Supporting Bilingual Children
Supporting Bilingual Children
Supporting Bilingual Children
au Information Sheet 50
By Jane Purcell and Michelle Lee, Speech Pathologists, and Janette Biffin, Early Childhood Educator
Acquiring more than one language
There are two main ways to acquire more than one language: simultaneous acquisition (when a child learns two languages at the same time); and sequential acquisition (when the second language is learnt after the first). Simultaneous acquisition There are three identified stages when languages are acquired simultaneously: Stage 1 the child mixes two languages into one system; Stage 2 the child starts to separate the words from each language and recognises to which person that language should be spoken; and Stage 3 one language is used more than the other and that language becomes dominant, which is often the case. In simultaneous acquisition, there are two common patterns of exposure to a second language: one person one language (for example, where one parent or other family member speaks one language, and another parent or family member speaks a different language); or both parents (or other family members) speak both languages.
ln general, the one person one language approach helps children to separate and learn the two languages. Sequential acquisition There are also three identified stages which motivate and guide sequential language learners. Stage 1 the child observes speakers of the second language and may be silent; the child may communicate non-verbally (for example, pointing); later, the child relies on whole memorised phrases. Stage 2 the child communicates with others in the second language; the child starts to create their own sentences; the child communicates as best they can. Stage 3 the child attempts to speak correctly using correct vocabulary, grammar and pronunciation. In sequential acquisition, the way in which the second language is introduced and maintained is vital. In particular, it is important that languages are clearly separated rather than one person inconsistently using a mixture of two languages. When languages are learnt sequentially: understanding the basic rules of the first language will support the development of a second language;
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 regularly 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.
English as a second language is for families to continue to support and consolidate their first language at home; and if the original or home language is replaced by a second language and all support for the first is withdrawn, some children can lose skills in their first language (this can result in negative consequences for a child both within their family and the community, and in their future language development).
the first or home language when the child begins speaking a second language such as English.
Learning Links
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Enquiries regarding this Information Sheet should be directed to Robyn Collins Tel: (02) 9534 1710 Fax: (02) 9584 2054 Email: [email protected] Learning Links 2006. The material in this publication cannot be reproduced without the written permission of Learning Links.
In fact, the best way for families to support children learning English is to maintain the childs first language at home. Parents dont 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.
As in all early childhood settings, children will learn through play, routines, books, games and songs. Aspart of these activities, staff can support language development by modelling and repeating meaningful words and phrases (for example, washhands, come play). Using gesture and visual materials such as photographs can also greatly assist childrens 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.
Learning Links uses a total communication approach to support the varied learning needs of children, including children learning a second language. (See box on this page for more information.)
Resources/Other Services
First Steps Literacy Kit Early Literacy Resources for Parents Available from: Fairfield Childrens Resource Centre Tel: (02) 9724 7948 Community Life Tel: (02) 9725 0393 Gowrie Library (Erskineville) has a range of multicultural resources Tel: (02) 8345 7624 Ethnic Child Care Family and Community Services (Marrickville) Tel: (02) 9569 1288 Contact Inc 1st Floor 30 Wilson Street Newtown NSW 2042 Telephone: (02) 9565 1333 Fax: (02) 9565 1477 NSW Multicultural Health Communication Services Website: www.http://mhcs.health.nsw. gov.au Email: [email protected] Telephone: (02) 9382 8111 Anglicare Migrant Services www.anglicare.org.au 36 Cumberland Street Cabramatta NSW 2166 Telephone: (02) 9726 1500 Fax: (02) 9725 6175
Southern Suburbs Branch 10 Railway Parade Penshurst NSW 2222 Telephone: (02) 9580 4888 Facsimile: (02) 9580 4788 Email: [email protected] South West Sydney Branch 88 Shropshire Street PO Box 42 Miller NSW 2168 Telephone: (02) 8783 7111 Facsimile: (02) 8783 7222 Email: [email protected] Eastern Suburbs Branch 1/20 Silver Street Randwick NSW 2032 Telephone: (02) 9398 5188 Facsimile: (02) 9326 5364 Email: [email protected]
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Head Office 12-14 Pindari Road Peakhurst NSW 2210 Telephone: (02) 9534 1710 Preschool: (02) 9533 3283 Facsimile: (02) 9584 2054 Email: [email protected] Northern Suburbs Branch 2 Alfred Road PO Box 634 Brookvale NSW 2100 Telephone: (02) 9907 4222 Facsimile: (02) 9907 4244 Email: [email protected] Western Suburbs Branch Unit 7/9 William Street PO Box 1026 Fairfield NSW 1860 (2165) Telephone: (02) 9754 2377 Facsimile: (02) 9755 9422 Email: [email protected]
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