Bilingual Children Quotes

All their lovers' talk began with the phrase "After the war". After the war, when we're married, shall we live in Italy? There are nice places. My father thinks I wouldn't like it, but I would. As long as I'm with you. After the war, if we have a girl, can we call her Lemoni? After the war, if we've a son, we've got to call him Iannis. After the war, I'll speak to the children in Greek, and you can seak to them in Italian, and that way they'll grow bilingual. After the war, I'm going to write a concerto, and I'll dedicate it to you. After the war, I'm going to train to be a doctor, and I don't care if they don't let women in, I'm still going to do it. After the war I'll get a job in a convent, like Vivaldi, teaching music, and all the little girls will fall in love with me, and you'll be jealous. After the war, let's go to America, I've got relatives in Chicago. After the war we won't bring our children with any religion, they can make their own minds up when they're older. After the war, we'll get our own motorbike, and we'll go all over Europe, and you can give concerts in hotels, and that's how we'll live, and I'll start writing poems. After the war I'll get a mandola so that I can play viola music. After the war I'll love you, after the war, I'll love you, I'll love you forever, after the war.

Can you read?" the boy said at last. "Of course," said Arrietty. "Can't you?" "No," he stammered. "I mean--yes. I mean I've just come from India." "What's that got to do with it?" asked Arrietty. "Well, if you're born in India, you're bilingual. And if you're bilingual, you can't read. Not so well." Arrietty stared up at him: what a monster, she thought, dark against the sky. "Do you grow out of it?" she asked. He moved a little and she felt the cold flick of his shadow. "Oh yes," head said, "it wears off. My sisters were bilingual; now they aren't a bit. They could read any of those books upstairs in the schoolroom." "So could I," said Arrietty quickly, "if someone could hold them, and turn the pages. I'm not a bit bilingual. I can read anything.

imagine telling someone that learning French would ruin their kid’s English, hurt their brain. Usually people scoffed at her and February would nod. It did sound ridiculous. And yet, though fear of bilingualism in two spoken languages had been dismissed as xenophobic nonsense, though it was now desirable for hearing children to speak two languages, medicine held fast to its condemnation of ASL.

Parents who listen to their children read are engaging in a most valuable activity.

Learning another language diminishes prejudice towards those who are different

Children inherit the qualities of the parents, no less than their physical features. Environment does play an important part, but the original capital on which a child starts in life is inherited from its ancestors. I have also seen children successfully surmounting the effects of an evil inheritance. That is due to purity being an inherent attribute of the soul. Polak and I had often very heated discussions about the desirability or otherwise of giving the children an English education. It has always been my conviction that Indian parents who train their children to think and talk in English from their infancy betray their children and their country. They deprive them of the spiritual and social heritage of the nation, and render them to that extent unfit for the service of the country. Having these convictions, I made a point of always talking to my children in Gujarati. Polak never liked this. He thought I was spoiling their future. He contended, with all the vigour and love at his command, that, if children were to learn a universal language like English from their infancy, they would easily gain considerable advantage over others in the race of life. He failed to convince me. I do not now remember whether I convinced him of the correctness of my attitude, or whether he gave me up as too obstinate. This happened about twenty years ago, and my convictions have only deepened with experience. Though my sons have suffered for want of full literary education, the knowledge of the mother-tongue that they naturally acquired has been all to their and the country’s good, inasmuch as they do not appear the foreigners they would otherwise have appeared. They naturally became bilingual, speaking and writing English with fair ease, because of daily contact with a large circle of English friends, and because of their stay in a country where English was the chief language spoken.

Chantelle has three older brothers. Their parents are divorced, so they spend the weekdays at their mother and stepfather’s house, and the weekends at their father’s house. She says that it’s fun to belong to two places. I know what she means.

