It is increasingly important to understand the importance of supporting bilingual children in early childhood. Australia is a country increasingly made up of people speaking different languages so it is vital that we understand how we can support English as a second language in children.
Types of bilingualism
There are many definitions of bilingualism; however, most people define it as using two languages on a regular basis.
The extent to which a person is bilingual can vary. Some people are equally proficient in two languages across a range of contexts and this is often referred to as ‘balanced bilingualism’. More often, when people are bilingual, one of the languages is used more often and with greater proficiency. This may be referred to as ‘dominant bilingualism’.
There are also people who understand and use three or more languages and may be referred to as ‘multilingual’.
This article focuses on supporting children who are acquiring two languages in early childhood settings.
Acquiring more than one language
A child can acquire more than one language in two main ways. Simultaneous acquisition is when a child learns two languages at the same time, for example is a child is growing up in a bilingual household.
The second is sequential acquisition – when the second language is learnt after the first – for example when a child already knows one language but learns a second at school.
Understanding the different ways a child can learn a second language can help in supporting bilingual children in early childhood.
Myths surrounding bilingualism
There are many myths associated with bilingualism and they’re important to know when figuring out the best way for supporting bilingual children.
Myth: Delays in language are caused by learning a second language.
This is not true. Like any other child, a child who is bilingual can have language delays, but learning a second language neither increases nor decreases the chances of having a language delay.
Myth: It is easier to learn a second language if you stop using your first or home language and concentrate on the new language.
The truth is that the stronger the first language is, the easier it is to learn a second language.
Myth: Parents should stop using the first or home language when the child begins speaking a second language such as English.
In fact, the best way for families to support bilingual children is to maintain the child’s first language at home. Parents don’t have to talk in English to help their child learn English.
It is more important that parents use the language that they can use best and are the most comfortable speaking. When they do this they can provide models of grammatically correct sentences and access to a wide vocabulary.
Parents should therefore continue to use their first language to talk to their child about everyday activities such as shopping, and share poems, stories, songs, books and games. It can also help if parents use the name of the language (for example, Mandarin or Cantonese), when speaking in this language to their child.
Factors affecting learning English as a second language
There are a number of factors that influence the rate of acquisition of English as a second language. These include:
• The length of time exposed to English; • The extent of the exposure to English; • The age of the child when they are first exposed to English; • The ways in which the child is exposed to English; • The similarities and differences between English and the home language; • The acceptance and value given to English and the mother language; • Individual characteristics within families – their strengths, needs and support; and
• Individual characteristics of the child (including personality, confidence and learning styles) that may influence their willingness and readiness to interact with others and try to use their new language.
What to expect when children are learning a second language
Understanding how children react to learning English as a second language goes a long way in being able to play a role supporting bilingual children.
Many children become silent when first exposed to a second language. This silent period can last months and can be important in developing understanding. During this period it is important to allow children time to just observe without pressure to speak.
At this time, children often rely on adults around them and on non-verbal cues in the environment; for example, adults pointing to what they are talking about or asking the child to do. They also often follow other children and imitate them.
It is not unusual for bilingual adults to switch between languages within a sentence and this can in fact enhance communication. Similarly, it is normal for children who are learning a new language to mix the two languages when making sentences.
Children who are learning English often begin by using short social phrases; for example, “my turn”, “chase me”, “help me”. They usually find these phrases easy to use and often get positive results from other children and adults.
Identifying language delays
It can be a challenging and complex task determining whether a child acquiring a second language has a language delay or is just in the process of learning English (perhaps at a slow rate).
If a child has a language delay, they will have a delay in both languages. When there are concerns about a child’s language development in either language, or their rate of acquisition of a second language, it is advisable to seek advice or an assessment.
At such an assessment, information will be sought about what languages are spoken at home and how the child’s first language developed. This will include information about the child’s ability to understand what is said, use words, construct sentences, and use different languages to communicate with different adults, as well as some information about the child’s social development.
There are some bilingual speech pathologists who can assess a child in languages other than English. Speech Pathology Australia has a list of private speech pathologists who are bilingual. A bilingual speech pathologist may also be accessed through local or government services.
Being bilingual does not increase or decrease the chance of having a language delay. Just as there are children who speak one language and have a language delay, there are also bilingual children who have a delay.
Supporting bilingual children in early childhood settings
There is no single approach that will work for all bilingual children, or children learning a second language. Workers in early childhood settings can support children by finding out all that they can about them, their families and their culture.
It is important that the child’s first language is acknowledged, as well as its continued use at home. It is similarly important to observe what children are interested in, and what motivates them, so these activities or experiences can be included in early childhood programmes.
If early childhood workers know more about what to expect when children are learning a second language, they can have appropriate expectations. By knowing, for example, that some children will go through a silent period, they can recognise this stage and not pressure children to speak.
