A child learns a second language in much the same way that they learned their first language. Practitioners need to be aware of these different stages and how to support a child through each of the phases.
Practitioners should always bear in mind that young bilingual children learn best through play. The first words that they speak in English are often phrases used by other children during play and interaction. Through listening and joining in with fluent models of English, they can learn the language in a natural context. Also through play and activities children can link the meaning of words to their experiences, for example, things that can be tasted, seen, heard or manipulated.
GENERAL DEVELOPMENT
Like a baby, a person who is new to a language spends a lot of time listening to become familiar with the patterns and sounds of conversation that surrounds them. They then begin to distinguish between separate words and recognise familiar phrases.
We know that a baby understands a great deal before they feel ready to communicate verbally, that they respond to questions and instructions and that they want to be told the name of items which they indicate through pointing.
Emergent bilingual children need time to assimilate a great deal of information before most are ready to speak. This stage is known as the 'silent phase' and is an extremely productive stage, where the child stores up a huge amount of information for later use. The emergent bilingual child has the advantage that they already know about how a language works, and can translate some of these skills from their first language(s).
Children need to feel secure before learning can take place, so once they are settled, some children are anxious to make themselves understood and quickly begin to communicate with just a limited vocabulary. They begin to use words socially, while still relying heavily on non-verbal gestures and visual cues.
Like the first language learner, they begin by using single words, then two-word sentences, gradually moving towards more complex sentence structures. Research suggests that most children acquire good conversational skills in about two years.
However, some emergent bilingual children are more reticent and will not speak until they feel confident that their speech is correct. This process can take many months and should not be interpreted as failure to learn.
Their knowledge of English can be as great or greater than the child who is vocal. It is also very important to recognise that in either case the child is able to participate fully in the nursery curriculum.
STAGE 1
* At this stage, give the emergent bilingual child space to settle into their new environment and time to adjust to their surroundings.
* They may appreciate being accompanied by another child who, if possible, speaks their home language.
* All the activities in the setting will be suitable, but some children prefer outdoor activities during this settling-in period, appreciate the familiarity of play experiences such as the home corner and enjoy the solitary experimentation provided by open-ended activities such as sand and water.
* In this phase, children may listen and watch but not participate in co-operative play situations. Practitioners should, therefore, encourage all children to use non-verbal communication, as this will enhance the emergent bilingual child's ability to take part in small-group activities.
* Support the child's developing understanding, taking every opportunity to communicate with the child in different ways, for instance, through gesture.
* It is generally better practice, where staffing allows, for children to engage in literacy activities such as storytimes and rhyme sessions in small groups, where practitioners have a chance to adjust the pace to enhance the child's understanding and participation.
STAGE 2
* At this stage the child will begin to use single English words and phrases to communicate their feelings and wishes, and will become more confident in participating during play with their peers.
* They will understand far more than they can communicate in English, and can follow clearly phrased instructions and respond to simple questions.
* It is important that practitioners speak clearly and use language that is free from ambiguity.
* Where possible, be consistent with instructions, especially regarding nursery routines.
* Repetition and familiarity with particular vocabulary is a very important part of the process of language acquisition. Stories that have chorus lines, such as We're Going on a Bear Hunt by Michael Rosen (Walker Books, Pounds 3.99), provide excellent opportunities for emergent bilingual children to recognise the sound and patterns made in spoken English and to hear and mimic intonation.
* Children may feel confident to join in with chanting the chorus-lines during group sessions, but more commonly will be found rehearsing the dialogue on their own later, using the book, or story props to reconstruct the narrative. This type of self-motivated activity is an excellent way for children to rehearse and master their developing use of spoken English.
STAGE 3
* At this stage children will be able to communicate quite confidently in English with peers and adults. They will feel increasingly confident in expressing themselves and take risks in an effort to make themselves understood in English.
* Their vocabulary will continue to expand and they will be developing an understanding of many grammatical rules such as use of tenses. They can take part in discussions with their peers and fully appreciate stories and songs.
* It is still important at this stage to continue to recognise their fluency in their home language(s) and to encourage them to share their knowledge with their monolingual peers.
STAGE 4 At this stage the child can communicate fluently in English. However, do not assume that the child has no further need for support. Recent research suggests that however fluent a child may appear in spoken English, this may hide some fundamental misunderstandings which often surface with older children in their academic work.
