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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
Margi Khan, Speech & Language Therapist,
Adieue, Au revoir, Khodah Hafeez, Maasalaam, Ciao, Bye for now!