THE BENEFITS OF BILINGUALISMTHE BENEFITS OF BILINGUALISM and

BILINGUAL EDUCATIONBILINGUAL EDUCATION

Fred GeneseeFred GeneseeMcGill UniversityMcGill University

f d @ illf d @ illfred.genesee@mcgill.cafred.genesee@mcgill.ca

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PERILS OF BILINGUALISMPERILS OF BILINGUALISMS O GU SS O GU S

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IS BILINGUAL ACQUISITION EXCEPTIONAL?IS BILINGUAL ACQUISITION EXCEPTIONAL?IS BILINGUAL ACQUISITION EXCEPTIONAL?IS BILINGUAL ACQUISITION EXCEPTIONAL?

Bishop & Mogford Chapters:Chapters: Children with AutismChildren with Autism

Child ith D ’Child ith D ’

Bishop & Mogford 1989

Children with Down’s Children with Down’s SyndromeSyndrome

Children with William’s Children with William’s SyndromeSyndrome

HearingHearing--Impaired ChildrenImpaired Children Children with VisualChildren with Visual Children with Visual Children with Visual

ImpairmentImpairment Hearing children of deaf Hearing children of deaf

tt

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parentsparents

THE GLOBAL VILLAGETHE GLOBAL VILLAGETHE GLOBAL VILLAGETHE GLOBAL VILLAGE

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ENGLISH IN THE GLOBAL VILLAGEENGLISH IN THE GLOBAL VILLAGE(Niall Ferguson, Los Angeles Times)(Niall Ferguson, Los Angeles Times)

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COGNITIVE ADVANTAGESCOGNITIVE ADVANTAGES

BIALYSTOK (2004/2007)BIALYSTOK (2004/2007)

oo selective attention selective attention (executive functions of (executive functions of the brain)the brain)

oo focus on relevant task focus on relevant task information, screen out information, screen out irrelevant informationirrelevant informationirrelevant informationirrelevant information

oo a result of managing 2 a result of managing 2 languageslanguagesg gg g

oo persists into adulthoodpersists into adulthood

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CULTURAL UNDERSTANDINGCULTURAL UNDERSTANDING

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MYTHS ABOUT EARLYMYTHS ABOUT EARLYDUAL LANGUAGE LEARNINGDUAL LANGUAGE LEARNING

1) myth of the monolingual brain1) myth of the monolingual brain

2) th b t bili l d2) th b t bili l d i ii i2) myth about bilingual code2) myth about bilingual code--mixing mixing

3) 3) myth of timemyth of time--onon--tasktask)) yy

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1) MYTH OF THE MONOLINGUAL BRAIN1) MYTH OF THE MONOLINGUAL BRAIN1) MYTH OF THE MONOLINGUAL BRAIN1) MYTH OF THE MONOLINGUAL BRAIN

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EVIDENCE: EVIDENCE: MONOLINGUAL MILESTONESMONOLINGUAL MILESTONESMONOLINGUAL MILESTONESMONOLINGUAL MILESTONES

dd fi t b l d /fi t b l d /word word first vocabulary word grammar/ first vocabulary word grammar/ segmentation babbling words spurt comb. segmentation babbling words spurt comb. communicat’ncommunicat’n

(7 (7 mthsmths)) (10(10--12 m) (12mths) (18mths) (24mths) (beyond)12 m) (12mths) (18mths) (24mths) (beyond)

bilingual milestones are the samebilingual milestones are the same

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gg

DIFFERENCES BETWEEN SIMULTANEOUS DIFFERENCES BETWEEN SIMULTANEOUS BILINGUALS AND MONOLINGUALSBILINGUALS AND MONOLINGUALSBILINGUALS AND MONOLINGUALSBILINGUALS AND MONOLINGUALS

V b l ll i h l thV b l ll i h l thoo Vocabulary: smaller in each language than Vocabulary: smaller in each language than monolinguals, but total monolinguals, but total conceptual vocabularyconceptual vocabulary same as same as monolinguals; differences are due to: monolinguals; differences are due to:

relative language exposurerelative language exposure

limited memory in early childhoodlimited memory in early childhood

differences in vocabulary in each language maydifferences in vocabulary in each language may differences in vocabulary in each language may differences in vocabulary in each language may persist into adulthood & probably reflect need and persist into adulthood & probably reflect need and context of learning context of learning ––

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differences in vocabulary are not signs of impairmentdifferences in vocabulary are not signs of impairment

2) MYTH ABOUT BILINGUAL CODE2) MYTH ABOUT BILINGUAL CODE MIXINGMIXING2) MYTH ABOUT BILINGUAL CODE2) MYTH ABOUT BILINGUAL CODE--MIXINGMIXING

oo mixing words from two languages in the same sentence mixing words from two languages in the same sentence is a sign of confusion is a sign of confusion

oo children who codechildren who code--mix are not learning language mix are not learning language properlyproperlyproperlyproperly

oo parents should stick to one language in order to parents should stick to one language in order to minimize chances of children becoming confused minimize chances of children becoming confused ––“the one parent/ one language strategy”“the one parent/ one language strategy”

