F.A.Q. on Bilingual Education and Bilingualism

An opportunity with high chances of becoming truly Bilingual!

Here are some answers to frequently asked questions.

What is Bilingualism?

Bilingualism can be defined in various ways; the most common forms are simultaneous and consecutive Bilingualism: simultaneous: this happens when an individual is exposed to two languages from birth; s/he grows up and learns to function simultaneously and with almost balanced competence in these two languages i.e. two mother tongues. consecutive: this implies the learning of a second language after the mother tongue has already been established; it can take place anytime after the age of 2 and half or 3 years old. top

What is Bilingual Education?

An alternative model to traditional Education which prepares the citizen of tomorrow with the academic, linguistic and cultural competencies that today’s modern society requires. An opportunity to learn a second language and through a second language from very young.
There exist different types of Bilingual Education. The model we feel closer to is that where the two languages are being used to teach all curriculum subjects. So a child will study maths, history, science etc. in both English and Italian. This system of Bilingual Education cannot but support and develop bilingual competence, broadness of mind, appreciation of other cultures, increase job opportunities for the future, and intellectually help to think more flexibly and creatively.

Bilingualism and Bilingual education offer educational, social, economic and cultural advantages. top

How easy is it going to be to transfer my child to the Italian/British Education system after attending a bilingual school?

There should be no problem in doing so whenever the circumstances require it. The child, having been exposed to a bilingual curriculum and having acquired the necessary knowledge and skills in the various subject through the medium of both languages, should be able to integrate into a monolingual school system without having to receive extra language or curriculum subjects support.

Children who are introduced to a second language on a part-time basis (e.g. after school attendance) will still be advantaged in the sense that if this happens before the crucial age limit of 12 years, their language acquisition will be enhanced. This is seconded by a child centered environment which most respects and responds to the child’s real life experiences and interests, typical that of our Nursery and future Primary Education Programmes.

Play English after-school part-time programmes aim to offer this type of environment where PLAY is the key to learning just because playing is still so important in the young child’s life. There is no doubt that the younger the child is being introduced to a second language environment and provided that the contact with this language is continuous and consistent, the higher the chances of achieving bilingual competence. The choice of a part-time attendance, if continuous and consistent, will produce good results although on a longer term basis. Factors like motivation, self-confidence, interest and initiative play a greater role in this instance than they would in the case of children attending full-time. top

Would introducing a second language from such a young age (before the age of 2) delay the acquisition of the first or cause any kind of linguistic confusion or distress in the child?

There is no evidence in all the existing research so far that would give support to any of the above ~fears’. The simultaneous acquisition of two languages from birth may in some cases delay language production e.g. where a monolingual child may start speaking at approximately the age of 2 a bilingual child may start at the age of 2 and half. However, evidence shows that they soon bridge the gap, with the added bonus of speaking two languages instead of one!

Bilingual children go through a developmental stage, of first mixing the two languages and then learn to differentiate them. However, this must never be seen as a negative aspect of bilingualism or as something that causes confusion or language problems.

Psychologists reassure, us that children who seem to experience some difficulty in settling in, in types of schools like ours, are not doing so because they are confronted with a totally new and different language as much as because of a very normal and common difficulty in breaking away from the home environment.

It is advisable, however, to avoid such a transfer before the end of elementary education. The crucial age for bilingual development is thought to be between birth and 12. Remember, in any case, that your bilingual child will be a privileged one in a monolingual school context. top

What type of Bilingual Education does Play English propose to promote?

Play English started as a Day Nursery and Nursery School, that is taking children from the age of 1 to 6 which is the pre-school age here in Italy. With the majority of children being of Italian (monolingual) origin.

Play English’s approach is Early Immersion in a Second Language environment in order to enhance bilingualism and establish the second language, in this case English, as the second or the parallel mother tongue of the child as soon as possible.

On this premise, it has been decided to carry out our educational programmes through the medium of English and introduce the Bilingual Educational Programmes when the child reaches Elementary School Age. However, the bilingual and bicultural development of the child are fostered at all times and the use of ones’ mother tdngue is never suppressed. Communication and expressing one’s own feelings are far too important at this age of the child’s development.

All languages and cultures are valued within our school and all children are made to feel proud of and special for being able to communicate in more than one language. Our Language Policy is to use English as the main means of communication and medium of instruction, implementing the British Nursery Education curriculum.

Our teachers should be trained and qualified to teach within this framework but should also aim to have or achieve bilingual competence themselves.

The children will be exposed to an English environment at school, listening to English all the time, but under no circumstances would they be forced to speak in English before they are ready and confident to do so. They will always be encouraged to use English while in school. In a distressing situation or when communication breaks down we prefer to communicate through the child’s mother tongue and repeat key words or concepts in English. top

What is the ideal age to become bilingual?

Research carried out over the last 30 years keeps demonstrating that the ideal age for fearing a second language or becoming bilingual is from birth or at least during the pre-school years. This is because languages can be learned in a natural, effort free way, forming part and parcel of the child’s general development and growth. A child that acquires more than one language at the same time has better chances in becoming balanced bilingual without almost being aware that this is happening. top

Do the parents need to speak English? And if they do, do they have to speak to their children in English, once they have decided to put him/her in such a school?

