By Colin Baker
Read or Download A Parents' and Teachers' Guide to Bilingualism (Bilingual Education and Bilingualism, No 5) PDF
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Additional resources for A Parents' and Teachers' Guide to Bilingualism (Bilingual Education and Bilingualism, No 5)
When one language seems like a small island inside the home, it is important to fill that island with a richness of language experience. New situations and new experiences inject a freshness into the child's language. A child's language needs stimulating outside the home in a variety of situations. However, the danger is that the child sees the language as a small island. It may be important for the child to realize early on that the nuclear family's language island connects with language territory and language communities elsewhere.
Neighbors who are bilingual themselves and bicultural are not only usually more happy with the idea of language variety. They also tend to admire a variety of flowers in the language garden. Bilinguals seem more adept at accepting people as they are, and not feeling challenged or excluded when they hear different languages being spoken. Monolinguals tend more to want uniformity and similarity. Sometimes neighbors need to be educated. When neighbors believe that integration means monolingualism, kind and gentle education of such neighbors may be desirable.
Feeding, bathing, dressing, discipline). Fathers often have opportunities to play with their children, allowing considerable language stimulation. Many fathers interact with their children in child-centered ways. Thus a father's contribution to a child's language development is sometimes underemphasized. g. where one parent speaks one language, the other parent a different language), both parents promote bilingualism. In this situation, fathers and mothers need to be conscious and aware of their important role in the child's language development.
A Parents' and Teachers' Guide to Bilingualism (Bilingual Education and Bilingualism, No 5) by Colin Baker