“What Language Are You Speaking?” Part Two

In this guest post, Debra Chin, 4C Early Childhood Specialist, shares some thoughts about our work with young dual language learners.

Part Two: Code-mixing in an early childhood setting

When working with young dual language learners (DLLs), early childhood education (ECE) professionals may need to use the language that the professional is most competent in. This will provide the most meaningful and authentic opportunity for children to be engaged in conversation through the appropriate modeling of a language.

support dual language learners

ECE professionals often use daily communication as opportunities to help children further develop language skills.

To best decide what languages to use, programs that serve children from diverse linguistic backgrounds need to carefully assess and reflect using a holistic approach based on the needs of families and the availability of resources. ECE professionals also need to remember that the goal for learning language for both monolingual or bilingual young children is communication, not for producing consistency of grammatical patterns of a language(s). ECE programs should provide an environment in which all young children, no matter bilingual or monolingual, are encouraged to engage in meaningful interactions with their peers and supportive adults.

Young children also need to constructively experience the power of the language to inspire their interests in developing language and literacy skills. When young children are actively constructing their learning of and knowledge in a new language based on the application of the patterns of the language they know, they are progressing toward proficient competence in each language.

In an early childhood setting, the Developmentally Appropriate Practice (DAP) provides young children with a very powerful and authentic way to acquire language(s). ECE professionals often use daily communication as opportunities to help children further develop language skills. For example when a child at a snack table says, “cookies,” we might say, “These cookies taste good. Would you like more cookies?” This strategy of language modeling can also apply to young DLLs. When a bilingual child says, “Quiero ir playground,” instead of using direct correction and requesting the child to repeat it back in English, you can support the child by modeling the language, “You like to go to the playground. Yes, I like to go to the playground, too.”

Code-mixing happens when young DLLs begin demonstrating their competence with a new language and applying the linguistic knowledge that they have in the other language. Young DLLs need adults to intentionally and respectfully facilitate their vocabulary construction to broaden and deepen their linguistic knowledge. Code-mixing is a path full of excitement and celebration leading to proficiency in both languages. Together, we can explore the beauty of languages with our young dual language learners, recognizing their zest for learning and delighting in the process!

Read Part One: What is Code-Mixing?

One thought on ““What Language Are You Speaking?” Part Two

  1. Pingback: “What Language Are You Speaking?” Part One | Growing Children

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