Bilingual For Fun™ » 2-4 year

English Speaking Playgroups Starting in S. Saba, Rome

Bilingual For Fun — Thu, 12 Nov 2009 10:49:28 +0000

Playgroups are kicking off in Rome, at S.Saba, thursdays at 17.30.

Playgroups motivate children to speak the minority language, which is normally the language spoken just by mom or dad and becomes instead the language spoken by children too as well as a necessary means to communicate in an environment where no other language is spoken.

However Playgrous are important for parents too, as they find an opportunity to share experiences about raising bilingual children and boost their own motivation. In fact demotivation and the consequent inconsistency in applying the chosen method is the main reason why many families are disappointed about their children’s bilingualism.

The Playgroups are for preschooler, i.e. up to 6 years old, max 7, and take place on Thursday at 17.30 in S. Saba, Rome of course.

For more information please contant Bilingue Per Gioco at 320 1156419 or bilinguepergioco AT yahoo DOT com.

Image from A Journey Round My Skull

Tv, children and language, part 2

Bilingual For Fun — Thu, 03 Sep 2009 08:41:47 +0000

We mentioned earlier that there are two fundamentals questions that need to be answered with regards to TV and bilingualism

How bad is TV for children?
Do TV and DVD support language learning?

Here we’ll look at second question and see what experts think about it.

Very young children learn from interactions, i.e. from playing and talking with real people, they don’t learn from passive devices like TV and DVD. However as they grow up, around school age, TV and DVD can indeed become a support tool to language learning. This is confirmed by research, let me just mention few articles on the subject, like Television Viewing in Infancy and Child Cognition at 3 Years of Age or, again, Christakis’ article, as well as a book: The Bilingual Hedge, the only book among the many I read on bilingualism that explores in depth the impact of TV and media on language development at different ages, giving very useful advice to parents on when to introduce these tools and how to optimise their impact.
Infants’ (o to 3) exposure to TV and impact on language and cognitive development. There is no evidence that any form of DVD or TV program can enhance (first) language development, in fact several studies suggest the opposite, that early TV watching is correlated to speech delay and later on to poorer scholastic performance.
Preschoolers (3 to 5) exposure to TV and cognitive development. It has been observed that good educational programs can in fact have positive impact on children.
School age children’s exposure to TV and language learning. Finally, the positive message you might have been looking for. Yes, watching TV or DVD in the minority language can help language acquisition at school age and above. In fact the fact that English skills are so far better in Nordic countries seems to be linked to the fact that movies there are normally not dubbed but shown in the original version, with subtitles. Mind you, this is not good enough a reason to seat a 6 year old in front of the TV for 4 hours a day. An interactive environment is always to be preferred.
Older children, TV and video games. Both TV, or DVD, and video games can be used to support language acquisition of older children and teenagers. They can provide an entertaining and interesting activity AND exposure to the language. The key issue there is that parental supervision is essential to make sure that the content is suitable for the young person’s age and, of course, that the environment is safe.
You can promote and support language learning with few tricks. We already covered this topic on the post How reading, DVDs and even videogames can become an opportunity for language stimulation

BILINGUALISM STEP BY STEP

1. Propose programs to children that are most suitable to their age
2. Watching television with your children.
3. Do not use the television as a punishment or reward.
4. Do not use the TV as baby-sitter
5. Establish with the children the time to devote to TV
6. Prevent children from watching television before going to school.
7. Prevent children from watching television just before bedtime.
8. Keep the TV off during mealtimes and homeworks.
9. Do not give the child the remote control.
10. Do not place a TV in your children’s bedroom.
11. Use DVDs rather than TV.
12. Seek viable alternatives to television.
13. Have books suitable for exploring topics your children are interested in.
14. Pay attention to the “conditions” of the vision and listening, i.e. no dark in the room and not too high volume.
15. Check the quality and quantity of food taken in front of the television

TV, children and language, part 1

Bilingual For Fun — Tue, 01 Sep 2009 08:30:49 +0000

TV and DVD are often part of children’s lives, and more and more are used to “teach” children a language. Is this right or wrong? Is TV a language learning tool or a brain killing device? I have done some research on the subject and I want to share the results with you. With regards to TV two are the fundamentals questions:

How bad is TV for children?
Do TV and DVD support language learning?