For many children, having an adult to support them during this silent period can help develop their understanding of the second language. If children are showing signs of being ready to join in activities, early childhood staff can encourage them, provide support and praise them.
As in all early childhood settings, children will learn through play, routines, books, games and songs. As part of these activities, staff can support language development by modelling and repeating meaningful words and phrases (for example, ‘wash hands’, ‘come play’). Using gesture and visual materials such as photographs can also greatly assist children’s understanding of language and their acquisition of words.
Children learning a second language can also be included in non-language activities (for example, picture matching) and activities that stimulate a range of senses (for example, water play). These activities allow children to demonstrate their competencies and participate without language. They also provide opportunities to interact with peers, who can also assist when children are learning a second language.
Children can vary markedly in their willingness to initiate, attempt and take risks. By tuning in to children’s strengths and needs, early childhood workers can help children’s communication to be a positive and rewarding experience.
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- Second language development: A strong foundation in the home language facilitates the learning of a second language.
- Social-emotional development: Children who see that their home language is valued build a positive and healthy self-identity and stronger sense of pride in their cultural and linguistic heritage.
- Facilitates and deepens relationships: Professionals who ask families to only speak to their children in English should understand that family members who are not fluent in English cannot effectively engage and communicate with their children. More specifically:
- Children and parents who share the same language are able to interact with each other in more meaningful ways.
- Family and community members who only speak the home language (e.g., grandparents, friends, relatives in the home country) are able to contribute to the child’s cultural growth, increase their vocabulary and communication skills, and share valuable learning experiences.
- Home-school collaboration: When schools communicate with families in the home language:
- Families can better support their children using the strategies and techniques that early childhood and special education professionals share with them.
- Families can share important information that can in turn be used to enhance their children’s learning.
- Cognition: Bilingual students are generally flexible thinkers and problem solvers and have an easier time understanding math concepts and solving word problems.
- Future employability: There is a growing need for individuals who are proficient in two or more languages in today’s world economy and socio-political climate.
Listen as Robert Stechuk and Patsy Pierce discuss some of the reasons it is important to maintain a child and family’s home language.
Transcript: Robert Stechuk, PhD
Some school systems may have dozens of languages, more than a hundred home languages. The key message for me is that programs can clearly state to families that their home language is important. Whether they’re children with disabilities or children who are developing typically, we want families to understand the importance of the child’s home language. The way to understand that importance is the recognition that all the developmental domains are connected. When the child grows up with a home language—whether it’s Arabic or Korean or Spanish or something else—all the other developmental domains are engaged with that home language. The child’s identity is rooted in that language. The child’s thinking skills are developing in that language. The child’s metalinguistic observations and understandings are developing in that language. If the message to families is, “Your language isn’t important” then it negates all those important connections, and it really prevents the child from continuing to develop their identity, their thinking skills, their metalinguistic awareness, et cetera.
We want families to recognize that by continuing to speak their home language, continuing to ask questions, have conversations, sing songs, tell stories, read books, the child is able to develop and continue expanding their identity, their thinking skills, their metalinguistic awareness. And that, as the child learns English over time, they can transfer that knowledge from the home language into English. But if the access to the child’s home language is interrupted then it seems inevitable that the child’s development in other domains will be negatively impacted. So schools can communicate clearly to families the importance of the family’s home language and encourage families to use those basic strategies of conversations, of book reading, of extended narratives, open-ended questions, et cetera, to support the child’s maximum overall development.
Transcript: Patsy Pierce, PhD
It’s so important for children who are dual language learners to continue to develop their home language while learning English, because we know that the home language is serving as the phonological basis and the semantic basis and the syntactical basis for language learning. Sometimes families think, “They won’t learn English unless I speak English to them, and I’m not going to use my home language anymore.” And we know from current research that’s just not true, because language always develops between people who share a positive relationship. So if families stop speaking the language they are strongest in then that could hinder the ongoing development of the relationship and would definitely hinder the home-language development of the child. So helping families to realize, for young dual language learners, with or without disabilities, they really should continue to talk with them in their home language to continue to build that language base. Then at school—if it’s primarily an English-speaking school or whatever the second language is—the academic language will build on the home language. They’re bringing that really strong base of language into school that then can translate and be the basis for further language learning. I think that’s just really important to help families realize that it’s essential to continue home-language development.
Many parents have experienced prejudice because of their lack of English proficiency. They are concerned that their children will not be as successful in school and in society if they continue to speak their home languages. Teachers can help parents understand the benefits of being proficient in multiple languages.
Early childhood and special education professionals can support the maintenance of home languages by collaborating with families. Some strategies to help families understand the value and benefits of maintaining the home language include:
- Sharing resources with families about the importance and value in maintaining the home language.
- Connecting families with experts, business owners, and others in the community to learn about the benefits of maintaining the home language. For example, a local business owner might explain her company’s need to hire workers who are multilingual speakers in order to stay competitive in today’s global economy.