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The idea of raising bilingual children is
both appealing and possible for more and more families these days, and growing
up with more that one language certainly has it磗 advantages in todays global
village. Yet bilingualism really isn磘 something that simply happens. Raising
children to be successful in more than one language requires some careful
planning and learning about bilingual language development.
The reasons for choosing to raise children
with two or more languages are as varied as the families themselves. Even the
word ``bilingualism创 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 children 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创 has been worked out in advance.
Families who take the time to consider how
their children 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 are thinking about bringing up your
children bilingually, it磗 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 one 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创
is used to describe individuals who possess about the same fluency in two
languages, while ``semilingualism创 refers to those who have
deficiences in both languages compared with monolinguals. These dificiencies
could be in a reduced vocabulary, incorrect grammatical patterns, difficulty in
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 dominent. This
dominance may be different for listening and speaking or for reading and writing
and usually changes with time. At any rate, it磗
most useful to definate for yourself what type of bilingualism is important and
neccessary in your family, within your community and culture, in order to plan a
strategy for raising children 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 although no critical age for bilingual
language development has been found, children do tend to develop more
native-like pronunciation when bilingualism begins before adolescence.
Two types of childhood bilingualism have
been defined. The first is simultaneous learning of two languages, which
tends to be affected by four key factors
a) The parents碼bility 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.
b) The parents碼ctual use of the
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.
c) The language or languages
other family members speak with the child, such as the language spoken between
siblings or between children and grandparents.
d) The last factor is the
language the child uses in the community.
The second type of childhood
bilingualism is called ``sequential创 or ``successive bilingualism创.
This happens when a child has established one language before learning a second,
whether in pre-school or later (the age of three usually seperates
simultaneous and sequential language learning). Some children 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 children acquire higher
levels of language skills in both languages. Parents need to talk about how
bilingualism will be achieved for their child, 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 seperating the languages to
make language acquisition easier for children. When children are learning two
languages at the same time, parents need to work out language strategies that
emphasize boundaries between languages. For example :
a) One parent, one language (OPOL).
Each parent consistently speaks one language while the other parent speaks
another language (usually each one speaking his or her native language to the
child and possibly the commom language to each other).
b) Both parents speak one language
in the home and a second language is used at school.
c) One language is used in the home
and at school, and the second language is used in the community.
d) Both parents speak both languages
to the child but seperate the languages according to speaking situations or on
alternate days.
Consistency is the key in early language
learning. If you mix languages in the same conversation, young children
experience difficulty in seperating vocabulary and grammar into the appropriate
language. The child may learn the ``mixed创 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 only has a short time to hear the other language at home,
it磗 likely the school language will develop more easier 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磘 be too complex and parents
should learn to expand their child磗 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 languages is also important.
Parents should also be aware of individual
differences among young children. Each child learns language at his or her own
speed. This is related to a variety of factors, such as :
a) 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.
b) Relationships within the
family affect bilingual language development. For example, if the father
speaks a different language than the mother, but is frequently away from home,
the child will not learn his language as easily as that of the mother.
c) Attitudes towards each
language expressed by the parents, other family members, the school, the
community and especially the child, will affect the development of one or both
languages. Both languages must be given importance and a sense of worth in all
aspects of the child磗 life. All children have a need and a desire to
communicate when language experiences are positive and meaningful.
Knowing two or more languages truly gives
children so many advantages in life. Bilingual children 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. Deciding to raise bilingual
children is a decision that should be carefully considered as it affects
children for the rest of their lives. Parents need to concider the child磗
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.
The Internet TESL Journal, Vol. 2, No. 6, June
1996
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