Parents’ guide: supporting children with English as an additional language in Early Years one-minute guide

Bilingualism

It is estimated that more than half of the world’s population is bilingual or multilingual.      Your child is more than capable of learning two or more languages!

Bilingualism is the ability to use two languages effectively. The two main types of bilingualism are simultaneous and sequential. The simultaneous is the exposure to two or more languages from birth or early age. In sequential bilingualism, a child becomes bilingual by learning a second language after their first language. Studies show that bilingual children go through most of the major milestones in language development at the same age as monolingual children if they are given enough exposure to both of their languages.

Patterns of bilingualism

A balanced exposure to two languages from an early age is most likely to promote the successful acquisition of both languages.

Parents should opt for a strategy that promotes high-quality and high-quantity exposure to each of their child’s languages. For instance, one person-one language method. With this approach, each parent speaks only one of the two languages to the child. Other useful methods are one place-one language or one time of day-one language.

Some bilingual families prefer flexible use of their two languages, without fixed rules. Each family should carefully consider and plan their language use.

Advantages of being bilingual

Being bilingual offers many personal, cultural, economic, and cognitive advantages. Knowing two or more languages opens many opportunities. For instance, the opportunity to study or work in other countries. Studies show that children who have learned a second language at an early age have been found to have better memory and attention levels than monolingual children. Several studies have also found a link between bilingualism and creativity.

Maintaining a home language also supports closer family connections. Children need continuous and enriched exposure to their home language if they are to acquire full competence. It is vital that children continue to use their home language through speaking, listening, reading, writing, and playing!

Well-developed first language supports the development of additional language. A second language should not replace children’s first language. It should develop alongside it.

Code-mixing

Code-mixing is common in second language acquisition. Bilingual children very often code-switch between languages. The main reason is that they lack the vocabulary to fully express themselves in one language during the first years. Bilingual children initially do not differentiate between their two languages, but this is a normal part of second language acquisition and is not a sign of confusion.

Celebrating your culture

Cultural awareness and tradition are very important in helping your child develop a positive sense of identity. You can help your child to understand and celebrate various celebrations and traditions that may differ from their friends’ traditions.

There are a lot of ways to encourage your child to feel proud of their culture. You can offer to support their setting with cultural celebration days and other special events.

Communication with setting

Regular parental engagement positively affects children’s learning, and all settings should encourage parental and community involvement.

The UK’s Early Years education will very likely differ from your previous experience and therefore it is important to understand what your child is working on in their setting and which areas of learning may need more support.

All settings should organise an initial ‘induction meeting’ and arrange for an interpreter to be present if needed.  The setting should inform you about their education. This could also be a good opportunity for you to ask questions.

Bilingualism and special educational needs

Bilingualism does not cause a language impairment. A language impairment is just as likely to affect bilingual children as native-speaking children. Bilingual children with language impairment will experience difficulties acquiring both of their languages.

The process of identifying potential SEN for a child who speaks English as an additional language can be quite complex and all factors, including linguistic and cultural factors, need to be considered. Some children go through a silent period and therefore will need more time to be ready to engage in talk. If you have any concerns about your child’s development or language progress, you can speak to their setting or health visitor.

Two-year-old progress check

You will be offered regular health and development reviews to support you and your child and make sure their development is on track. At 2 to 2-and-a-half years your child will have a health and development review. This progress check enables early identification of development needs so that additional support can be put in place. The practitioner who knows the child best should complete the check.

You’ll be sent an ASQ-3 questionnaire about your child’s development to fill in before the review. A health visitor, keyworker, or childminder can help you with this.