I spoke recently with a friend, a professional educator, complete with PH.D. and tenure. We talked about how once you get to a certain age and certain position, that people will expect you to tell them things. Write things. Speak and write things that sound like you know what the heck you are doing and at the same time add something to their knowledge base that ideally will be useful. I am unsure how this has happened, but, daggonit, I keep finding myself in this position. These people I don’t even know keep asking me questions. What follows is part of an article I was asked to write recently, and some version of this will most likely end up in speech I am scheduled to give next month. Please feel free to comment below.
I like to think of parenting as an Olympic synchronized diving team:
1. It looks a lot better when both participants are doing the same thing;
2. It’s all about the jumps, twists, turns and splashes;
3. If you have ever changed a diaper you know about getting wet;
4. There are always things we can do to increase the level of difficulty.
The most difficult dive attempted by an Olympic diver this summer was a reverse 3 ½ somersaults in pike position from the three and a half meter spring board. I think the parenting equivalent to this is raising a bilingual child.
As I work with students who have speech, language and/or cognitive-linguistic difficulties, I am frequently asked by teachers and administrators where the line is between when a normal developmental issue becomes a speech and language problem requiring intervention. My usual answer is: It depends. Just because a child is bilingual or using English as a second language does not mean they need speech-language therapy. A child who needs speech and language therapy is a child that has errors that are not age appropriate or errors that are not appropriate given the amount of time the child has been using English. For example, a four-year old who uses “w” for “r” does not need speech therapy because “r” is a complex sound and typically develops later. A six-year old making this same error should be screened. A child who has only been using English for a year may have trouble adding “–ing” or “–ed” to a verb, or using “in” and “on” correctly. A child who has been using English language for two years should be able to use the”–ing” form of a verb and be able to differentiate “in” and “on.”
Research has very clearly concluded that a typically developing child exposed to one language will require about three years to form a solid base in that language. The research (particularly that coming out of the field of linguistics and psychological/child development) shows that a baby is capable of handling two languages from birth. The field of speech-language pathology is there to assist those who have difficulty meeting those speech and language milestones.
Many of us find ourselves in situations (bilingual/bicultural marriages, work transfers, home country culture/language practices) wherein it would be foolish to consider or attempt to raise our children to speak only one language. Whether by choice or circumstance it is important that we, the parents of bilingual children, insure that we are able to support both languages. That means equally supporting the alphabet, pronunciation, grammar, syntax, vocabulary and culture of both languages. As our children get older, that means supporting their reading, writing, listening and speaking in both languages. Additionally, we need to encourage and help them navigate the social-emotional pitfalls present in all cultures, while building their self-esteem and monitoring their frustration. And then still find time to play and relax and revel in the joys of childhood.
SPLASH!