by: Marsha Rosenberg
The
idea of raising bilingual children is both appealing and possible for
more and more families these days, and growing up with more than one
language certainly has its advantages in today's global village. Yet
bilingualism really isn't something that simply happens. Raising kids to
be successful in more than one language requires some careful planning
and learning about bilingual language development.
The reasons for
choosing to raise kids with two or more languages are as varied as the
families themselves. Even the word "bilingualism" has different meanings
for different families. For some families, having the ability to listen
in two languages but speak in just one may constitute bilingualism,
while other parents expect their kids not only to be bilingual, but also
literate in both languages. Whatever the goals for developing
bilingualism in each family may be, success appears to depend on whether
a "language plan" has been worked out in advance. Families who take the
time to consider how their kids will develop two languages, and who
make the necessary commitments to bilingual language development, tend
to be more successful in raising bilingual children.
If you're
thinking about bringing up your children bilingually, it's a good idea
to clarify your own definition of bilingualism. Language proficiency can
be evaluated in terms of listening, speaking, reading and writing. You
could also add a fifth area of speech and language, in which a person is
able to use one or both languages for reasoning, to your definition of
bilingualism. A person may speak only on language but have listening
comprehension in two languages. Another may listen and speak in two
languages but reading and writing ability in only one.
The term balanced bilingualism is used to describe individuals who possess about the same fluency in two languages, while semilingualism
refers to those who have deficiencies in both languages compared with
monolinguals. These deficiencies could be in a reduced vocabulary,
incorrect grammatical patterns, difficulty thinking or expressing
emotions in one of the languages, etc. Few people are truly balanced
bilinguals in both languages in all situations. One language is usually
dominant. This dominance may be different for listening and speaking or
for reading and writing and usually changes over time.
At any
rate, it's most useful to define for yourself what type of bilingualism
is important and necessary in your family, within your community and
culture, in order to pan a strategy for raising kids with the ability to
use more than one language.
Most of us are able to learn a second
language at any time in our lives. And, thought no critical age for
bilingual language development has been found, kids do tend to develop
more native-like pronunciation when bilingualism begins before
adolescence. Two types of childhood bilingualism have been define. The
first is simultaneous learning of two languages, which tends to be
affect by four key factors:
- The parents' ability in one or
more languages. Some parents speak only one language, the language of
the home, and are unable to speak the language of the school and
possibly of the community.
- The parents' actual use of language
with the child. The parents may have language ability in two or more
languages but have made a decision about which language they speak with
the child.
- The language or languages other family members speak
with the child, such as the language spoken between siblings or between
children and grandparents.
- The last factor is the language the child uses in the community.
The
second type of childhood bilingualism is called sequential or
successive bilingualism. This happens when a child has one established
language before learning a second language, whether in preschool or
later (the age of three usually separates simultaneous and sequential
language learning). Some kids and adults, of course, usually learn a
second language formally through school or language classes.
Families
who take the time to discuss their goals for language development often
see their kids acquire higher levels of language skills in both
languages. Parents need to talk about how bilingualism will be achieved
for their children, looking at what language strategies will be used by
each parent, what is being taught at school, and what areas need to be
emphasized outside of school.
Experts stress separating the
languages to make language acquisition easier for kids. When kids are
learning two languages at the same time parents need to work out
language strategies that emphasize boundaries between the languages. For
example:
- One parent, one language. Each parent consistently
speaks one language while the other parent speaks another language
(usually each on speaking his or her native language to the child and
possibly the common language to each other).
- Both parents speak one language in the home and a second language is used at school.
- One language is used in the home and at school and the second language is used in the community.
- Both parents speak both languages to the child but separate the languages according to speaking situations or alternate days.
Consistency
is key in early language learning. If you mix languages in the same
conversation, young kids experience difficulty separating vocabulary and
grammar into the appropriate language. The child may learn the "mixed"
language as one hybrid language.
Parents also need to consider
how to strike a balance between the languages. If a child attends school
in one language all day and has only a short time to hear the other
language at home, it's likely the school language will develop more
easily than the home language. Parents have to plan for additional time
spent using the home language in a variety of situations and with a
variety of speakers. Rich language experiences in both languages are
essential for good bilingual development.
The quality of the
language interaction is also very important. The language used shouldn't
be too complex and parents should learn to expand their child's
language as well as give encouragement and approval. Parents need to be
good listeners and good language models by introducing rich vocabulary
and varied conversations. Providing books, music, and even videos in
both language is also important.
Parents should also be aware of
individual difference among children. Each child learns language at his
or her own speed. This is related to a variety of factors, such as:
- Stability
and mobility. A family that remains in the second language community
for a longer period of time will increase the chances of the child
retaining the second language.
- Relationships within the family
affect bilingual language development. For example, if the father speaks
a different language than the mother, but frequent trips take him away
from home, the child will not learn his language as easily as the
mother's.
- Attitudes toward each language expressed by the
parents, other family members, the school, the community and especially
the child, will affect the development or one or both of the languages.
Both languages must be given importance and a sense of worth in all
aspects of the child's life. All kids have a need and a desire to
communicate when language experiences are positive and meaningful.
Knowing
two or more languages truly gives kids so many advantages in life.
Bilingual kids have the advantage of knowing two cultures, of being able
to communicate with a wider variety of people, and of possible economic
advantages in their future. Research has even shown advantages in
thinking skills among bilingual individuals. But deciding to raise
bilingual kids is a decision that should be carefully considered as it
affect children for the rest of their lives. Parents need to consider
the child's self identity, self-esteem, schooling options, as well as
social factors when planning for bilingualism. Becoming bilingual is a
special gift parents can offer their children, but the gift must be
planned and presented with care for it to be well used and appreciated.
From: http://iteslj.org/Articles/Rosenberg-Bilingual.html