[L]et us imagine a mirror image of what is happening today. What if millions of white Americans were pouring across the border into Mexico, taking over parts of cities, speaking English rather than Spanish, celebrating the Fourth of July rather than Cinco de Mayo, sleeping 20 to a house, demanding bilingual instruction and welfare for immigrants, opposing border control, and demanding ballots in English? What if, besides this, they had high rates of crime, poverty, and illegitimacy? Can we imagine the Mexicans rejoicing in their newfound diversity? And yet, that is what Americans are asked to do. For whites to celebrate diversity is to celebrate their own declining numbers and influence, and the transformation of their society. For every other group, to celebrate diversity is to celebrate increasing numbers and influence. Which is a real celebration and which is self-deception? Whites—but only whites—must never take pride in their own people. Only whites must pretend they do not prefer to associate with people like themselves. Only whites must pretend to be happy to give up their neighborhoods, their institutions, and their country to people unlike themselves. Only whites must always act as individuals and never as members of a group that promotes shared interests. Racial identity comes naturally to all non-white groups. It comes naturally because it is good, normal, and healthy to feel kinship for people like oneself. Despite the fashionable view that race is a socially created illusion, race is a biological reality. All people of the same race are more closely related genetically than they are to anyone of a different race, and this helps explain racial solidarity. Families are close for the same reason. Parents love their children, not because they are the smartest, best-looking, most talented children on earth. They love them because they are genetically close to them. They love them because they are a family. Most people have similar feelings about race. Their race is the largest extended family to which they feel an instinctive kinship. Like members of a family, members of a race do not need objective reasons to prefer their own group; they prefer it because it is theirs (though they may well imagine themselves as having many fine, partly imaginary qualities). These mystic preferences need not imply hostility towards others. Parents may have great affection for the children of others, but their own children come first. Likewise, affection often crosses racial lines, but the deeper loyalties of most people are to their own group—their extended family.

Study Questions Define the terms deaf and hard of hearing. Why is it important to know the age of onset, type, and degree of hearing loss? What is the primary difference between prelingual and postlingual hearing impairments? List the four major types of hearing loss. Describe three different types of audiological evaluations. What are some major areas of development that are usually affected by a hearing impairment? List three major causes of hearing impairment. What issues are central to the debate over manual and oral approaches? Define the concept of a Deaf culture. What is total communication, and how can it be used in the classroom? Describe the bilingual-bicultural approach to educating pupils with hearing impairments. In what two academic areas do students with hearing impairments usually lag behind their classmates? Why is early identification of a hearing impairment critical? Why do professionals assess the language and speech abilities of individuals with hearing impairments? List five indicators of a possible hearing loss in the classroom. What are three indicators in children that may predict success with a cochlear implant? Identify five strategies a classroom teacher can use to promote communicative skills and enhance independence in the transition to adulthood. Describe how to check a hearing aid. How can technology benefit individuals with a hearing impairment?

C18: A child is autistic or has Asperger's syndrome. Should we use one language only with the child? Children diagnosed with a specific autism spectrum disorder have a greater or lesser degree of impairment in language and communication skills, as well as repetitive or restrictive patterns of thought and behaviour, with delays in social and emotional development. Such children use language in restricted ways, expecting much consistency in language and communication, and are less likely to learn through language. However, such children may experience the social and cultural benefits of bilingualism when living in a dual language environment. For example, such children may understand and speak two languages of the local community at their own level. Like many parents of children with language impairment, bilingualism was frequently blamed by teachers and other professionals for the early signs of Asperger's, and a move to monolingualism was frequently regarded as an essential relief from the challenges. There is almost no research on autism and bilingualism or on Asperger's syndrome and bilingualism. However, a study by Susan Rubinyi of her son, who has Asperger's syndrome, provides insights. Someone with the challenge of Asperger's also has gifts and exceptional talents, including in language. Her son, Ben, became bilingual in English and French using the one parent–one language approach (OPOL). Susan Rubinyi sees definite advantages for a child who has challenges with flexibility and understanding the existence of different perspectives. Merely the fact that there are two different ways to describe the same object or concept in each language, enlarges the perception of the possible. Since a bilingual learns culture as well as language, the child sees alternative ways of approaching multiple areas of life (eating, recreation, transportation etc.) (p. 20). She argues that, because of bilingualism, her son's brain had a chance to partly rewire itself even before Asperger's syndrome became obvious. Also, the intense focus of Asperger's meant that Ben absorbed vocabulary at a very fast rate, with almost perfect native speaker intonation. Further Reading: Rubinyi, S. (2006) Natural Genius: The Gifts of Asperger's Syndrome . Philadelphia & London: Jessica Kingsley Publishers.

There are exceptions to this sequential pattern. In a language majority context, children sometimes learn to read in their second language. For example, in Canada children from English-speaking homes take their early years of education through French. Hence, they may learn to read in French first, and English a little later. This usually results in fully biliterate children. Learning to read in French first will not impede later progress in learning to read English.

how bilingualism has been shown to benefit • bilingual children’s precocious knowledge of language, • their enhanced cognitive development in general, and • the social and cultural growth they experience.

