Wellington Today Wellington Today 2018 en | Page 9

WELLINGTON INSIGHTS
BILINGUALISM
What research says
about bilingualism
LANGUAGE
DEVELOPMENT IN
DIFFERENT STAGES
By Jane Williams, Curriculum Co-ordinator, Wellington College Bilingual Shanghai
The importance of Chinese at home
The key principle is that bilingualism is an asset, and the first language has
a continuing and significant role in identity, learning and the acquisition of
additional languages. It is widely accepted that bilingualism confers intellectual
advantages and the role of the first language in the child’s learning is of great
importance. Children need to develop strong foundations in the language
that is dominant in the home environment, where most children spend
most of their time. Home language skills are transferable to new languages
and strengthen children’s understanding of language use. Developing and
maintaining a home language as the foundation for knowledge about
language will support the development of English and should be encouraged.
Insistence on an English-only approach to language learning in the home is
likely to result in a fragmented development where the child is denied the
opportunity to develop proficiency in either language.
Inspired
The best outcome is for children and their families to have the opportunity
to become truly bilingual with all the advantages this can bring. Home
languages are also vital for maintaining positive family connections. It is
therefore very important to maintain the language of the home, particularly
where older family members who care for children do not speak English.
Otherwise this may mean that eventually they are no longer able to have
proper meaningful conversations with each other. Parents who cannot share
thoughts and ideas with their children will inevitably lose the ability to shape,
guide and influence their lives.
‘Regular routines help children feel comfortable and
confident by helping them understand what to do and
when.’ (Tabors, 2008)
‘Children need to feel included as valued members of the
community.’ (Tabors, 2008)
‘Let all children in learning experiences demonstrate what
they know and can do in nonverbal as well as verbal ways.’
‘Children need spaces where they can get away from the
pressures of communicating or interact individually with
another child or adult.’ (Tabors, 2008)
‘Reading together and informal conversations, promote
children’s receptive and expressive English language skills.’
(Torgesen, 2002)
‘Vocabulary can be taught through songs, poetry, games,
role-play, e-books, and read-aloud stories.’
‘A solid foundation in their home languages helps children
acquire English.’ (Garcia, 2003)
‘Children need intentional oral language supports to help
them learn English.’ (Castro et al., 2006)
‘Talk to children about things they have prior knowledge
and experiences about and make learning relevant for
them.’ (Goldenberg, 2006)
‘Children who are learning English benefit from
opportunities to use their home languages as well as
English written.’ (Tabors, 2008)
‘Reading experiences for dual-language learners should
include read-aloud stories in their home languages and
books related to children’s prior experiences and daily lives.’
(Castro et al., 2006)
16