Teach

Global migration has not only increased the number of bilingual, multi-ethnic children enrolled in child and youth programs, it has also increased the number of staff and family members who speak multiple languages.

This is an asset for your programs and one that you can use to build children’s language development. One of the best things you can do to support children’s language is to support the adults around them. This lesson will help you learn how to build on the strengths in your program and community.

As mentioned in Lesson One, it is very likely that you live and work in a multilingual community. You can strengthen your program by nurturing relationships across these many linguistic backgrounds. Multilingual adults (both families and staff members) are assets. When collaborating with multilingual teams:

• If you or other members of the team are multilingual, you should feel comfortable speaking with children and youth in the languages you speak. In many programs, English is required as a condition of employment, but this does not mean that English is the only language that can be spoken in the program. Use your language ability to provide authentic, meaningful language experiences for children and youth.
• Build on the unique communities around you. It is likely that some staff or family members within your program speak languages other than English, or that they are part of local community organizations that are interested in sharing their language and background with children and youth. Get to know these individuals and the languages they speak. They can help promote authentic language experiences for children, youth, and families. Remember that staff or family members may have come from around the world. Share with one another and build excitement for the global perspectives you can offer children, youth, and families.
• Take the time to get to know adults and their language experiences. Never make assumptions about an individual’s language fluency based on appearance, country of origin, family name, or other characteristics.

Remember that language is part of a person’s identity. The languages we speak are wrapped in history and traditions. It is important to respect and acknowledge that language is a source of pride, but it can also be a source of pain for some speakers. Some children may have been prohibited from using their home languages in various settings, such as school. Adult children raised by non-English speakers may have lost fluency in their family’s heritage language. They may feel embarrassment or wish to “blend in”. They may also feel a sense of loss when children are no longer able to communicate with cousins or grandparents. An important link to family history and traditions may feel broken. Few adult speakers may remain to keep the language alive and teach it to children. Learning or reviving a heritage language as an adult can be an important way to connect with one’s background and traditions.

Model

There is a lot you can do to model a positive approach to language in your program:

• Encourage bilingual volunteers to read books with children in the volunteer’s home language or to join children in bilingual play. For English-speaking children, encourage staff to work with families and volunteers to pre-read books in English so children have exposure to the ideas and patterns in the book. For children who are dual language learners, encourage staff to work with families and volunteers to pre-read books in the child’s home language before reading them in English. It’s best to read books all the way through in a single language, but adults can introduce important words or ideas before reading. Also remember the value of “picture walks”: look through the book together and make guesses about the book. For example, an adult may show a book of fairy tales and say, “I call this person Rotkäpchen in German. Let’s look at the pictures and see if you can guess what she’s called in English … It looks like she’s going to see her Oma, but she meets a Wolf. OK, let’s read it in German.”
• Build a program-wide library of wordless picture books. Volunteers or staff members can share the books with children by discussing pictures in any language.
• Support staff members’ bilingual curriculum activities. Some curriculum activities lend themselves easily to multiple languages. Review staff members’ activity plans or programming to look for activities that incorporate visual or nonverbal concepts. Emotions are a great example. Encourage bilingual staff members to discuss emotions in multiple languages on a daily basis. And encourage them to exaggerate facial expressions and use photos to make the meanings clear.
• Ask families to share photos, art, textiles, or other materials from their homes and background. Display these attractively around program spaces. Encourage adults to come talk with staff or children about the items they share.
• Make sure multilingual adults share important language traditions or routines. For example, encourage staff to sing the lullabies they heard as children at rest time. Give birthday greetings in children or staff members’ home languages.
• Build on children’s experiences. Some children in your program may have lived outside of the United States. Talk about those experiences with older children. Invite them to reflect on the languages they have heard and the daily routines they have been a part of. Invite them to share souvenirs or memories from their experiences. Give them an opportunity to teach their peers new phrases, songs, or games in the languages they have learned.
• Expand your experiences with your own heritage language. Even if you are several generations removed from a heritage language (or languages), it can be exciting to learn more about your family’s language history. Go to community festivals. Watch international movies; many streaming services have current international movies and TV shows with subtitles in English and other languages. Look into local language classes, choirs, or other opportunities to hear and practice a language that is important to you.
• Make the most of your community. Whether you live in the U.S. or abroad, there are rich language communities all around you. Build relationships with people in your community who can help expose children to a variety of languages. Speaking multiple languages is an asset for the children in your program. As mentioned at the beginning of this course, it adds another perspective (or window) upon which to experience the world.
• Build your own knowledge about multilingual development. Families or staff members may have questions and concerns. Provide research-based information about the benefits of a language-rich environment for all children.

Observe

Watch this video to see examples of how coaches, trainers, and administrators build language-rich environments. As you watch, think about your own philosophy about language diversity and how you might respond.