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society. Early childhood teachers can share the benefits of bilingualism with families and their communities, find ways to support children’s home languages, and encourage families to keep their language strong. Developing the child’s home language provides the foundation for reading and writing, preparing children to be biliterate. Researchers
About Bilingualism and Multilingualism . Emergent . Any additional language skills learned by a child develop from their initial set of language practices (their “home language”). In other words, the more developed a student’s home language is the easier it is, in general, to learn new language skills. 8, 9 . Dynamic . Languages are not ...
Researchers have found that speaking multiple languages at home provides a great benefit to young children. Speaking in your home language to your children from the time they’re born helps build their young minds and prepare them for success in school and beyond. Developing the child’s home language provides the foundation for reading and ...
learn English - they’ll learn English - you need to make sure your child can speak Spanish. You should be thinking about, how can your child become bilingual?” (p. 261). Arguments such as this must play largely into the decision making process in the creation of accepting environments for both bilingual and monolingual students alike. According
and economic advantages well into adulthood. In addition, there are developmental risks assoc. ted with loss of a child’s first language. Children who do not develop and maintain proficiency in their home language may lose their ability to communicate with parents and family members and risk becoming estrange.
of bilingualism and that bilingualism would help maintain the families’ roots. To maintain the native language, the families planned to speak and support the Spanish language at home and relegated the teaching of English to the school. While two of the families expressed concerns about their children not being
at home, and many parents choose to educate their children bilingually. This study explored the home-language experiences, in English and Spanish, of three young Latino girls ages 15 months, 16 months, and 30 months, respectively, when the study began. They were observed at home between 40 and 70 hours for 30 months .
In a question-and-answer format, the guide responds to common queries about bilingualism in children. The first section poses and answers questions about family issues and bilingualism, including family communication, support of language development, cultural and social context for language development, social integration, and parent language learning.