːs ˈsen.təz/	trung tâm nguồn lực cụm	established cluster resource centers	resource center network
financial investment	n	/faɪˈnæn.ʃəl ɪnˈvest.mənt/	đầu tư tài chính	requires substantial financial investment	financial resources, financial commitment
standardized orthography	n	/ˈstæn.də.daɪzd ɔːˈθɒɡ.rə.fi/	chính tả chuẩn hóa	limited standardized orthography	orthographic conventions
assessment practices	n	/əˈses.mənt ˈpræk.tɪs/	thực hành đánh giá	assessment practices require consideration	assessment strategies, assessment methods

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
neurobiological mechanisms	n	/ˌnjʊə.rəʊ.baɪ.əˈlɒdʒ.ɪ.kəl ˈmek.ə.nɪ.zəm/	cơ chế thần kinh sinh học	neurobiological mechanisms underlying acquisition	biological mechanisms
neuroimaging techniques	n	/ˈnjʊə.rəʊ.ɪm.ɪdʒ.ɪŋ tekˈniːk/	kỹ thuật chụp ảnh thần kinh	advanced neuroimaging techniques	imaging technology, brain imaging
cognitive overload	n	/ˈkɒɡ.nə.tɪv ˈəʊ.və.ləʊd/	quá tải nhận thức	assumptions about cognitive overload	information overload, mental overload
neural plasticity	n	/ˈnjʊə.rəl plæˈstɪs.ə.ti/	tính dẻo thần kinh	revealing neural plasticity	brain plasticity, neuroplasticity
cognitive architecture	n	/ˈkɒɡ.nə.tɪv ˈɑː.kɪ.tek.tʃə/	kiến trúc nhận thức	human cognitive architecture	cognitive structure, mental architecture
neural activation	n	/ˈnjʊə.rəl ˌæk.tɪˈveɪ.ʃən/	kích hoạt thần kinh	patterns of neural activation	brain activation, activation patterns
overlapping patterns	n	/ˌəʊ.vəˈlæp.ɪŋ ˈpæt.ənz/	các mô hình chồng chéo	overlapping yet differentiable patterns	overlapping systems
metalinguistic awareness	n	/ˌmet.ə.lɪŋˈɡwɪs.tɪk əˈweə.nəs/	nhận thức siêu ngôn ngữ	concept of metalinguistic awareness	linguistic awareness
arbitrary nature	n	/ˈɑː.bɪ.trər.i ˈneɪ.tʃə/	bản chất tùy ý	understand the arbitrary nature	arbitrary symbols
abstract reasoning	n	/ˈæb.strækt ˈriː.zən.ɪŋ/	tư duy trừu tượng	facilitates abstract reasoning	logical reasoning, abstract thought
executive control system	n	/ɪɡˈzek.jə.tɪv kənˈtrəʊl ˈsɪs.təm/	hệ thống kiểm soát điều hành	the executive control system	executive functions
inhibitory control	n	/ɪnˈhɪb.ɪ.tər.i kənˈtrəʊl/	kiểm soát ức chế	advantages in inhibitory control	cognitive control, self-control
working memory capacity	n	/ˈwɜː.kɪŋ ˈmem.ər.i kəˈpæs.ə.ti/	dung lượng trí nhớ làm việc	working memory capacity advantages	memory capacity, cognitive capacity
moderating factors	n	/ˈmɒd.ər.eɪt.ɪŋ ˈfæk.təz/	các yếu tố điều tiết	several moderating factors	mediating factors, influencing factors
typological distance	n	/ˌtaɪ.pəˈlɒdʒ.ɪ.kəl ˈdɪs.təns/	khoảng cách loại hình học	typological distance between languages	linguistic distance
linguistic imperialism	n	/lɪŋˈɡwɪs.tɪk ɪmˈpɪə.ri.ə.lɪ.zəm/	chủ nghĩa đế quốc ngôn ngữ	phenomenon of linguistic imperialism	cultural imperialism
translanguaging	n	/trænzˈlæŋ.ɡwɪdʒ.ɪŋ/	chuyển mã ngôn ngữ	translanguaging has emerged	translanguaging practices
integrated linguistic repertoire	n	/ˈɪn.tɪ.ɡreɪ.tɪd lɪŋˈɡwɪs.tɪk ˈrep.ə.twɑː/	vốn ngôn ngữ tích hợp	single integrated linguistic repertoire	linguistic resources

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Kết Bài

Giáo dục đa ngôn ngữ không chỉ là một xu hướng giáo dục đương đại mà còn là chìa khóa mở ra những cơ hội nhận thức, văn hóa và kinh tế to lớn cho thế hệ trẻ. Qua ba passages với độ khó tăng dần, bạn đã được tiếp cận với nhiều khía cạnh khác nhau của chủ đề này – từ những lợi ích cơ bản trong giai đoạn thơ ấu, đến các thách thức triển khai thực tế, và cuối cùng là những hiểu biết sâu sắc về cơ chế thần kinh học cũng như ý nghĩa xã hội rộng lớn hơn.

Đề thi mẫu này đã cung cấp cho bạn 40 câu hỏi đa dạng với đầy đủ các dạng bài phổ biến trong IELTS Reading. Bằng cách làm quen với cấu trúc câu hỏi, học cách xác định thông tin chính xác trong passages, và hiểu rõ các kỹ thuật paraphrase, bạn đã xây dựng được nền tảng vững chắc cho kỳ thi thực tế. Đáp án chi tiết kèm giải thích đã chỉ ra vị trí cụ thể của thông tin và cách suy luận logic, giúp bạn tự đánh giá và cải thiện phương pháp làm bài.

Bên cạnh việc luyện tập kỹ năng đọc hiểu, bạn cũng đã tích lũy được một lượng từ vựng học thuật đáng kể liên quan đến giáo dục, ngôn ngữ học và khoa học nhận thức. Những từ vựng này không chỉ hữu ích cho phần Reading mà còn có thể áp dụng trong Writing và Speaking, đặc biệt khi thảo luận về các chủ đề giáo dục và xã hội.

Hãy nhớ rằng, thành công trong IELTS Reading đòi hỏi sự kiên trì và luyện tập thường xuyên. Đừng nản lòng nếu gặp khó khăn với Passage 3 – đây là độ khó dành cho band điểm cao và yêu cầu thời gian để làm quen. Thay vào đó, hãy tập trung vào việc hiểu rõ từng dạng câu hỏi, rèn luyện kỹ năng quét thông tin (scanning) và đọc lướt (skimming), đồng thời mở rộng vốn từ vựng học thuật. Với nỗ lực đúng hướng, bạn hoàn toàn có thể đạt được band điểm mục tiêu trong kỳ thi IELTS sắp tới.