Bilingual Reading Quotes

At first, we should read with a blitheness practically bordering on superficiality; later on, with a conscientiousness close to distrust.

I decided I would put off the novel until I had gone to Europe and had a lover, and that I would never learn a word of shorthand. If I never learned shorthand I would never have to use it. I thought I would spend the summer reading "Finnegan's Wake" and writing my thesis. Then I would be way ahead when college started at the end of September, and able to enjoy my last year instead of swotting away with no make up and stringy hair, on a diet of Benzedrine, the way most of the seniors taking honors did, until they finished their thesis. Then I thought I might put off college for a year and apprentice myself to a pottery maker. Or work my way to Germany and be a waitress, until I was bilingual. Then plan after plan started leaping through my head, like a family of scatty rabbits. I saw the years of my life spaced along a road in the form of telephone poles, threaded together by the wires. I counted one, two, three.... nineteen telephone poles dangled in space, and try as I would, I couldn't see a single pole beyond the nineteenth.

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.

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

Time will solve all the problems Chinese school graduates face. In our bilingual society, there are no more Chinese school graduates, only English school graduates who can speak Mandarin. These English school graduates probably can also read and write Chinese, but they did not go to a Chinese school, and they act and think differently from us. Drawing a line between us, they would never say they graduated from a Chinese school, because former Chinese school graduates, that is, the vanishing group of people that includes us, are second-class citizens. They, on the other hand, belong to the first class, the Chinese elite, English school graduates who are fluent in Chinese.

じおょう

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

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

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.

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.

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.

上________下来

Something critical happens when the cadre of bilinguals learns to read imported scrolls: they gain entry into a library. I use the word "library" to refer not to a physical building but, more broadly, to the collectivity of accumulated writings. . . . humans possess an ever-increasing store of writings, the totality of which I call the library. The transformation of an oral culture into a written one means, first and foremost, the potential entry of bilinguals into a library.

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

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.

As parents read to the very young child, they can gently hold a child's finger and show the movement of the words across the page from left to right (or right to left in some languages), in a rhythmical sequence. As favourite books are read night after night, a child will begin to recognize certain words and begin to associate meaning and word form.

Many reading skills (and attitudes) are simply transferred from one language to the next.

Parents can do three things to make reading active. (1) Elaborate and explain the text to the child. This extends and deepens the experience of the story. (2) Relate the story to the child's own experiences. An interest in reading and understanding the meaning of the text occur if there is ‘further information’ to personalize the text. (3) Ask questions to ensure the child understands the story, thinks about the characters and plot, and extends their imagination.

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.

urge caution. Three areas of early literacy development are analyzed: experience with stories and book reading, concepts of print, and phonological

Can an individual reader consciously acquire various circuits, much like bilingual speakers who read different scripts?

Between 2000 and 2005, the Hispanic population increased at an annual rate of 3.7 percent, no less than 14 times the growth rate for whites, and more than three times the black rate. This increase was due both to high birthrates and to immigration of about 800,000 Hispanics every year. Much of that immigration was illegal. The Pew Hispanic Center estimated in 2009 that 12.7 million Mexican citizens were living in the United States in 2008, and that they accounted for 60 percent of the 11.9 million or so illegal immigrants in the country. The center has estimated that other Hispanics account for another 20 percent of illegal immigrants. Most Americans believe that a willingness to learn English is a prerequisite to full participation in American life, but this does not appear to be a high priority for many Hispanics. According to a 2006 poll conducted by Investor’s Business Daily, 81 percent of Hispanics spoke mostly or only Spanish at home. Even Hispanics who are comfortable in English prefer Spanish; according to a poll by P.C. Koch, nearly 90 percent of bilingual Hispanics get their news exclusively from Spanish-language sources. In 2003, 44 percent of Hispanics did not speak and read English well enough to perform routine tasks, up from 35 percent in 1992. English illiteracy therefore increased for Hispanics during the decade, whereas it declined for every other major population group.