I raised you to care deeply, too much so. About words, for one thing. All those years spent working as a bilingual teacher’s aide, undoing what Khmer children learned at home, perhaps it had made me paranoid. I thought I needed to ensure your fluency in English, in being American. The last thing I had wanted was for you to end up like your Ba—speaking broken English to angry customers, his life covered in the grease of cars belonging to men who were more American. So I read to you as much as I could, packed your room with dictionaries and encyclopedias, played movies in English constantly in the background, and spoke Khmer only in whispers, behind closed doors. No wonder mere words affected you so much. Even now, you still think language is the key to everything. And that’s my fault—I thought the same thing.

On growing up internationally - from the Daughter of Copper. And so, with the greatest of ease, both as children and adults, we float back and forth between our two languages and cultures, seamlessly navigating the moments of time and place that define us.

Recent research has also documented that bilingual children are better at theory of mind tasks (Rubio-Fernandez, 2017).

The research evidence suggests that a better approach is to strive for additive bilingualism—the maintenance of the home language while the second language is being learned. This is especially true if the parents are also learners of the second language. If parents continue to use the language that they know best with their children, they are able to express their knowledge and ideas in ways that are richer and more elaborate than they can manage in a language they do not know as well. Using their own language in family settings is also a way for parents to maintain their own self-esteem, especially as they may have their own struggles with the new language outside the home, at work, or in the community. Maintaining the family language also allows children to retain family connections with grandparents or relatives who do not speak the new language.

There had to be something near racial parity in the early stages because setting up the infernal machine required at least as many Europeans as Africans. Consequently, the original contact language had to be not too far from the language of the slave owners. Because at this stage Europeans were teaching Africans what they had to do, the contact language had to be intelligible to native speakers of the European language. Because so many interactions were between Europeans and Africans, the latter would have much better access to that European language than at any later stage in plantation history. We should remember that Africans, unlike modern Americans, do not regard monolingualism as a natural state, but expect to have to use several languages in the course of their lives. (In Ghana, our house-boy, Attinga, spoke six languages-two European, four African-and this was nothing out of the ordinary.) But as soon as the infrastructure was in place, the slave population of sugar colonies had to be increased both massively and very rapidly. If not, the plantation owners, who had invested significant amounts of capital, would have gone bankrupt and the economies of those colonies would have collapsed. When the slave population ballooned in this way, new hands heavily outnumbered old hands. No longer did Europeans instruct Africans; now it was the older hands among the Africans instructing the new ones, and the vast majority of interactions were no longer European to African, the were African to African. Since this was the case, there was no longer any need for the contact language to remain mutually intelligible with the European language. Africans in positions of authority could become bilingual, using one language with Europeans, another with fellow Africans. The code-switching I found in Guyana, which I had assumed was a relatively recent development, had been there, like most other things, from the very beginning. In any case, Africans in authority could not have gone on using the original contact language even if they'd wanted to. As we saw, it would have been as opaque to the new arrivals as undiluted French or English. The old hands had to use a primitive pidgin to communicate with the new hands. And, needless to add, the new hands had to use a primitive pidgin to communicate with one another. Since new hands now constituted a large majority of the total population, the primitive pidgin soon became the lingua franca of that population. A minority of relatively privileged slaves (house slaves and artisans) may have kept the original contact language alive among themselves, thus giving rise to the intermediate varieties in the continuum that confronted me when I first arrived in Guyana. (For reasons still unknown, this process seems to have happened more often in English than in French colonies.) But it was the primitive, unstructured pidgin that formed the input to the children of the expansion phase. Therefore it was the children of the expansion phase-not the relatively few children of the establishment phase, the first locally born generation, as I had originally thought-who were the creators of the Creole. They were the ones who encountered the pidgin in its most basic and rudimentary form, and consequently they were the ones who had to draw most heavily on the inborn knowledge of language that formed as much a part of their biological heritage as wisdom teeth or prehensile hands.

What enables a child not only to learn words, but to put them together in meaningful sentences? What pushes children to go on developing complex grammatical language even though their early simple communication is successful for most purposes? Does child language develop similarly around the world? How do bilingual children acquire more than one language?

