Tag Archives: family language

Third generation of international children

Are you raising your children abroad? Are you trying (almost) everything to transmit your cultural heritage and your mothertongue?

When our children are second – or third, fourth etc – generation of international children, transmitting cultural heritage and language becomes a real challenge.

If your child is first international generation, i.e. you grew up in your home country

At the beginning you’ll think that talking more than the famous 20% of waking hours in your family language with your child will make him or her become a “perfectly balanced bilingual”. During the first years you will try to do your best to support your child’s bilingualism. You’ll organise playgroups, provide all sorts of books, audiobooks, videos etc. to make this language as interesting as possible.

When your child starts going to a school, you’ll opt either for a school in your family language (if this is possible) or a school where lessons are taught in another language, either the local one or a third one.

If your child attends school in your family language, he will hear and interact in your family language every day, but he will “only” learn vocabulary in the situations he experiences at school, i.e. during school hours and at recess. No slang will be learnt (unless other children at school know it and use it) because most of the schools wouldn’t allow the use of slang. This may not present any problem for the first school years, but when children realize that they don’t understand peers in their home countries or the countries their family language is spoken, they will feel excluded, alienated, not belonging.

Your child will grow up in a linguistic bubble. He won’t learn how to “live in that language” in every day situations and he’ll automatically build a selective vocabulary.

If you send your child to a school in another language, this other language will become more important than the family language as soon as your child makes the first friends in school. He will try to fit in, talk like his peers and therefore automatically consider the family language as less important, less “cool” and less interesting.

At this point you’ll realize that you need to make your family language more attractive. You try to link the language use to interesting topics and make it exciting for your child. You’ll notice that if your child has classmates who also talk the same family language as you do at home, and you invite those childern for a playdate, they will prefer the school language while playing together. You’ll try to intervene and set strict rules, which may work for a few years, but at some point, once you’re not in the same room, they’ll switch to the language they prefer. – You may or may not be ok with it, but that’s what happens naturally.

What can you do to make and keep the family language attractive? You’ll try to spend as much time as possible – usually almost all holidays! – in the country the language is spoken. Maybe with family, i.e cousins, occasional friends etc. And you’ll observe that after a few days or weeks your children will improve their language skills. They’ll learn the jargon, use the language in many different contexts you can’t usually provide at home. They experience full immersion and will literally dig into the other language and culture.

If you want to make sure that your child learns to interact in your family language in as many contexts as possible, you will need to provide opportunities for your child to use your language in diverse situations: in a shop, at the supermarket, in a train/bus/tram/plane, at a museum, cinema, with people on the street, at the beach… You will try to make your child experience a variety of “real life” situations, hoping that he learns that the same word can have multiple meanings depending on the contexts.

This will help your child increase his or her vocabulary, become more confident and competent.

Children need interactions with peers who speak the same language – preferably with monolinguals – in order to be more motivated.

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If your child is second (or third) international generation, i.e. you grew up abroad already

If you already grew up using your family language in a restricted context (i.e. only at home or at home and at school) and you raise your children in the same family language, you will notice that you’ll make more effort than other parents who grew up in their home country, to support your child become fluent in your mother-(or father-) tongue. You will know about the benefits of using more than one language on a regular basis and being “perfectly fluent” in one language doesn’t seem so important anymore.

I realize this every time I talk with my German friends who seem not having any of the issues with their children like the one I have with mine to make them talk German at home. It may be because my children know that I speak several languages and they love talking other languages with me too, but we never talk one and only one language in our family.

My children speak a second-generation-German. They always try to blend in when on holidays in Germany and fortunately they have no language barriers. They are very outgoing and make friends easily. They read German books, know German songs and can converse in German, but I notice a big difference between them and German children whose parents grew up in Germany. They are not as confident talking German as these children. – Does this bother me? Not really. Why? Because my linguistic goal is for them to be able to speak, read and write German in an eloquent way, but it doesn’t need to be perfect.

When you raise your child in your mothertongue and you already grew up abroad, you will probably be a bilingual or multilingual. You will be aware that every situation where your child can talk your language and feel special and even proud to use that language is very valuable. You know that in order to keep them talking that language, they need to be praised for their effort. Why? Because if they talk that language they choose to do it. They don’t always need to choose that language because they share other languages with the people they normally talk to. So, whenever they have the opportunty to talk your family language, they need to be supported. I know by my own experience that if you get told that the language to talk sounds “funny” or strange, this can affect you so much that you avoid talking it – especially if this “someone” is a grown up, a teacher or someone you admire and you already feel that this language is difficult for some reason.

