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.

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