We’ll look here at the first question and in a next post at the second, the sources for the information give below are some articles as well as information given by pediatricians and psychologists at conferences.

How good or how bad TV is for children depends from:

How much, hours per day
What, content
How, context

HOW MUCH

Under 2 years the best TV is no TV. The American Academy of Pediatrics recommends no television at all for children under 2 and no more than 1 to 2 hours per day of quality programming for older children. They don’t deny that TV might have some potential positive effects “such as the promotion of positive aspects of socialbehaviour (eg, sharing, manners, and cooperation)”, but stress how the negative effects outweigh them to the point that TV can do real harm: “Research has shown primary negative health effectson violence and aggressive behaviour; sexuality; academic performance; body concept and self-image; nutrition, dieting, and obesity; and substance use and abuse patterns”.
TV instead of? A largely underestimated point is that one of the main side effects of TV is depriving children of opportunities for more stimulating and enriching activities. A show might be not too bad in itself, but odds are that it is far worse than talking with mommy, going out to play with daddy or reading a book with granny (providing mommy, daddy or granny would have time for any of these activities of course). See The effects of infant media usage by Christakis, a very interesting and comprehensive article; if you prefer something a little less comprehensive though read this review, which highlights some key points all parents should be aware of.

WHAT

Not all contents are the same, choose wisely. TV programs are particularly detrimental, both the programs and the commercials are not suitable for children. Neither their format, too fast and too noisy, nor the contents, too much violence, sex, and consumstic messages, respect children’s sensitivity and needs. However quality programs do exist, often available on DVD.
Quality programs share some common elements:
- Slow pace, very slow for young children. Pace is probably one of the main indicators of quality, yet programs are becoming faster and faster. Children that watch a lot of these programs are more likely to have attentions problems, you can call it ADHD (Attention Deficit Hyperactivity Disorder), or in simple terms it could just be that the teacher at school will be just to slow for them and they won’t be able to concentrate on what she’s saying. Bottom line, they won’t learn.
- Educational content (see Christakis)
- Easthetics. Yes, programs for children should be beautiful and teach them to recognize and value creativity and artistic beauty. The standardised cartoons kill children creativity, if a child cannot think of anything else to draw than a character from a popular cartoon parents should worry, a lot. There are thousand of reasons why a child with no creativity or fantasy should be pitied, but let me also add a more pragmatic consideration: for adults creativity is also a key component of professional success.
This for instance in unquestionably a very high quality children video: . and you’ll find more of these videos here.

Watch out for the news. News are bad for children, they often represent shocking events. Children are deeply impressed but cannot understand nor rationalize what they see.
Remain in control. Several studies suggest that the content and context of TV exposure might be even more important than the quantity of TV children watch, particularly for children above 3 (Christakis). An important consequence is that parents should always choose what they watch, hence no TV in the children’s bedroom and no remote controller in children’s hands.

HOW

Daddy, seat here please. Adults should watch TV together with children, this point is stressed by all experts but largely underestimated by parents. It is true that our lives are often stressful and that parents might really need some 15 minutes break to take a shower or cook dinner, we all know this. But the point is, whenever possible watch CD and DVD with children. This is even more important if the show is in the minority language. Elaborate on what is happening on the screen, ask the child to comment it, make it interactive. Always remember that children, and adults, learn from interaction (Christakis).
Switch the light on, please. Imagine the child watching TV: body is completely still and the only active sense is sight, he’s there in the dark, immobilised, while eyes keep moving. Doesn’t this sound like dreaming? It does. When a child watches TV it’s like he was dreaming. Problem is, in dreams there is a strong identification. Dreams are REAL for the dreamer. Imagine the same happening to a child watching violence on TV, and you’ll see that something is wrong.
Background TV is bad too. The fact that the child is not watching TV doesn’t mean that TV is not on, it’s not the same. Background TV affects children attention spans too and short attention spans are bad, because they mean that children cannot concentrate for long enough to understand and learn.

