Bilingual pre-schoolers

With a little determination a foreign language can be learned at any age. Researchers point out, however, that the first six years of life are the “strategic” time when we acquire the language most effectively and lay the foundation for natural bilingualism in the future.

Pre-school children are particularly susceptible to acquiring language skills. They link objects and activities directly to words and thus spontaneously begin to understand and think in the language. They are also not discouraged by mistakes, because they are only just developing proper speech as such. They are also excellent at imitating sounds, which allows them to adapt their speech apparatus to the articulation of the sounds characteristic for the language. This makes it easier for them to acquire a native-like accent.

Researchers at York University in Toronto claim that bilingual children have a more developed understanding of the structure of language and are more able to solve tasks — not only linguistic ones! On the other hand, professor J.F. Kroll of the University of California claims that this may be a consequence of the fact that the brain, by learning to self-control in alternating language use, is simply exercising its natural ability to concentrate.

Furthermore, a recent study by developmental psychologists at the University of Zurich in Switzerland showed that bilingualism has a positive effect on overall communication ability. The experiment showed that bilingual children adapt better to their interlocutors and communicate more effectively. Bilingualism forces them to use different communication styles and thus increases the range of meanings that are understood.

Two languages mean more advantages

Bilingual children find their way more easily into new social and cultural situations. They are better at planning, analysing or thinking abstractly. They are more creative and learn new things more easily, especially more foreign languages. They reach the next stages of mental development earlier. They learn to speak and read earlier than monolingual children. Statistically, they find their way more easily into the labour market in the future, achieving a higher professional and financial position.

Speaking more than one language on a daily basis also has positive effects on brain health and condition. Scientific studies have shown that bilingual people perform better in tests on speed of information processing and memory. On average, they will show signs of dementia and Alzheimer’s disease more than 4 years later.

Bilingualism is also observed to have a beneficial effect on emotional development. Growing up in an atmosphere of knowledge and respect for different cultures and languages helps to develop identity, tolerance and self-confidence.

So, how to shape a child’s natural bilingualism?

It is believed that a critical factor in acquiring a foreign language is to become well acquainted with it. Even if we don’t understand much at first, the neural tissue in the brain structures responsible for language learning grows, preparing us to use the new “tool”.

There are several centres in the human brain responsible for language acquisition and use. What they all have in common is that they are very plastic. With practice, they can be developed and enlarged. The more intensively we use the brain structures responsible for the acquisition of speech, the faster they develop, making further learning easier. To make progress fast and visible, learning has to be very intensive.

Language immersion is the most effective

In order for a child to develop language skills correctly, it is important that the he or she has frequent contact with language in a natural, everyday context. This gives the child a chance to associate words and sentences with concrete situations and emotions, to learn by observation, and above all to test his/her own ability to influence reality using language.

This ‘absorption’ of the language is called linguistic immersion. It is also the learning method currently considered to be the most effective way of developing natural bilingualism in children.

How does it look in practice?

Using immersion in teaching the language is about creating opportunities for children to have daily and engaging contact with a foreign language to when they are abroad.

In the case of bilingual kindergartens, such as KIDS&Co. the group of preschoolers is supervised throughout the day by a teacher who communicates with the children only in English. This may also be a natural Polish speaker (such a situation is even preferred when working with younger children due to their communication barriers), but who only speaks English in the kindergarten. It is important that for children it is a person speaking only English, motivating them to use this language. Moreover, in this method (one person — one language) it is easier for the toddlers to “jump” between languages.

Some of the classes are conducted entirely in English, there are pictures and teaching aids in the showcases both in Polish and English, sometimes there are video meetings with children from friendly kindergartens all over the world. The entire daily schedule, which consists of learning, games, excursions and communication with the caretakers, is carried out simultaneously in two languages, Polish and English. In the child’s mind these two linguistic realities intermingle and are equally practical.

At first, a child “immersed” in a new language will mainly distinguish rhythm and intonation. Then he or she will begin to understand single words and gradually grasp the differences between nouns and verbs, while finding it easier to communicate with the help of the former. He or she will carelessly mix languages and use Polish and English expressions alternately, as he/she feels comfortable. The next stage is the ability to formulate sentences, at first simple, with time increasingly complex and grammatically and linguistically correct. And from here it is only a step to bilingualism.

Foreign language immersion and children’s sense of security — the advantage of bilingual kindergartens

Bilingual kindergartens have a significant advantage over purely English-speaking institutions. The presence of a Polish-speaking tutor gives the children a much greater comfort and sense of security. This is particularly evident in the case of the more sensitive ones, or when a toddler has natural adaptation difficulties.

For young children, a moderate approach to allowing the mother tongue in foreign language teaching works best. The foreign language should be used as much and as often as possible, in varied situational contexts. However, it is sometimes useful for the second teacher to switch to the mother tongue in order to make sure that the child has understood an instruction or a new word whose meaning is not apparent from the context and is difficult to explain non-verbally. Ideally, teachers or parents should then apply the ‘sandwich’ principle, i.e. repeating the same thing in both languages.

Effective educational techniques and games

Pre-schoolers are easily distracted. To avoid this, we should change the type of exercise frequently, e.g. movement exercise — colouring book — song. Exercises should be short and children should be included in a random order so that they don’t have time to get distracted. It is also good if the ‘lesson’ has a clear and constant structure, e.g. a song or rhyme to start and end the activity.

Teaching pre-schoolers will be effective if our exercises are focused on here and now, on simple commands and on learning the vocabulary which surrounds the children and on familiarising them with the language. The introduced material must be repeated many times through poems, songs, rhymes (rhythmising for memorising content is an effective mnemonic), riddles or theatre plays.

For younger children, methods that appeal to their natural mobility and desire to explore work best. It is of course useful to use techniques borrowed from many different methods, but natural and total body response (TPR) will work very well. TPR involves following instructions given by the teacher and combining movement with learning the language.

If we want to teach young children a foreign language, we must ensure that they feel safe. The emotional reactions of pre-schoolers are very strong and spontaneous. They focus mainly on listening, playing and physical activity. They are not yet able to control their concentration well, and they only take action when they feel ready to do so. The presence of a kind teacher is therefore one of the most important factors for success in learning. It builds motivation and shows that learning a language is something interesting and enjoyable. The natural method focuses on giving the child a sense of security. It assumes that if learning is accompanied by positive emotions, language is absorbed subconsciously and quickly. The teacher therefore uses simple language with normal actions, lots of facial expressions and gestures, repeating statements in different ways. He or she welcomes signs of understanding, but does not force the child to speak if he or she is not yet ready. This method is similar to the way a child learns their first language.

Patiently moving towards the goal

When working with preschool children, you have to reckon with the fact that lessons will not always go as you wish. The child will often prefer to watch what is going on during the lessons rather than actively participate in them.

This may give a fear that there is nothing left in the toddler’s head. Poor response from pre-schoolers, unwillingness to repeat or quick forgetting of already learnt vocabulary is due to the specific emotional and speech development of children at this age. However, this does not mean that learning is in vain.  On the contrary, the full potential of a child’s future linguistic freedom is formed through patient training.

Our experience at KIDS&Co. shows that if the learning starts early enough, the graduates of our kindergartens are comfortable with English in everyday functioning, and at school with these skills they are more self-confident and better prepared for the future challenges.