| Device | 2005 | 2012 | 2019 |
|---|---|---|---|
| Smartphone | 5% | 55% | 88% |
| Laptop | 30% | 62% | 71% |
| Desktop computer | 60% | 45% | 28% |
| Tablet | 0% | 25% | 52% |
The table illustrates changes in the proportion of households owning four devices — smartphones, laptops, desktop computers and tablets — in one country across the years 2005, 2012 and 2019.
Overall, ownership of newer, portable devices rose sharply over the period, while the desktop computer, once the most common device, went into steady decline.
The most dramatic change was in smartphones. Owned by just 5% of households in 2005, they had reached 55% by 2012 and climbed further to 88% by 2019, making them by far the most widely owned device. Laptops also grew, though more gently, from 30% to 62% and then to 71%. Tablets, which no household owned in 2005, appeared and rose to a quarter of homes in 2012 before reaching 52% in 2019.
In contrast, the desktop computer moved in the opposite direction. From a leading 60% in 2005, ownership fell to 45% in 2012 and then to just 28% by 2019, less than a third of all households.
The question of when children should begin studying a foreign language divides opinion. While some argue that primary school is the ideal starting point, others maintain that secondary school is more appropriate. In my view, an early start brings clear advantages, provided it is handled well.
Those who favour beginning in primary school point mainly to the way young children acquire language. At that age, the brain is remarkably receptive to new sounds, and children absorb pronunciation and rhythm far more naturally than teenagers do. Early learners are also less self-conscious; they are willing to make mistakes and speak freely, which is precisely the attitude that language learning requires. A child who begins at six or seven therefore has years of relaxed exposure before the pressure of examinations begins.
Supporters of a later start, however, raise a reasonable concern. Younger children may still be mastering their first language and struggling with basic literacy, and adding a second language could, they argue, cause confusion or overload. Secondary students, by contrast, can study grammar more analytically and understand why a language works as it does, which can make their progress faster and more organised.
On balance, I believe the benefits of an early start outweigh these objections. The concern about confusion is largely unfounded, as research consistently shows that young children cope well with two languages. The key is that early teaching should be playful and spoken rather than heavy with grammar, leaving formal analysis for later years. In this way, schools can capture the natural ability of the young while still developing precision as students mature.