Ensure the child has the opportunity to read and write in the minority or heritage language. Parents can write with their children the important wise

One example of the pay-off for a parent using a minority language is when the children are in their teenage years. If a language minority mother or father has ignored their first language and speaks the majority language to her children, problems can arise. The majority language may be spoken with a ‘foreign’ accent (see Glossary), the language used may be perceived by the teenager as incorrect. One outcome might be that the teenager is embarrassed, the parent mocked and held in disdain, and the minority language hated. If such a language minority mother speaks her minority language instead, she may retain more prestige and credibility, and be more respected by the teenager.

If children live with criticism, they learn to condemn. If children live with hostility, they learn to fight. If children live with ridicule, they learn to be shy. If children live with shame, they learn to feel guilty. If children live with tolerance, they learn to be patient. If children live with encouragement, they learn confidence. If children live with praise, they learn to appreciate. If children live with fairness, they learn justice.

If children live with criticism, they learn to condemn. If children live with hostility, they learn to fight. If children live with ridicule, they learn to be shy. If children live with shame, they learn to feel guilty. If children live with tolerance, they learn to be patient. If children live with encouragement, they learn confidence. If children live with praise, they learn to appreciate. If children live with fairness, they learn justice. If children live with security, they learn to have faith. If children live with approval, they learn to like themselves. If children live with acceptance and friendship, they learn to find love in the world

When children come from language minority backgrounds, working towards integration between their two cultures and languages may require more emphasis on the minority language, particularly in the early years. To counterbalance the effect of the dominant majority language, there may need to be two objectives. First, ensuring the child feels secure and confident in the minority language and culture. Second, to ensure that the child is taught the advantages of biculturalism (see Glossary), the value of harmony between cultures and languages, and not taught that conflicting competition is the inevitable outcome of two languages and cultures in contact.

When children are younger, one possible solution is to extend the range of language experiences in their less preferred language, for example, staying with grandparents or cousins, visits to enjoyable cultural festivals, a renewal in the language materials and other language stimuli in the home for that weaker language (e.g. videos, pop records, the visits of cousins). If both parents read to, or listen to the child reading before bedtime, or if the language of family conversation at the meal table is manipulated to advantage, then subtly the language balance of the home may be readjusted.

When language is separated along divisions of different people, different contexts, even different times of the week or day, a child is learning that language compartmentalisation exists. Mixing may still occur early on, but boundaries enable a smooth transition to a stage where children keep their languages relatively separate.

Children become socialized into the patterns of speaking that they hear others use. That includes both separating two (or more) languages and using both when this is acceptable.

unlike Winston, she had grasped the inner meaning of the Party's sexual puritanism. It was not merely that the sex instinct created a world of its own which was outside the Party's control and which therefore had to be destroyed if possible. What was more important was that sexual privation induced hysteria, which was desirable because it could be transformed into war-fever and leader-worship. The way she put it was: "When you make love you're using up energy; and afterwards you feel happy and don't give a damn for anything. They can't bear you to feel like that. They want you to be bursting with energy all the time. All this marching up and down and cheering and waving flags is simply sex gone sour. If you're happy inside yourself, why should you get excited about Big Brother and the Three-Year Plans and the Two Minutes Hate and all the rest of their bloody rot?" That was very true, he thought. There was a direct intimate connection between chastity and political orthodoxy. For how could the fear, the hatred, and the lunatic credulity which the Party needed in its members be kept at the right pitch, except by bottling down some powerful instinct and using it as a driving force? The sex impulse was dangerous to the Party, and the Party had turned it to account. They had played a similar trick with the instinct of parenthood. The family could not actually be abolished, and, indeed, people were encouraged to be fond of their children, in almost the old-fashioned way. The children, on the other hand, were systematically turned against their parents and taught to spy on them and report their deviations. The family had become in effect an extension of the Thought Police. It was a device by means of which everyone could be surrounded night and day by informers who knew him intimately. (2.3.25-27) Julia teaches Winston about her musings on the dangerous effects of sex on loyalty to the Party: The Party not only seeks to sever private loyalties in encouraging chastity, but also to control its constituents’ use of time by advocating the abolition of sex at all.

The principal of Bennett-Kew Elementary School in Inglewood, California, whose student body is 52 percent Hispanic and 45 percent black, raised these children’s reading levels from the third percentile to the fiftieth percentile in just four years. But she was threatened with loss of money because she used phonics instead of the mandated “whole-language” teaching methods and taught exclusively in English, instead of using the “bilingual” approach required by education authorities. The fact that she was succeeding where others were failing carried no weight with state education officials.

