Francesca Robinson was born in Rome, Italy and has been married and living in the United States since 2003. After completing her degree in Interpreter and Translator in Rome, Italy, she has worked with languages in a variety of fields, including teaching, and translations (both written and oral). She’s a mother of a 4-year old girl, who speaks Italian and English.
Wednesday, October 7, 2009
Tuesday, October 6, 2009
Bilingualism
Many children throughout the world learn to speak two languages or become bilingual (Tucker, 1999). Indeed, bilingualism is present in just about every country, in all societal classes, and in all age groups (Grosjean, 1984). Research indicates there are distinct cognitive, communicative, and cultural advantages to being bilingual (August and Hakuta, 1997, Baker, 2000a).
A child becomes bilingual in different ways. Three pathways to bilingualism are simultaneous bilingualism, successive bilingualism, and receptive bilingualism. There are numerous factors that contribute to a child's pathway to bilingualism. A key factor is the age of exposure to two languages and the type of or extent of the exposure to each language.
Most children who do not have learning difficulties succeed in acquiring their first language. In contrast, not all children are successful in acquiring a second language. Success in mastering a second language depends in great part upon the interaction of external and internal factors. External factors would include access to speakers of the second language, the frequency with which the child comes in contact and interacts with those speakers, the degree to which that second language context is emotionally supportive, and the messages and pressures present in school and society regarding the mastery of that second language. Internal factors would include the child's cognitive abilities and limitations, perceived need to learn the second language, talent in learning language, and individual temperament and social skills. If children's home and school communities value bilingualism, then children will likely learn and maintain both of their languages to high levels (Winsler, Díaz, Espinosa, & Rodríguez, 1997).
Research Highlight
There is general agreement that bilingualism leads to multiple advantages for children and adults. Below are some of the benefits of being bilingual (August and Hakuta, 1997; Baker, 2000a).
Communication advantages include wider communication networks, literacy in two languages, and enhanced metalinguistic awareness.
Cultural advantages include broader enculturation, a deeper level of multiculturalism, world perspectives in two languages, greater tolerance and sensitivity to issues of language, culture and race.
Cognitive advantages include enhanced cognitive functioning, a greater number of cognitive pathways, enhanced memory, and brain plasticity.
Socio-emotional advantages include enhanced self-esteem and sense of identity.
Socioeconomic advantages include increased levels of educational achievement, greater employment opportunities as adults, and higher income potential.
“Love of languages is nothing but one of the forms of love for mankind: to address someone in his own language is like visiting him in his own home as opposed to chatting with him in the street.” – Lanza del Vasto
More than half the world’s population is bilingual. At a time when the world is becoming increasingly interconnected, learning another language is a step towards joining a global community. A second language is a window into other ways of viewing the world.
More than that, bilingualism carries concrete advantages for children who grow up speaking a second language. Many studies have shown that bilingualism improves abilities in a number of areas.
Cognitive
■ Bilingualism increases mental flexibility for children. Bilinguals will have two or more words for a single object or idea.
■ Bilingual children are more willing and able to learn a third language, and show an increased analytical orientation to language.
■ Children who study a second language score higher on verbal standardized tests conducted in English. Bilingual children also perform better in math and have stronger logic skills than children
with just one language.
■ Learning a second language helps children build self-esteem, creativity and problem-solving skills.
Social/emotional/interpersonal
■ Bilingual children maintain a strong sense of their own identity while developing sensitivity towards other people and cultures.
■ Since bilinguals need to be aware of which language to speak in which situation, a bilingual child is more aware of the needs of the listener.
Professional
■ Being taught in two languages gives children a head start in competition for universities and jobs.
Benefits of Early Immersion
In order to reap the full benefit of bilingualism, exposure to the second language should begin as early as possible. The chances of achieving full fluency in another language are much higher if study is begun during early childhood, since the human brain is wired to learn language during this critical period.
Immersion duplicates the conditions in which we all learn our first language—extended contact with a community of fluent speakers—and is by far the most effective method of language teaching “The world is richer than it is possible to express in any single language.” — Ilya Prigogone, Nobel Laureate
NEW DATES
Next Spanish session beginning on Thursday March 25th at 3.30 (age 6-8), and at 4.45 (age 3-5).
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