Bilingualism: A Child’s Perspective

https://www.youtube.com/watch?v=rhpVd30AJaY

1. Is it a good idea to raise my child bilingually?

2. Is it normal for children to learn two languages at the same time?

3. Will my child become confused if we use two

languages in the home?

4. Should I worry if my child mixes languages?

5. Will my child’s language learning be delayed

because he/she has to cope with two languages at

Top 10 parent questions

6. Will my child’s grammar suffer?

7. Should we use the one-parent, one-language

(OP/OL) rule in our home?

8. What about children with language impairment?

Is it a good idea for them to learn two languages

at the same time?

9. Are there circumstances when raising children

“The main message for new moms is that their babies are listening and learning and remembering during the last stages of pregnancy. Their brains do not wait for birth to start absorbing information”. Patricia K. Kuhl, PhD

“…bilingual infants, along with monolingual infants, are able to discriminate between the two languages, providing a mechanism from the first moments of life that helps ensure bilingual infants do not confuse their two languages

Research about developing language and Bilingualism

Babbling and learning sounds – birth to 6 months Learning “NO!” & speech-sound babble 4 – 8 months Differentiating between languages: 8-10 month phase,

extended for bilingual children First words and phrases: 1-2 years Bilingual children follow the same pattern. Vocabulary may

be smaller in each language. Advantage of bilingual child’s greater ability to focus and

switch attention Brain development different

Stages of BilingualismBabies learning to talk

Anatomy of a baby’s and adults oral structures

Simultaneous

Sequential/ Consequential

Passive

Additive

Subtractive

Types of Bilingualism

MOTHER tongue

Importance of building on their existing knowledge about language

The impact of attitudes towards them personally and their culture, language, religion and ethnicity on their learning and their identity

English should not replace the home language but learned as an addition

The Importance of the home language

There may be a period of time when children continue to use their home languages in the second language situation

When they discover that their home language does not work in this situation, children enter a non-verbal period as they collect information about the new language and perhaps spend some time in sound experimentation

Children begin to use individual words and phrases in new language

Children begin to develop productive use of second language (Tabors, 1997)

Broad outline of early developmental stages of learning English

Continue talking even when children do not respond Persistent inclusion in small groups Use of varied questioning Inclusion of other children as the focus in the conversation

(buddies) Use the first language Accept non-verbal responses Praise even minimal efforts Continue to expect that the child will respond Structure the programme to encourage child to child interaction Provide activities which reinforce language practice through role

play (Priscilla Clarke, 1992)

Strategies for Encouraging children to participate during the silent period.

Don’t put pressure on the child to talk Use other ways of communicating: drawing pictures, singing,

talking in gestures and mime. Talk to him in short, clear sentences using only one language

(don’t mix the words) Give him a chance to hear his own language as well as English. Tell him the meaning of what is said in both languages, if known. Tell him stories in both languages. Use books without words, to

tell the stories in both his home language and English. Use play things such as tea sets, cooking things, dolls, cars, play

houses, dressing up clothes, to act out stories.

More Ideas to encourage a bilingual child to communicate

Starting School / Nursery

I Feel Scared !

Selective mutism

Stammer

Unwillingness to attend school or participate in activities

Behaviour problems

Symptoms of illness such as tummy pains, ear or headache and fever

Anxiety

What can happen if I don’t understand?

Social and cultural differences

Eye contact

Physical contact

Greeting and respect

Eating at home and school

Bedtimes and routines

Religious customs and respect for family beliefs

Behind the Language

Working with parents

1. Self Talk2. Parallel talk3. Repeating4. Modelling5. Silence, Observation, Understanding and Listening (SOUL)6. Restating7. Encouraging children’s ideas8. Open-ended question9. Expanding and Extending

Tips for developing English

1. Survival Language

2. Personal Language

3. Prepositions

4. Everyday nouns

5. Questions

6. Everyday verbs

Developing Early Vocabulary

7. Assertions/ Negatives

8. Numeracy

9. Other early vocabulary

10. Sand/ Water

11. Vocabulary related to role play area eg shop

12. Time vocabulary

Developing Early vocabulary (cont)

Enhances attention control: Dr. Poulin-Dubois

Two sets of words and two sets of sound systems : Freedman

Language mixing is often helpful, is normal and happens for good reasons

Recent research

Be aware that letters have different sounds

in different languages.

Some English sounds are hard to learn to

make – reading and listening are important to help get them right, ie: ‘r, th, f,’ are not in some other languages

If a bilingual child has a language with another script, it’s usually good to encourage him to learn it

Phonics and Reading

Delayed speech

SLI and language difficulties

Down Syndrome

Children with ASD / ADHD

Hearing impairment

Bilingualism and the child with learning difficulties

Allow time for acquisition

EAL children should have the same expectations of ability

Use visual supports

Be aware of cultural / religious issues affecting learning

Understanding underpins spoken language

Encourage, stay positive and praise.

Important issues

Using puppets/ dolls/ toys

Record detailed language background and home language use, preferences and skills on admission?

Check spelling and pronunciation of children’s and parent’s name

Reassure parents that use of home languages in the setting will support their child’s overall learning

Seek religious or cultural advice

Collaborate to raise language awareness

Reflecting on practice

Ensure effective two way communication

Reflect on your provision and practice

Look closely at your practice and find it to be equitable for all families

Genuinely welcome all children without prejudice

Seek training and support

Have policies in place

more

Sally Evans, Inclusion and Education Consultant

allchildrenincluded@gmail.com

Margi Khan, Speech & Language Therapist,

margi.khan@live.co.uk

Adieue, Au revoir, Khodah Hafeez, Maasalaam, Ciao, Bye for now!