Strategies for supporting bilingual children in early years

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Provision of supportive environments and play opportunities

Early childhood educators should plan and implement play-based programs that encourage children to explore, experiment, 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 and engage in language learning activities, such as alphabet poster and vocabulary cards (Murphy & Evangelou, 2016).

Early literacy development is a social process embedded in children’s play. Free play allows children to engage in pretend talk and socio-dramatic play, which enhance children’s skills in problem solving, creative thinking, and communication. During play, children practice many different ways of representing experience and constructing imaginary worlds. They develop their capacities to create symbols with clay, paint, blocks, sand, and dress-ups (Clarke, 2009). In adult-directed play, children have ideal opportunities to acquire English as the language they hear is highly predictable, routine in nature and repetitious. In these activities, educators should convey behavioural and language expectations for learners explicitly. They also scaffold children’s oral language as they engage children in conversation (Clarke, 2009).

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Establishing consistent, secure, responsive and respectful relationships with children

For young children who are new to English, forming emotional attachment with educators can be daunting in new environments where adults and peers speak differently and routines and activities are also unfamiliar. They may feel confused or frustrated when they struggle to express their ideas and needs to peers and adults (Clarke, 2009). Hence, it is essential for educators to ensure that children feel included, secure and valued. Children’s learning and development is enhanced when they experience relationships with early childhood professionals who respect their culture and ways of knowing (Murphy & Evangelou, 2016). 

Bilingual educators and interpreters can be very useful to establish first communication to reduce their fear and uncertainty caused by the language barrier. Consistent, responsive and respectful relationships with caring adults are crucial to children’s wellbeing. Educators should acknowledge that some children need a longer time to adapt to the new linguistic environment. It is natural for them to continue speaking their home language in the beginning. Acceptance of the use of home language will provide reassurance to children. There is no need for educators to push children to speak English. They should gradually build up children’s confidence when interacting with others (non-verbally initially). Friendships and inclusion in the classroom community lead to a sense of belonging as well as an increasing level of participation and willingness of practicing English (Clarke, 2009).

Furthermore, educators need to work persistently to establish predictable routines and behavioural expectations for second language learners. These include greeting children on arrival with correct pronunciation, using routine language to assist children to choose activities, using simple English to help children understand the routines and expectations of the program, and providing good models for learners (Clarke, 2009). Repetition is an important strategy to assist in the learning of the second language. Saying the same thing more than once gives children more chance to understand what is being said. To reduce children’s fear of failure, educators should give them positive feedback regularly and encourage them to try new things. Moreover, educators should reformulate, elaborate and expand children’s speech, rather than focus on their mistakes in grammar or pronunciation (Clarke, 2009).

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Parental involvement and maintaining children’s home language

The EYLF acknowledges that families are children’s first and most important educators (DEEWR, 2009). Parents bring a wealth of cultural, linguistic and economic experience which early childhood educators can draw upon. Therefore, they should be invited to participate in the development and implementation of educational programs. Parents play a key role in children’s language development. Studies indicate that parent involvement is related to children’s increased cognitive and emotional development, motivation and general success. Their positive view towards bilingual education and collaboration with educators are essential for children to acquire English as a second language successfully (Harper & Pelletier, 2010).

In early contacts with families, it is important for early childhood professionals to familiarise themselves with children’s cultural and language background and ask parents for information that can help settle children in comfortably. If bilingual educators are available, they can explain the routine of service to parents, who can then explain this to their children in the home language. During the settle-in period, educators may encourage parents to stay longer and chat with their children before they leave as this gives children learning English as a second language a sense of security (Clarke, 2009).

To support children to acquire English as a second language, educators and families should acknowledge children’s first language. Research shows that most children have no trouble learning English as a second language while maintaining their home language (Dixon et al., 2012). Learning English does not mean children should stop using their first language. Educators should tell families the benefits of bilingualism and it is a privilege for their children to have two languages. Families should be encouraged to maintain children’s first language at home because a strong first language lays the foundation for second language acquisition (Clarke, 2009). Parents don’t have to talk in English to help their children learn English. It is more important that parents use the language that they can use best and are the most comfortable speaking. By doing this, they provide children with models of grammatically correct sentences and access to a wide vocabulary (Purcell et al., 2019).

Parents’ communication with their children’s educators and kindergarten is associated with positive social and academic outcomes for children (Harper & Pelletier, 2010). However, research shows that parents whose children use English as a second language communicate less frequently with educators due to language barrier and different views towards education  (Harper & Pelletier, 2010). Therefore, it is important that early childhood professionals to initiate conversation with these parents whenever possible and respond to their unique needs and expectations. If possible, kindergartens should hire bilingual educators and interpreters to facilitate parent-teacher communication. Parents should be kept informed of their children’s progress in learning English so they become aware of the areas in which their children need further concentration or assistance.

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Developing listening skills

Listening skills are critical to second language learners. Educators need to concentrate when children are speaking and encourage other children to listen to them. They can assist learners by making directions and instructions implicit and checking whether learners have understood. Children’s listening skills can also be fostered with simple songs and rhymes as well as listening games. These activities help children become familiar with the pronunciation, sounds, stress and rhythms of the new language (Clarke, 2009).

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Supporting language learning with visual materials

Hearing contextualised language helps children learn English as a second language in the early stages. Contextualised language refers to the language supported by visual materials and opportunities to handle objects. Visuals provide clues for learners. Connecting new vocabulary or concepts to objects or actions that are visible to children helps them understand new information and try out new words and phrases. Educators can support children learning English by focusing on topics and activities that children are familiar with. Through the shared background knowledge and experience, educators can lead meaningful discussion and give children opportunities to hear and use new vocabulary and phrases (DET, 2016). In addition, children develop early literacy skills through engagement in symbolic and socio-dramatic play. Educators should provide opportunities for children to learn to recognise symbols, including play with matching games, puzzles and sequencing activities. As learners gain confidence with their use of English, they become less reliant on visual or concrete referents. Educators can expose them to more decontextualised language. That is the language not supported by visual materials, for example, the language of stories or recalling of past events (Clarke, 2009).

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Assessing outcomes

Assessment of children’s ongoing language development is crucial to ensure relevant planning for each child. Assessment of learning includes reviewing, gathering and analysing information about what the learner can do, what they understand and the progress they are making. Documentation and evaluation can assist early childhood professionals to understand children’s progress in learning English, identify whether additional support or resources are needed, and plan effectively for children’s future development. It also gives parents regular updates on their children’s progress (Clarke, 2009).