Some frequently asked questions and answers

WHAT ARE SOME ADVANTAGES OF BEING BILINGUAL?
Most researchers agree that bilingual learners develop more skills in cognitive areas. This might explain why these students usually achieve better scores in verbal intelligence, conceptualization, global thinking and the discovery of original approaches to problem solving. The bilingual learner is also able to approach language learning with an advantageous distance from language mechanics. In this way, the teaching makes sense for the learner, and he can see the immediate benefit to gaining this knowledge.

WHY SHOULD MY CHILD/CHILDREN BEGIN LEARNING A SECOND LANGUAGE EARLY?
Research shows that the earlier a child begins to learn a second language, the better. This is partially due to the general abilities of younger children and the importance of stimulation at this stage. At a later age, auditory discrimination and the ability to imitate sounds begin to fade, but fortunately it is possible to learn a second language at any age. Younger students tend to be less fearful of making mistakes and are more willing to go with the flow of communicating in another language.

IS BILINGUALISM SUITED FOR ANY TYPE OF CHILD? WHAT IF ANY OF MY CHILD HAS LEARNING DIFFICULTIES?
Most of the time, there are no obstacles to learning a second language. The bilingual child does not possess a different brain ability or any specific mental process not found in the monolingual child. Being bilingual is not a rare situation in the world. In fact, the latest research estimates that half of the world population is bilingual or even multilingual. Developing bilingualism, however, does not mean that abilities are equal in both languages at any stage of language development. Although it is difficult for specialists to find which language is dominant in terms of performance, researchers agree that in cognitive development, one of the languages is dominant.

WHAT IS THE TYPICAL PROCESS OF LEARNING A SECOND LANGUAGE? WILL MY CHILD UNDERSTAND THE SECOND LANGUAGE BEFORE HE/SHE SPEAKS IT?
Research has shown that there is a consistent developmental sequence for children acquiring a second language. First, there is often a period of time during which a child continues to use his native language in second language situations. Then, most children enter a nonverbal, or "silent," period. Following this period, children begin to use "telegraphic" and "formulaic" phrases (or catch phrases) in the second language. Finally, children begin to develop productive use of their second language.

HOW LONG WILL IT TAKE MY CHILD TO SPEAK THE SECOND LANGUAGE IF HE STARTS IN PRE-KINDERGARTEN?
Colegio Bilingüe Espíritu Santo provides a meaningful environment where students realize the value of mastering the second language. Nevertheless, there is a lot of value in starting your child in a second language as early as possible to increase the level of language proficiency. As in all learning processes, individual differences occur in how children proceed through the developmental sequence of second language acquisition. When a child realizes that he cannot or should not speak his native language in the second language classroom, it is at this point that he must decide whether or not to make the effort to acquire the new language. Motivation plays an important role in second language acquisition. Being exposed to a second language is obviously not enough. Wanting to communicate with people who speak that language is crucial if acquisition is to occur.

IS IT NORMAL FOR MY CHILD TO SWITCH BETWEEN LANGUAGES AND/OR MIX THE TWO LANGUAGES? WHAT SHOULD I DO?
It is normal for children who are becoming bilingual to switch between languages and occasionally mix the two languages. This is known as code switching. This occurs naturally and depends on the audience and purpose of the communication. Code switching generally occurs when a child is trying to clarify a statement or resolve an ambiguity. It is also is used to attract or retain the listener's attention and to elaborate. Children sometimes mix two languages when attempting to communicate a word or an expression that is not immediately accessible to him in one of the languages. Like monolinguals, bilingual children also play with their two languages by making words rhyme, inventing new words or using certain words in inappropriate contexts.
Code switching and language mixing are mostly temporary phenomena in the second language acquisition process. As children become more adept in their two languages, there is not the perceived need or desire to combine them. Children understand that each language has its own vocabulary and syntax. They also understand that certain people with whom they come in contact do not speak both of the languages that they speak. Consequently, they learn to use only one of their languages with them. Parents are encouraged to speak to their children in their native language and/or designated "family language," so as to serve as an appropriate and correct language model.

What should I expect during the bilingual learning process in:

Pre-K to transition: Students learn a language by using it. Children will memorize words and sentences in the second language, and they also will be able to say a few sentences. Some children speak right away and make mistakes while others take a long time to express themselves in the second language, and once ready, speak and make few mistakes. Parents can expect the learning process to take several months.

1st and 2nd grades: The students are still in a language-building process and all activities are built to consolidate prior learning, develop language skills and expand vocabulary. This is also the period when children begin to use written communication and learn to read. Children learn to read only once, and a child's ability to read will also give value to the second language. Reading means understanding what is written. Reading is not the simple act of decoding, even though children definitely need to learn coding mechanisms and phonics to improve their reading performance level.

3rd - 8th grades: Students begin to learn in the second language. While the second language continues to be built upon, it also becomes a medium of communication. Most students have very good verbal and written comprehension and are able to delve deeper in the language. By the end of 8th grade, students are bilingual and can communicate indifferently and effectively in either language. They will still be more proficient in their native language but will speak their second language without accent and will possess an expanded vocabulary.
Thank you for taking the time to read about myself and The bilingual project, you can meet with me at any time to talk about the process or just to say hello.