Heijden (1999, 138) maintains that bilingual children follow the same order as native children during their course of acquiring word-formation paterns (compounding or derivation) of their target languages. Hence, bilingual children acquiring English show a preference for compounding of English language, while, on the other hand, if their other language favors derivation over compounding (e. g., Polish language), they show a preference for derivation. On the other hand, adult L2 learners, regardless of their L1 and L2 Productivity, show a common preference for compound words of their target of language; preference which is due to the morphological clarity that compound words own over derived words (Prude, C. 1993, 71).

People always ask me what is my favourite thing about Trinidad. It is a hard question because ! love the beaches and the music of Trinidad, but... I think the food is the best of all!

Speakers of two or more languages are said to be more creative thinkers.34 Studies have also shown that bilingual children have better-developed metalinguistic awareness (the ability to think about words and language as abstract things). This may help them learn to read earlier.35 Plus, being bilingual in childhood makes picking up another language easier.36

Nowhere in all this elaborate brain circuitry, alas, is there the equivalent of the chip found in a five-dollar calculator. This deficiency can make learning that terrible quartet—“Ambition, Distraction, Uglification, and Derision,” as Lewis Carroll burlesqued them—a chore. It’s not so bad at first. Our number sense endows us with a crude feel for addition, so that, even before schooling, children can find simple recipes for adding numbers. If asked to compute 2 + 4, for example, a child might start with the first number and then count upward by the second number: “two, three is one, four is two, five is three, six is four, six.” But multiplication is another matter. It is an “unnatural practice,” Dehaene is fond of saying, and the reason is that our brains are wired the wrong way. Neither intuition nor counting is of much use, and multiplication facts must be stored in the brain verbally, as strings of words. The list of arithmetical facts to be memorized may be short, but it is fiendishly tricky: the same numbers occur over and over, in different orders, with partial overlaps and irrelevant rhymes. (Bilinguals, it has been found, revert to the language they used in school when doing multiplication.) The human memory, unlike that of a computer, has evolved to be associative, which makes it ill-suited to arithmetic, where bits of knowledge must be kept from interfering with one another: if you’re trying to retrieve the result of multiplying 7 X 6, the reflex activation of 7 + 6 and 7 X 5 can be disastrous. So multiplication is a double terror: not only is it remote from our intuitive sense of number; it has to be internalized in a form that clashes with the evolved organization of our memory. The result is that when adults multiply single-digit numbers they make mistakes ten to fifteen per cent of the time. For the hardest problems, like 7 X 8, the error rate can exceed twenty-five per cent. Our inbuilt ineptness when it comes to more complex mathematical processes has led Dehaene to question why we insist on drilling procedures like long division into our children at all. There is, after all, an alternative: the electronic calculator. “Give a calculator to a five-year-old, and you will teach him how to make friends with numbers instead of despising them,” he has written. By removing the need to spend hundreds of hours memorizing boring procedures, he says, calculators can free children to concentrate on the meaning of these procedures, which is neglected under the educational status quo.

Given our geography, our tolerant culture and the magnetic attraction of our economy, illegals will always be with us. Our first task, therefore, should be abolishing bilingual education everywhere and requiring that our citizenship tests have strict standards for English language and American civics. The cure for excessive immigration is successful assimilation. The way to prevent European-like immigration catastrophes is to turn every immigrant—and most surely his children—into an American.

The deepest connection you have with someone & their culture, is through learning their language.

The question of how Mexicans should be classified racially was decided in 1897 by Texas courts, which ruled that Mexican Americans were not White. In California, they were classified as “Caucasian” until 1930, when the state attorney general decided they should be categorized as “Indians,” though “not considered ‘the original American Indians of the US.’”13 In both Texas and California, Mexican Americans were confined to segregated schools, and in both states legislation was passed in the nineteenth century outlawing the use of Spanish for instruction in the public schools. During that time, Mexican families sought to preserve their culture and language by sending their children to Catholic schools or private Mexican schools where bilingual instruction was maintained.

Trick 5: Use monolingual mode in your own speech. I can’t emphasize enough the need to monitor your own behavior. Children are sensitive to subtle differences in adults’ rate of switching between languages, and then they match their own rate with that of the adult. If you are constantly switching out of the minority language, it will not be a surprise that the child does, too.

If children start early in a monolingual preschool, they get the idea early—when their minority language is still not well established—that English is all that matters, so I do not recommend an English preschool at a time when you could be solidifying the child’s command of the minority language.