article about bilingualism

[Guest guest]

> http://www.bellaonline.com/articles/art51927.asp

> Special Needs Children Site

> Pamela

> BellaOnline's Special Needs Children Editor

>

>

> Bilingual Children with Down Syndrome

>

> Many bilingual families who have a child with Down syndrome or other

> developmental disability have given their children the opportunity to

> learn every language spoken in the home and by extended family members.

>

> Early intervention professionals, monolingual parents, speech therapists,

> educators and administrators are often surprised that learning two

> languages simultaneously is both possible and beneficial for children with

> Down syndrome. Bilingual children are not raised learning a first and

> second language - they grow up within the culture and practice of both

> languages.

>

> Many years ago, parents of immigrants for whom English was a second

> language were told not to speak their native language with their sons and

> daughters, to avoid confusion between languages, difficulties with

> learning both, and slow integration into the mainstream English speaking

> community.

>

> This bad advice may unfortunately still be given to families raising

> children with Down syndrome in multilingual families, for similar

> insignificant reasons that were bad guesses in the first place and

> continue to be proven wrong. Some neighborhoods have bilingual and

> multicultural daycare and after school programs for children whose

> families value culture, traditions and bilingualism.

>

> Just as in monolingual children, the most important tool for encouraging

> speech and communication is an interested and patient listener. Extended

> family members who are more comfortable speaking their native language at

> home are much more likely to enjoy their time with a child relative who

> shares that language, and the benefits for the child are obvious.

>

> Shared language strengthens the bonds of culture and family. Speech

> therapists and early childhood educators who advise families to cut a

> child off from the richness of experience of naturally learned languages

> because they are limited by monolingualism themselves may have been

> misinformed from their earliest studies.

>

> Specialists and education professionals should never be surprised to learn

> that children with Down syndrome are excellent second language learners

> and speakers, that they may recognize the differences between languages at

> a young age, and use phrases and words appropriately in various

> circumstances.

>

> It can be devastating for a family whose child's options have been limited

> in this way to meet multilingual children whose families have given them

> every opportunity to communicate and be fully included in traditions and

> conversations at home and throughout their neighborhood.

>

> New relatives by marriage or adoption whose first language is not shared

> by the whole family may find their first gesture of acceptance and

> affection from a child who greets them appropriately, and enjoys

> conversing in words and phrases that demonstrate acceptance and welcome.

>

> Those with communication disorders or articulation challenges may find it

> wonderful to have a second word for an important topic, action or

> descriptor that is quite different from one they have difficulty

> pronouncing. They may be soothed, encouraged and inspired by words and

> phrases they have heard from loved ones since infancy from multilingual

> family and caregivers who have all their best interests at heart.

>

> It is never too late to introduce a child to a second language, but the

> quality of understanding, clarity, participation in traditions and special

> cultural events, or opportunities for meaningful practice and exchanges as

> they grow up should never be wasted by waiting.

>

> Infant stimulation and early intervention programs often suggest giving

> children greater variety and richness of experience just as bilingualism

> or multilingualism provides. Enriching communication opportunities within

> the family and in multicultural communities helps all children thrive.

>

> Children who grow up in bilingual families learn more than a second set of

> words and phrases - they learn a cultural way of being and belonging,

> sharing and learning.

>

> Providing early childhood professionals with articles, books or web

> resources can make a positive difference for your child and many who

> follow in your child's footsteps.

>

> Research at the University of Washington, Seattle, at the Institute for

> Learning and Brain Sciences, has shown that American infants who

> interacted face to face with adults who spoke Chinese had the same ability

> to learn and speak that language as babies who grow up in Chinese

> families; while the same age babies who were shown only videotapes of the

> interaction while listening to the Chinese audio, had the same ability as

> infants who never heard a word of Chinese.