The majority of the world’s children are exposed to more than one language in their formative years. This is especially true of a context like Hong Kong where children come into contact with a range of languages on a daily basis for example, Cantonese, Mandarin, English, Tagalog and Hindi.
Studies confirm that young children are readily able to acquire more than one language in their earliest years. Children who regularly hear and interact with more than one language from birth are referred as simultaneous bi-linguals. (Lightbown and Spada, 2003) There is further evidence that simultaneous bi-linguals who are sufficiently exposed to both languages are able to develop skills in both at the same rate as mono-lingual children if they are meaningfully engaged in both languages in a variety of settings. The most common of such environments is in a dual language home, which is understood as being an environment where both languages are spoken proficiently and used fairly equally.
As the modern world is increasingly linked through technology and media, learning another language is a step towards joining the global community. Being able to communicate confidently in a second language provides an insight into other ways of seeing the world.
In addition to this studies have shown that bilingualism carries concrete advantages for children who grow up speaking a more than one language. These benefits cover a range of developmental areas. (2)
- Bilingualism increases mental flexibility for children. Bilinguals will have two or more words for a single object or idea.
- Bilingual children are more willing and able to learn a third language, and show an increased analytical orientation to language.
- Children who study a second language score higher on verbal standardized tests conducted in English. Bilingual children also perform better in math and have stronger logic skills than children with just one language.
- Learning a second language helps children build self-esteem, creativity and problem-solving skills.
- Bilingual children maintain a strong sense of their own identity while developing sensitivity towards other people and cultures.
- Since bilinguals need to be aware of which language to speak in which situation, a bilingual child is more aware of the needs of the listener.
Being taught in two languages gives children a head start in competition for universities and jobs.
As we saw in last week’s article, the home provides a rich environment for all types of learning. Parents and carers do not need to replicate the formal ‘teaching’ of a school environment. In fact the more relaxed and personal the interaction is the more likely it is to be effective. In the bi-lingual home both languages can be used as the medium of communication for everyday tasks (e.g. cooking, shopping) and activities (e.g. reading together, writing birthday cards or emails) and this naturally meaning-rich context will greatly support language acquisition and development.
Where each parent / carer is proficient in a different language it is advised that they use that language to interact with the child e.g. mummy speaks in English, daddy speaks in Cantonese. This is most successful when an equal amount of time is spent using each language. Where this is not possible the rate of language acquisition in the less commonly used language may fall behind that of a mono-lingual child.
Where both parents/carers are proficient in both languages it is advised that they use either language in all day-to-day contexts, but that they should avoid swapping between the languages during one conversation. Please note however that it is not at all unusual for a child to use both languages during one conversation (code-switching) or for a child to respond to a question or comment in a different language from that used by the parent / carer where they know both languages are understood by the listener.
Pressure to perform creates stress which can have a very negative impact on any child’s learning. Stress can lead to performance anxiety where a child become literally tongue-tied; this in turn starts a vicious cycle of negative memory related to using the language causing resentment and feelings of low self-esteem. Stress can also cause insomnia and sleep deprivation has been linked to a range of disorders including attention deficit problems, short-term memory loss and depression, all of which make it even harder to succeed academically.
It is perfectly acceptable for a child to choose a preferred language at different stages of their development and that a reluctance to speak, read or write in a particular language does not necessarily mean that language learning is not taking place.
Care should be given to ensuring that both languages are equally respected and valued as they both form an integral part of the child’s identity. A child should never be forced to use one language over another or told off for using a particular language. Negative comments relating to language ability e.g. criticising speaking English with a Cantonese accent or vice versa should be avoided as this can alienate a child from the language being criticised and de-motivate them.
Motivation is closely linked to emotional security. Children have to feel secure and happy about their abilities and potential in order to be fully motivated. Enthusiasm and motivation can be maintained if families monitor success and failure subtly and sensitively. Praise motivates, builds confidence and promotes an eagerness to experiment with new language structures and vocabulary and should be given frequently where appropriate. However, praising indiscriminately can have the effect of making the praise worthless.
Children who have the chance to learn more than one language from birth and maintain these languages throughout their lives are extremely fortunate. Families that can provide this opportunity to their children should be encouraged to invest the time and effort to do so.
1. Bialystok E. Second-language acquisition and bilingualism at an early age and the impact on early cognitive development. In: Tremblay RE, Barr RG, Peters RDeV, eds. Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development; 2006:1-4.
Available at: www.child-encyclopedia.com/documents/BialystokANGxp.pdf.
Accessed [15/03/08].
2. www.eb.org/admissions/pdf_forms/advantages.pdf
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