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BILINGUAL CODEBILINGUAL CODE--MIXINGMIXING

““II VAS TAXIVAS TAXI” ” (Jason: 2;0)(Jason: 2;0)( ; )( ; )

““JE VEUX ALLER MANGERJE VEUX ALLER MANGER TOMATOTOMATO” ” (Olivier: 2;6)(Olivier: 2;6)

““IL ESTIL EST BAD BUYBAD BUY” ” (William: 3;0)(William: 3;0)

““AND HEAND HE TOMBETOMBE WITH THE BICYCLEWITH THE BICYCLE” ” (Mathieu: 3;6)(Mathieu: 3;6)

mixing is not a sign of confusion or problemsmixing is not a sign of confusion or problems

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Bilingual children codeBilingual children code mix to fill gapsmix to fill gapsBilingual children codeBilingual children code--mix to fill gapsmix to fill gaps

80%90%

100% TranslationEquivalent

No Translation

50%60%70%

cent

age

No TranslationEquivalent

20%30%40%

Per

c

0%10%

Wayne Felix

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Bilingual children codeBilingual children code--mix because it ismix because it isBilingual children codeBilingual children code mix because it is mix because it is “cool”“cool”

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SHOULD PARENTS STICK TO ONESHOULD PARENTS STICK TO ONESHOULD PARENTS STICK TO ONE SHOULD PARENTS STICK TO ONE LANGUAGE?LANGUAGE?

oo unlikely that parental mixing will result in confusionunlikely that parental mixing will result in confusion

oo one parent/one language strategy is useful to ensure one parent/one language strategy is useful to ensure exposure to each language is adequateexposure to each language is adequate

oo if one of the languages is not widely used outside the if one of the languages is not widely used outside the home, then parents may want to use only that language home, then parents may want to use only that language at home to reinforce competence at home to reinforce competence

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3) MYTH OF TIME3) MYTH OF TIME ONON TASKTASK3) MYTH OF TIME3) MYTH OF TIME--ONON--TASK TASK

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EVIDENCE: EVIDENCE: GRAMMATICAL DEVELOPMENT OF SIMULTANEOUSGRAMMATICAL DEVELOPMENT OF SIMULTANEOUSGRAMMATICAL DEVELOPMENT OF SIMULTANEOUS GRAMMATICAL DEVELOPMENT OF SIMULTANEOUS

BILINGUAL CHILDRENBILINGUAL CHILDREN

Simultaneous bilinguals have ½ exposure to each language Simultaneous bilinguals have ½ exposure to each language as monolinguals; but, as monolinguals; but,

oo grammatical development of simultaneous bilinguals = grammatical development of simultaneous bilinguals = monolingual children monolingual children

oo simultaneous bilinguals acquire 2 grammars at the same simultaneous bilinguals acquire 2 grammars at the same rate as monolingual children acquire one grammarrate as monolingual children acquire one grammarg q gg q g

oo amount of input matters; more later….amount of input matters; more later….

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LANGUAGE DEVELOPMENT i IMMERSIONLANGUAGE DEVELOPMENT i IMMERSIONLANGUAGE DEVELOPMENT in IMMERSIONLANGUAGE DEVELOPMENT in IMMERSION

In Immersion programs, teachers use one (or more) In Immersion programs, teachers use one (or more) second languages for all routine social interactions with second languages for all routine social interactions with students and for at least 50% of their academic instructionstudents and for at least 50% of their academic instructionstudents and for at least 50% of their academic instruction students and for at least 50% of their academic instruction for at least two years.for at least two years.

oo L2 is used to teach academic subjectsL2 is used to teach academic subjectsoo 50% of the time50% of the time

22oo 2 or more years2 or more yearsoo Social use of language Social use of language

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PROGRAM MODELS:PROGRAM MODELS:PROGRAM MODELS: PROGRAM MODELS: EARLY TOTAL IMMERSIONEARLY TOTAL IMMERSION

80%90%

100%

age

40%50%60%70%

each

lang

u

L1L2

10%20%30%40%

% ti

me

in e

0%

dergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

2020

Kinde

IMMERSION: IMMERSION: i i t d t h d d t di i t d t h d d t dimmersion students have reduced exposure to and immersion students have reduced exposure to and

instruction in English, but:instruction in English, but:

ENGLISH LANGUAGE DEVELOPMENTENGLISH LANGUAGE DEVELOPMENTSpeaking Listening Reading WritingSpeaking Listening Reading WritingSpeaking, Listening, Reading, WritingSpeaking, Listening, Reading, Writing

Immersion Students = Non-immersion students

•• Students in enriched immersion scoreStudents in enriched immersion score betterbetter than students in allthan students in all--English programs on English language testsEnglish programs on English language tests

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English programs on English language testsEnglish programs on English language tests

ACADEMIC ACHIEVEMENTACADEMIC ACHIEVEMENTmathematics, science, other school subjectsmathematics, science, other school subjects

I i t d t t ht d i bj t i L1 dI i t d t t ht d i bj t i L1 dImmersion students are taught academic subjects in L1 and Immersion students are taught academic subjects in L1 and L2, but…L2, but…

Immersion Students = Non-immersion students

Time does not correlate with English (L1) developmentTime does not correlate with English (L1) developmentor with academic achievementor with academic achievement

2222WHY?WHY?

