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BILINGUALISM IN EARLY CHILDHOOD MORE THAN WORDS 19.1 per cent of all Australian children speak languages other than English at home* By Anaik Doyle * The 2012 national AEDI 14 IN THE LOOP
CHILDREN FROM CULTURALLY AND LINGUISTICALLY DIVERSE (CALD) BACKGROUNDS FORM A GROWING NUMBER OF OUR ENROLMENTS. FOR EDUCATORS, WORKING WITH A CHILD WHO DOES NOT YET SPEAK ENGLISH CAN REPRESENT A NUMBER OF CHALLENGES. Routine, communication, engagement with staff and children are just a few of those. When we have a distressed child in our care and need to find a way to communicate without a shared language, the level of stress for everyone involved is enormous. Is it any wonder that often the decision is taken to abandon or at least de-emphasise use of the child’s first language and simply focus on developing their English? While this logic could appear practical, there are in fact significant academic, cognitive, emotional and social benefits to ensuring that a child maintains and continues to develop their first (non-English) language. Dr Andrea Schalley, Senior Lecturer in Linguistics at Griffith University (and a mother of two bilingual boys) shares her insights and expertise on this often misunderstood topic. According to Dr Schalley the research shows that bilingual children actually achieve better academic results, “There are both educational and cognitive advantages. Bilinguals tend to have excellent ability in things like multitasking, working memory and concentration. This lends itself to better educational outcomes.” Supporting the first (non-English) language also helps to build the child’s sense of belonging and identity by valuing their cultural heritage. This can actually assist the child to settle into the service. Dr Schalley says, “Sometimes there is a fear that social cohesion might be lost unless the child immediately begins to speak English. I think that it can be the opposite too. If you are valued and your identity is respected then you are much more likely to integrate yourself.” Children’s use of their home languages underpins their sense of identity and their conceptual development. Children feel a sense of belonging when their language, interaction styles and ways of communicating are valued. They have the right to be continuing users of their home language as well as to develop competency in Standard Australian English. – EYLF (Outcome 5) Being able to communicate in the language of their family also enables the child to connect and maintain relationships with extended family members. Dr Schalley reflects that if children don’t share language with their extended family, they also may lose their connection with that culture. She recalls a comment from an adult monolingual who came from a migrant family, “She told me ‘I wish my parents had passed their language on to me because now I only know half of me. I don’t know that other half. All I can say to my grandmother is “I love you” because I don’t know any more of her language.’” Dr Schalley works with many families and educators on this topic and her experience has shown that there are a number of barriers to raising a child bilingually in Australia. Some of these barriers are simple myths and misunderstandings. “The biggest myth or fear about bilingualism in early childhood is that the second language (English in this case) will suffer” says Dr Schalley. “Often people have a subtractive view of languages so they think it’s like you have a balloon and you have to take some air out of it in order to fill the second one. That’s absolutely not the case, in fact there is evidence to the contrary.” Dr Schalley clarifies that this misunderstanding is possibly based on an assumption that learning the second language creates extra “work” for the young child. However, she says, “For a young child, acquiring a second language does not require the effortful learning in the way that you experience when you start later in life. Young children don’t need any instruction whatsoever. They don’t require explicit teaching of the second language; they just need you to interact with them. Over time they process it and at some point, the English [second language] is simply acquired.” The early years provide a unique opportunity for children to simultaneously acquire proficiency in multiple languages simply by having rich exposure to them. Educators are naturally well positioned to support the development of English language by ensuring meaningful, connected and repetitious engagement with children. By reaching for resources and providing encouragement to families, educators can also provide vital support to the development of the more vulnerable home (first) language. Would you like hands-on support to work with bilingual families and children? Eligible services across Queensland receive the support of a Cultural Support Worker at no cost. Call the Bicultural Support Service on (07) 3337 5427 for more information. More resources to assist you in supporting bilingual children and families can be found on our Pinterest boards www.pinterest.com/BSSMDA/ Dr Schalley will discuss this topic further in an online presentation on Wednesday, 22 July <strong>2015</strong> at 10:00 AM For more information view www.workforce.org.au/product/ bilingualism-in-early-childhood-2 Continued over page WORKFORCE.ORG.AU 15
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