Language Development for Bilingual Children Christine Cordina Churchfields Language Facility

What do we mean by bilingualism? The RCSLT Core Guidelines (2006) define the term bilingualism as: “Individuals or groups of people who acquire communicative skills in more than one language. They acquire these skills with varying degrees of proficiency, in oral and/or written forms, in order to interact with speakers of one or more languages at home and in society. An individual should be regarded as bilingual regardless of the relative proficiency of the languages understood or used" (CQ3, 2006:268).

“Bilingualism is simply about [the use of] two languages” […] regardless of ability and proficiency. (Baker, 2006:2-3).

Are all bilinguals the same? Simultaneous bilingual: the acquisition of two languages together from birth, but before the age of three. Sequential bilingual: when a child learns a second language after about three years of age. It is helpful to make a distinction between learning the second language in pre-school and in the school years. Simultaneous Development This type of bilingualism is described as the acquisition of two languages together from birth, but before the age of three years. Sequential This is when a child learns a second language after about three years of age. In addressing the issue of second language acquisition for children however, it is helpful to distinguish L2 acquisition in the pre-school years from that in the school years when the child is at higher maturational levels and when literacy, reading and writing also becomes part of the total process of becoming bilingual.

How long does it take to become bilingual? A model developed by Jim Cummins (Canada 2000) looked at educational issues and examined the relationship between fluency in everyday conversation and ability to use language for academic purposes. His research suggests that children who start learning a second language after school admission may acquire a good level of fluency in everyday conversation (BICS) (Basic Interpersonal Communicative Skills) quite quickly – within two years – but it may be a long time – between five and seven years in one Canadian Study before they have caught up with average monolingual children on measures of CALP (Cognitive/Academic Language Proficiency). Knowledge of these different rates of acquisition of different aspects of language is important in understanding bilingual pupils with alleged learning difficulties - if a child appears relatively fluent in English, academic problems may be attributed to underlying learning difficulties rather than the lack of appropriate language skills. However, it could be that the surface fluency has misled the teachers/clinicians/EP into thinking the child’s language is sufficient for abstract tasks.

For children who start learning a second language after school admission: Fluency in everyday conversation within two years. BUT it may be a long time – it took between five and seven years in one study before they caught up with average monolingual children on measures of cognitive / academic language proficiency.

This is important in understanding bilingual children with alleged learning difficulties. If a child appears relatively fluent in English, academic problems may be attributed to underlying learning difficulties rather than lack of appropriate language skills.

Possible issues Bilingualism is not a Special Educational Need BUT It is expected that the same proportion of bilingual children as monolingual children will experience speech, language and communication needs. If you feel a bilingual child is not picking up English in the way you would expect – important to find out what his or her level of language is like in home language. And if necessary arrange for home language assessment.

Good practice The home language is important. Encourage parents to continue to speak their native language to their children. The communication friendly classroom. Carry out an induction for new arrivals and get as much information as possible about previous schooling and attainment and language proficiency. Do not overload new arrivals with too much direct teaching of English. Value and celebrate the languages in your school. “Bilingual children, who experience language loss in their first language, because it has not received continued support when they began to learn English, may demonstrate language profiles similar to those of bilingual children with language disorders.” (Cline & Frederickson, 1991)  Therefore, one should not advocate the use of English only either at school or home

More information Newbury Park Language of the Month London Special Interest Group (SIG) Bilingualism: http://www.londonsigbilingualism.co.uk/development.html NALDIC – National Association for Language Development in the Curriculum http://www.naldic.org.uk/eal-teaching-and-learning National Literacy Trust http://www.literacytrust.org.uk/our_network/our_current_network _theme/previous_network_themes/previous_network_theme_suppo rting_eal Newbury Park Language of the Month http://www.newburyparkschool.net/langofmonth/