Benefits of bilingualism in early years

(Photo retrieved from: https://fluencycorp.com/7-reasons-being-bilingual-helps-your-career/)

Nowadays, there are an increasing number of children for whom English is not their first or home language and they bring rich and diverse cultural and linguistic knowledge to the early childhood and school settings (Clarke, 2009). Bilingualism is a valuable asset for young children is a rapidly changing and globalized world. It not only increases children’s literacy and cognitive flexibility but also strengthens their cultural identity and bolsters self-esteem and wellbeing (DET, 2016). 

First and foremost, early childhood educators should embrace cultural and linguistic diversity through respecting and promoting children’s first language (Murphy & Evangelou, 2016). Maintaining children’s first language has many benefits. Research shows that young children are capable of learning more than one language, as long as they have plenty of exposure to both languages (Clarke, 2009). Good mastery of the first language lays the foundation for all later language development. Maintaining the first language does not interfere with the learning of English. Rather, a sound knowledge of their first language helps children better understand how other languages work and transfer skills from one language to another and consequently improves their overall literacy (Clarke, 2009).

Moreover, maintaining the first language strengthens children’s sense of identity. The early years lay the foundation for children’s worldview formation. The Early Years Learning Framework for Australia (EYLF) stresses the importance of personal and cultural identity to children’s learning and development (DEEWR, 2009). Maintaining children’s first language plays a crucial role in shaping their identity as it is the basis for them to have meaningful communication and to know the world. Continued development of the first language enables children to build on their prior knowledge and experiences and helps strengthen relationships within their family. In addition, the acceptance and acknowledgement of children’s ethnicity, culture and language bolster their self-confidence and wellbeing and therefore enhances their motivation for learning (Clarke, 2009).

Meanwhile, it is important for educators to ensure children whose English is not their mother tongue to acquire English as a second language. Children’s success in school is strongly dependent on their proficiency in the language of instruction (Bialystok, 2017). Therefore, proficiency in English is fundamental for children’s full participation in the classroom and integration into the Australian society in the future (Clarke, 2009). Bilingualism also enhances children’s cognitive development. Studies find that bilingual children demonstrate advantage over comparable monolinguals in problem solving, which requires controlling attention (Bialystok, 2017).

评论

发表评论

此博客中的热门博文

Strategies for supporting bilingual children in early years

图片
(Photo retrieved from: https://www.aisvietnam.com/curriculum/kindergarten/) Provision of supportive environments and play opportunities Early childhood educators should plan and implement play-based programs that encourage children to explore, ex periment, make decisions, and practice new skills as they play together (DEEWR, 2009).  An inclusive program should  take into account the needs and interests of all children, the socio-cultural environment that children are growing up in, previous experiences that children have, and the values that are important to their families (Clarke, 2009).  A safe and welcoming physical environment will maximise interactions and encourage children’s exploration and learning through play. The layout of the indoor and outdoor space affects children’s emotional security and ability to choose free play. Early childhood educational settings should create playrooms that provide opportunities for children to interact in small groups ...
阅读全文

Stages of second language acquisition

图片
(Photo retrieved from: https://penlighten.com/second-language-acquisition-theory) Children learning English as a second language go through an identifiable developmental sequence. There are two main ways to acquire a second 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) (Purcell, Lee & Biffin, 2019). This assignment will focus on sequential acquisition, i.e. supposing children have no prior exposure to English before they enter kindergarten.  The focus group is children aged four to six. By four years of age, children have developed basic spoken language. Many children at this stage are already fluent in their home language, which provides a sound basis for learning English as a second language (Clarke, 2009). Research shows that the earlier children are exposed to English, the more quickly they will acquire the language (Tabors, 1997). Compared t...
阅读全文