Learning languages in a multilingual
school
1.
Do you think it’s important for
students in this school to learn English language skills? Why?
2. Do
you think it’s important for them to know other languages?
Why?
3. Which
other languages should they know?
Why?
4. Is
English more important than other languages?
Why?
5. Should
students learn English and other
languages?
Why?
Learning languages in a
multilingual school
Generally, teachers are surprised at how
quickly and easily ESL students acquire the spoken English language. Current research, however, states that it
takes many years to acquire English fluency in the areas of both speech (speaking) and literacy (reading and writing). This
research tells us that it is very important to use effective approaches for
students during the time when they are developing full English proficiency.
6. In learning a second or third language,
which approaches have worked best for you?
7. In learning a second or third language,
which approaches might work best for your child?
In "Bilingualism Without
Tears," Merrill Swain presents principles that are "crucial to
second-language development, academic success and emotional well-being."
The first principle, that of first things first,
establishes the central role of the child's first language in all aspects of
his or her educational development….To be told, whether directly or indirectly,
explicitly or implicitly, that your language and the language of your parents,
of your home and of your friends is non-functional in school is to negate your
sense of self…the first language is so instrumental to the emotional and
academic well-being of the children, that its development must be seen as a
high, if not the highest, priority in the early years of schooling.
8. Do you agree with this view? Why or why not?
Allowing children to use their
native languages in class – for example, to translate for newcomers, to discuss
new ideas or tasks, to write on bulletin boards or on notes home to parents –
makes students' languages and cultures attractive and important and allows
students to feel good about themselves. It also makes them feel like they have
something important to share with their classmates – from whichever language or
cultural background their classmates come.
9. Do your children use their native language to do any of these things? If so, which ones?
And for those parents whose children speak English as a native language, do your children show an interest in learning other languages? Where might this interest be coming from?
GOOD NEWS!
There is a growing body of consistent
and convincing evidence that the development, retention and use of a child's
native language will also benefit their English skills development in the areas
of cognition (thinking) and literacy (reading and writing). Also, for students
who speak English as a first language, there is evidence which shows that
learning a second language makes them better learners and strengthens their
English language skills!
However, Jim Cummins (1984) of the Modern Language
Centre at the Ontario Institute for Studies in Education (OISE) in Toronto
points out that the kinds of English that students use during face-to-face and
day-to-day conversations is very different from the types of language
proficiency that are required in academic and textbook assignments.
It is now generally accepted that within two years most ESL students
develop sufficient English proficiency for day-to-day school situations and for
interacting with their friends. This type of language tends to be related to
personal matters, real objects and present events, in short, to the daily life
of the child.
However, this two-year span also refers mainly to
the development of oral language. Some
children seem to speak English so
well and so soon that it comes as an unpleasant surprise when not all their
English skills are as well developed.
"She speaks English fine, but why isn't she
making better progress in reading or writing?
10. Have you ever asked this question about your child, regardless of whether English is a first or second language?
What do you think the answer is?
The real problem for second-language
learners and for some first language learners is the language used in academic subjects
and, especially, in textbooks. This type of language is very different from the
English we use in everyday spoken interactions and it is, therefore, not only a
lot more difficult to understand, it is also much more challenging for students
to carry over and produce that language in their written assignments or
"to use" during discussions.
Some of the main ideas in this article:
For students whose first language is not English:
·
First language skills
are important to second language learning
·
English language
skills take time to develop
For students whose first language is English:
·
Second language
learning is important to English-language learning
11. Do you have any other questions or ideas about this?
Adapted from Meyers, M. (1993). Teaching to diversity: Teaching and learning in the multi-ethnic classroom (pp. 13-14). Toronto: Irwin Publishing.
How to help your children at home
·
Talk to your children
often. Tell them about your day, and ask them about theirs. Take an interest in
their problems, and give them examples of how you solve yours.
·
Limit the amount of
TV your children watch., and make sure
you know what they are watching.
·
Make sure your
children do at least an hour of homework every night in the elementary grades,
an hour and a half in middle school, and two to three hours in secondary
school. If the children have no homework from school, get them to show you what
they did during the day, and encourage them to review the day’s lessons. You
can also give them something to read or a puzzle to work on, or you can play a
game that involves talking and thinking.
·
Establish a regular
time for homework every week night, and ask your child to explain what they are
going to do. Ask your children to show you the work when it is finished.
·
Set up a regular place
for homework. This does not have to be a separate room. It’s best if you can be
in the same room or nearby so you can supervise what your children are doing.
Make sure the children are not distracted by TV or other noise.
·
Encourage your
children to help each other, or to study together with other students from
their classes or grade.
·
Read to your children,
or get them to read to you, in English or in your own language. Stop a few
times and ask questions; ‘What does this make you think of?’ ‘What do you think
will happen next?’ ‘Do you remember when . . . ?’ ‘What do you like best about
this story?’
·
Take your children to
the library and get them library cards. Make sure they go to the library
regularly to get books of their choice, in English and in your own language. Always
have reading material in your home – books, newspapers, magazines – in both
languages.
·
Use your first
language at home with your children.
·
Have high expectations
for your children and help them to imagine themselves training for a satisfying
job or studying at college or university in the future.
Taken from Coelho, E. (1998). Teaching and learning in multicultural schools
(pp. 128-129). Clevedon, UK: Multilingual Matters.