Few more points I found very interesting:

Emotions come first, words follow. Emotions are immediate, while words require a lot of processing. This is an important point, because discussing things with children is not always a solution, it might well be that before you even start a discussion a deep emotional impact has already happened that is difficult to undo.
Whatever arouses emotions that cannot be controlled leads to dependency. This is a fascinating and at the same time very scary concept. The idea is that dependency happens towards things, people, or events that arouse emotions or feelings on which the person has no control whatsoever. TV is by definition a passive mean, there is no way to influence what is going to happen next on the screen, although analysing, reasoning on and elaborating what ones see helps making the viewer less passive, hence less dependent. In fact TV addiction has been found to be very similar to drug addiction.
TV is also linked with obesity. Avoid by all means the habit of eating snacks in front of TV and make sure you lead by example

BILINGUALISM STEP BY STEP

Aaron Escobar

Bilingualism at 23 months, III

Bilingual For Fun — Fri, 21 Aug 2009 13:50:22 +0000

One interesting component of A.’s recent speech development is that he now sings! Music has always been a strong presence in his life, I always played lot’s of music for him and sang to him. He never used a pacifier, or a comfort object or anything like that, all he needs to calm down and be reassured is a couple of songs. Until recently he would hum the tune of some songs he liked, and he danced a lot (he’s so funny when he dances!). But now he sings and often enough he starts singing on his own! He doesn’t sing the whole song of course, just the key words of the songs he loves best, like Happy Birthday (right now it’s Happy Birthday every day), Twinkle Twinkle little star, Old MacDonald, Yuppy Ya Ya, Hey diddle diddle and few more.

This is great, for two reasons:

We have great fun, we both love it!
It’s an easy and effective way to stimulate him to talk. We sing a song and then I stop and let him finish the line, I might repeat the trick a few times until he catches it and starts using the right word to complete it. And then we have a good laugh.

These are great moments of sharing and complicity for us, but also an excellent opportunity for him to learn new words without even realizing. Incidentally, I never ask him to “repeat” words when we talk, I stimulate him by repeating words to him at any possible opportunity, but I don’t urge him to actually say them. The one and only thing I taught him by “nagging” is to answer the question “How old are you?”

Now that I think about it, I believe that asking him to SAY a certain word would be really annoying, but singing is a completely different story. My view is that the child doesn’t feel any pleasure in repeating a word, what’s the point? However singing and completing a line is not only very satisfying, it’s almost compulsive! Do you remember Roger Rabbit when he can’t resist to the tune “Shave and a haircut…” and has to jump out to finish it with “two bits!”, well, something like that! (I can’t find the video, pity…)

A very picky person, like me, could still observe that singing might be very different from using the language actively. One thing is to say Apple because I want an apple, another one is to sing diddle diddle or ia ia hoooo because that’s how the song goes, without having any clue about the meaning of these “sounds”. I thought about but couldn’t find any literature on this, so I can’t say anything for sure, however i do have a view. I think that in fact some words are just sounds that the child sings just because he learnt the song. Other words though are daily words, that he normally hears and understands, for this words singing might be the first way to try them out, to actually say them, but from there to using them in speech it shouldn’t take much. I’ll see how it goes and I’ll let you know…

See here for Bilingualsim at 23 months, I and Bilingualism at 23 months, II

BILINGUALISM STEP BY STEP

Today’s homework is, easy enough to guess, to sing. In the minority language of course…. If you don’t normally sing this is a great opportunity to start. Buy a CD (here some suggestions in English, French and German ), listen to it few times, choose few songs both you and your children like, look the words up on Google and there you go. Sing them, anytime: in the car, when bathing the kids, before going to bed, etc.

If you already do that, start using the songs to stimulate your children to talk. Just sing and stop before the last word of the line.

By the way: children have their own taste. They won’t hear about some songs, no matter how nice, and they’ll love others. Listen to them, watch them, and go for the songs they like best, don’t force music on them.