COMMON UNDERLYING PROFICIENCYCOMMON UNDERLYING PROFICIENCY(from Cummins, 2000)(from Cummins, 2000)

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TIME & FRENCHTIME & FRENCH

FrenchFrench––L2 ProficiencyL2 Proficiency

TIME & FRENCHTIME & FRENCH

FrenchFrench L2 ProficiencyL2 Proficiency

Comprehension Skills (Listening & Reading):

Immersion = Native speakers > Non-immersionp

Production Skills (Speaking & Writing):

Immersion < Native speakers > Non-immersion

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F hF h L2 fi iL2 fi imore on Frenchmore on French--L2 proficiency …L2 proficiency …

oo children learning French as an L2 in school may not children learning French as an L2 in school may not acquire nativeacquire native--like competence in French like competence in French –– may be nonmay be non--idiomatic and may lack range of skills that nativeidiomatic and may lack range of skills that nativeidiomatic and may lack range of skills that native idiomatic and may lack range of skills that native speakers havespeakers have

oo it is very useful to provide opportunities for Frenchit is very useful to provide opportunities for French--L2 L2 learners to use French with native speakers of the same learners to use French with native speakers of the same age outside school to reinforce their “colloquial” orage outside school to reinforce their “colloquial” orage outside school to reinforce their colloquial or age outside school to reinforce their colloquial or “everyday” French language skills “everyday” French language skills

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TIME & FRENCHTIME & FRENCH L1 PROFICIENCYL1 PROFICIENCYTIME & FRENCHTIME & FRENCH--L1 PROFICIENCYL1 PROFICIENCY

oo time is important time is important ---- the more exposure the betterthe more exposure the better

oo more French in school, the better (for both Frenchmore French in school, the better (for both French--L1 L1 and Frenchand French--L2 learners)L2 learners)

oo more time outside school, the bettermore time outside school, the better

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THE ROLE OF PARENTSTHE ROLE OF PARENTS TLCTLCTHE ROLE OF PARENTS: THE ROLE OF PARENTS: TLCTLC

TThoughtfulhoughtful

LLongong--term commitmentterm commitment

CC t dditi l i i tt dditi l i i tCCreate additive learning environment reate additive learning environment

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TThoughtfulhoughtful take control and plan your child’s language learning take control and plan your child’s language learning

experiences to ensure adequate exposure to both (all) experiences to ensure adequate exposure to both (all) languageslanguageslanguages languages

family bilingualism: decisions about who uses what family bilingualism: decisions about who uses what language and when language and when –– oneone--parent/oneparent/one--languagelanguage

be diligentbe diligent: provide continuous & regular exposure to: provide continuous & regular exposure to be diligentbe diligent: provide continuous & regular exposure to : provide continuous & regular exposure to both languagesboth languages

h (b k b i i )h (b k b i i ) search out resources (books, websites, magazines) search out resources (books, websites, magazines)

schools cannot do it allschools cannot do it all

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schools cannot do it allschools cannot do it all

LLongong--term commitmentterm commitment

bilingual development is a long term affair bilingual development is a long term affair

be prepared to stick with itbe prepared to stick with it

make long term arrangements that will ensure your child make long term arrangements that will ensure your child has continuous exposure to both languages has continuous exposure to both languages

do not change strategies or schools without serious do not change strategies or schools without serious thoughtthought

school bilingualism: consider long term impact on homeschool bilingualism: consider long term impact on home

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CCreate reate additive learning environmentadditive learning environment

be confident you are doing the right thingbe confident you are doing the right thing

highlight positive aspects of being bilingualhighlight positive aspects of being bilingual highlight positive aspects of being bilingual highlight positive aspects of being bilingual

advocate for your child’s bilingualismadvocate for your child’s bilingualism

eenrich your child’s language experiences (oral and nrich your child’s language experiences (oral and written) written) ))

seek out and create opportunities to expand languageseek out and create opportunities to expand languagelearning learning –– play groups; family holidays play groups; family holidays

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gg p y g p ; y yp y g p ; y y

to learn more about bilingualismto learn more about bilingualismgg

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fred.genesee@mcgill.cafred.genesee@mcgill.ca

Thank YouThank YouThank YouThank You

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