Throughout the morning in the toddler classroom, children
will be exposed to both English and Mandarin as they engage in various activities and learning opportunities we have set up in the classroom. The use of both languages will be contextualized, appropriate for the childs language proficiency and for meaningful communication.
Some key issues in language acquisition in young children and bilingualism
Acquisition versus Learning
We all know that toddlers brains are like language sponges, able to absorb language they hear around them and later use it for communicating their needs, thoughts and feelings. In just a few short years, young children are able to acquire language to fluently communicate in their native language and in many cases a second, third or possibly forth language. Anyone who has attempted to become fluent in another language as an adult will know that this process is not as effortless as it seems to be for young children. This is known as acquisition versus learning. Young children naturally acquire language because their brains are receptive to language. At around the age of 8, the pathways in this area of the brain are set and so the process of learning a language becomes more of a conscious effort. It tends to be easier for bilingual or multilingual children to learn another language as an adult than for a monolingual adult.
By exposing your children here in toddlers to both English and Mandarin for meaningful communication on a daily basis, we are taking advantage of this wonderful opportunity to heighten this area of the brain. As the children are young and have this natural ability to acquire language, formal language lessons are not appropriate or necessary. Rather, using language in context to communicate, singing songs and reading stories in English and Mandarin is how the dual language programme operates.
Comprehensible input
This refers to exposing children to language at a level that they can understand but which builds upon their overall knowledge of language. We will soon be meeting with you to talk about your childs dual language plan. This will help to inform the adults working with your child about their language exposure. The Mandarin speaking Learning Assistants and the English speaking teachers will then be able to adapt the language they use in communicating with the children so that it is appropriate for the child (ie. So the child can understand and develop their knowledge of English or Mandarin)
The Silent Period
The first stage in the process of language acquisition whether it be a child or adult is a silent period. This is the time during which the language learner is passively learning the language. All language learners go through this stage and it might be very short or take a long time before they begin to use the language to communicate. Many factors influence the length of time of this silent period for children- the childs nature, their exposure to the language, how they view the language and its speakers, how the parents view the language etc.
Dont be concerned if your child takes many months before they begin to speak English or Mandarin if this is their first exposure to the language. They may favour one over the other and take a little while to begin to communicate in the other language. Often, in children who take a while to start to communicate in another language, they progress quite quickly once they do.
Importance of establishing a native language
Everyone needs to have a first, or native language. This is the language for cognition, to organize thoughts or ideas, to make links to what they already know etc. It is therefore important that you continue to develop your childs native language by talking to them and reading to them as much as possible in their native language. If that is not English or Mandarin, we will work to show your child that we value their home language. We would love for you to come and read stories in your home language, write down some common phrases (such as hello, goodbye, thank you..) in your home language for us to use, teach us some songs (especially happy birthday) in your home language.
If your home language is NOT English, please do not start speaking English at home because your child has started going to an English school. It is really important to continue to develop their native language and it places unnecessary stress /confusion on the child and family
Code switching
Code switching refers to when a speaker mixes languages in their speech because the level of fluency in the target language is not strong enough to communicate meaning. So, the speaker uses vocabulary from a dominant language mixed with the target language. Adults tend to be aware when they do this and try to correct the mistake. For children however, it can take time to separate the different codes or languages and understand they are different ways of communicating with different people. A young child will not realize they have made a mistake and may not understand why the listener does not understand them. In time, as their fluency develops and they reach a stage in their cognitive development that they understand that languages are separate codes, they will code switch less and less.
When you come to meet with your childs teachers, you can discuss their dual language plan and any issues or concerns you may have about their language development. If, at any time during the year, you have any questions about this, please ask.