Bilingualism: A Child’s Perspective

1. Bilingualism: A Child’s Perspective

2. Research about developing language and Bilingualism “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

3. Stages of BilingualismBabies learning to talk 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

4. Anatomy of a baby’s and adults oral structures

5. Types of Bilingualism Simultaneous Sequential/ Consequential Passive Additive Subtractive

6. The Importance of the home language 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

7. Broad outline of early developmental stages of learning English 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)

8. Strategies for Encouraging children to participate during the silent period. 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)

9. More Ideas to encourage a bilingual child to communicate 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.

10. Starting School / Nursery

11. I Feel Scared !

12. What can happen if I don’t understand? 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

13. Behind the Language 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

14. Working with parents

16. Tips for developing English Self Talk Parallel talk Repeating Modelling Silence, Observation, Understanding and Listening (SOUL) Restating Encouraging children’s ideas Open-ended question Expanding and Extending

17. Developing Early Vocabulary Survival Language Personal Language Prepositions Everyday nouns Questions Everyday verbs

18. Developing Early vocabulary (cont) 7. Assertions/ Negatives 8. Numeracy 9. Other early vocabulary 10. Sand/ Water 11. Vocabulary related to role play area eg shop 12. Time vocabulary

19. Recent research 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

20. Phonics and Reading 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

21. Bilingualism and the child with learning difficulties Delayed speech SLI and language difficulties Down Syndrome Children with ASD / ADHD Hearing impairment

22. Important issues 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.

23. Using puppets/ dolls/ toys

24. Reflecting on practice 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

25. more 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

26. Adieue, Au revoir, KhodahHafeez, Maasalaam, Ciao, Bye for now! Sally Evans, Inclusion and Education Consultant allchildrenincluded@gmail.com Margi Khan, Speech & Language Therapist, margi.khan@live.co.uk