Absolutely not. The majority of our children come from non-English speaking families and the results so far are impressive! But even parents who speak English as a second language, are discouraged from switching into English on the basis that there has been a psychological bond between the child and the parent through their mother tongue since birth. Switching languages may cause a psychological trauma and most of the times the child will refuse to communicate in any other language than in that used since the beginning.

We encourage parents to give English language support and also share their child’s school experiences by looking at books, reading stories, listening to songs and singing together, having English videos at home and so on. For the young child’s self-confidence, we always advise to let the child feel that s/he is the “teacher”. However, it is quite possible that even when these things happen, the child may still refuse to use the school language at home. This is often explained by the fact that school forms very much a part of the child’s territory where no “intruders” are allowed. Please show understanding! top

Will bilingual children have a problem of identity with two different languages and maybe cultures?

This is a common but also a ten million dollar question. It depends on so many factors and on each individual child. The family and the school have an important role to play in ensuring that the child feels positive about both identities and cultures. The emphasis is not on one culture supplanting the other; on the contrary, we endeavour to equip tomorrow’s citizens with a broader outlook, a multi-cultured background which will be invaluable to face and meet the challenges of an ever shrinking world. top

The bilingual-bicultural child will learn to function, value and adapt not only linguistically and culturally, but also in many other contexts which differ from his/her own. Bilingualism should not be seen as a threat to one’s own roots but rather as an enrichment to one’s own cultural heritage. And as Cohn Baker says: ‘The bilingual, bicultural child needs a dual repertoire of custom and culture that allow high self-esteem, a positive self-concept, an optimistic outlook on the future and a potential for choosing for oneself which cultures to accent in the future!’ top

How long does it take for my child to become bilingual?

• Research has shown that there is no set time line by which a child can become bilingual; this depends on many factors and personality characteristics.
• Research indicates that second language learners take up to two years of attendance in a bilingual programme to develop oral competency and 4 to 7 years to develop academic language proficiency in their 2nd Language.
• There are different stages of second language acquisition and these need to be respected. top

What happens if my child does not understand the language of the teacher or of his/her peers?

• No pressure is ever put on the child to perform;
• We use sheltered instruction, visuals, peer group support, body language and a number of other developmentally appropriate strategies to facilitate communication and learning.
• We try to be very mindful that language does not become a barrier in building social relationships amongst peers and between child and adults or prevent the child from learning. top

Will my child get confused? Mix languages?

• This is a myth; children do sometimes mix languages but this needs to be seen as a natural phase of second language development and which will disappear over time
• In the early stages of second language development it is important that the child has good adult language models; if adults mix languages when speaking to children then children will imitate this model. top

How do you separate languages in your day to day lessons?

• One person one language approach
• By teaching context; certain activities/lessons/subjects being
led/taught in one language
• Learning environment; on classroom displays the two languages are kept distinct by colour coding labelling. top

How and in what language will my child relate to her peers and to her teachers?

• It is natural that the child will relate to both peers and adults in her native tongue; since bonding with peers and adults is so important for learning, we aim to support and encourage children
using their mother tongue in this area for at least the initial stages of second language acquisition. top

How will I be able to encourage my child’s 2L development- or help her with her school work if I do not speak the language?

• You do not need to speak the language in order to support your child’s learning! Try to share the experience by talking about it, by inviting your child to teach you a few new words in her newly acquired language, read you a story or sing you a song! Invite school friends around and take part if at all possible in school life.
• For older children who may bring school work at home, this is normally something they can do independently, if not talk to your child’s teacher. This is an excellent opportunity to carry out research together for a unit they are studying and for you to reinforce your child’s mother tongue in that area of the curriculum. top

I can speak good English/Italian; would it help my child’s 2L development if I changed languages and started speaking to my child in English/Italian?

• The answer is definitely NOOOO!! Your child has bonded with you in the language you have been speaking to him since birth. There is research evidence which shows that by doing so this can cause psychological traumas. So not worth it! There are other ways for increasing exposure to 2nd Language outside school and these can be playing music, watching films, traveling or making friends who are speakers of that language. top

How will I know that my child is making progress?

• You will be getting ongoing feedback from his/her teachers
• Observe your child and his changing behaviours(often young children start relating to their toys by speaking to them in their newly acquired language; they also do this with siblings) top

How can I be sure that my child is not missing out or falling behind academically/developmentally or linguistically when compared to her monolingual peers?

• Ideally such comparisons are best to be avoided at the beginning; Second language acquisition like any other type of learning is a process and takes time; progress looks different for every child; unless your child suffers from some form of learning difficulty, learning a second language will not hold him behind linguistically or academically. Longitudinal studies have shown that bilingual children tend to overtake their monolingual counterparts in both academic and linguistic performance. (V. Collier & Wayne Thomas 1988) top

When I ask my child to tell me the colours in English she replies she does not know them; yet she has been attending this school for three years now. I feel she is not learning…

• Language learning like any other learning takes place in a context; children relate their new language learning experience with school and the adults who speak it in school; being asked to use it in a context which for them is not a natural one may discourage children from using it and in some cases they do respond by “I do not know” or totally “ shut down”.
• Parents are encouraged not to put children under pressure to perform or question them/test them in a language which is not shared in the home environment. top