We all know that maintaining our mothertongue not only serves to transmit our heritage to our children and to build a bridge to our (extended) family, but also to build their confidence and help them find their identity. If their efforts are not acknowledged, they can easily feel frustrated and excluded. Therefore our second or third generation international children need all the support they can get from co-nationals to maintain their heritage language.

Related articles: What happens to second generation international children.

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Bilingualism and homework (part 1)

I recently discussed this topic with linguists and parents who are raising their children bilingually and I noticed that people generally tend to jump onto general conclusions way too quickly.

Parents who send their children to an international school where lessons are held in another language often struggle when it comes to doing homeworks.

The question I often hear from parents and that induces me to write this post is: “Do I need to do homework with my child in his/her mothertongue or is it enough if she/he does the homework in the school language?”

There is not an overall answer, because there are differenct appraisal factors to consider.

First of all, if using the mother language helps to understand the topic of the homework, it would surely be important to switch to it.

Especially with literacy homework it is very helpful to discuss the topic of a text or book in the first language so that the child really gets the meaning of the text in the school language.

Parents often assume that their children fully understand a text because they are able to “perfectly” read it phonetically. We can’t be ” perfectly bilingual” after 2 weeks or a few months at school.

Fact is that children first of all learn the phonetics. They simply repeat the soundchains. So, for example, they would be able to say “Good morning”, “Thank you”, “May I have… please” very quickly. But only when they use a broader spectrum of sentences with similar words they will be able to understand that for example, “good” can be combined with “morning” , “evening”, “job”, “girl”, “boy” etc. Very slowly they will divide those sound chains into actual words and morphemes.

It takes children from 5 to 9/10 years to catch up on monolingual peers language-wise.

Therefore, when we send our children to a school where they’ll be immersed into another language the whole day, we’ll need to support them process what they’ve learned at home by using our family languages.

When our children come home with a book to read aloud, our task is to question them about the text. Asking them to paraphrase the text is a great way to understand whether they understand the plot or not.

We can ask them to find other words, synonyms for words that may be more difficult. – Obviously, in order to do this we should have a great proficiency in the school language too! – But what if this is not the case?

Many parents struggle with this and I know that some take extra language lessons in order to be able to help their children at school.

But if one doesn’t have the time to do so, or finds it really hard to catch up with the language, my advice is to try to find other words in the family language and if the child asks for more synonyms in the school language, don’t hesitate to use the dictionary. I know many parents who improved their languages by learning alongside their children.

What seems very logical and relatively easy for literacy, becomes more complex for other disciplines. (see part 2 soon)

 

International Mother Language Day #IMLD campaign

IMLD2015

Since the General Conference of UNESCO proclaimed it officially on 19th November 1999, the International Mother Language Day is celebrated every year on the 21st of February since 2000. The aim is to develop awareness of linguistic and cultural traditions all over the world by promoting linguistic diversity and multilingual education.

The 21st of February represents the remembrence day in 1952, “when students demonstrating for recognition of their language, Bengali, as one of the two national languages of the then Pakistan, were shot and killed by police in Dhaka”, the capital of what is now Bangladesh.

On the 16th of May 2007, the United Nations General Assembly called upon Member States “to promote the preservation and protection of all languages used by peoples of the world”.

Speaking one’s motherlanguage (or fatherlanguage!) is still not something we all can take for granted, especially in places where local mother tongues are threatened by more dominant languages.

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Language is not only a means of communication but it is the most powerful instrument of preserving and developing our tangible and intangible heritage.

Please join us in celebrating all our languages with a month of events, posts, promotions etc. leading up to the International Mother Language Day on 21st  February 2015!

On facebook we’ve started an #IMLD campaign that aims to raise awareness that mother (and father!) languages are precious, valuable heritages in our global lifes. Our goal is to see the day celebrated widely all over the world by families, schools, communities on national and global level.

This year’s theme for the day is “Inclusion in and through education: Language counts”. This and other topics related to the values the day represents will be highlighted in the campaign which starts today, 22 January, runs for 30 days and culminates on Saturday the 21st of February when we can all celebrate together.

Join us in the campaign by visiting and liking the International Mother Language Day Celebration Facebook page and by sharing the daily posts through social media in the run-up to the day. The Facebook page will be a treasure throve of quotes, pictures, links to posts, articles, and activities to do with mother tongue, language, multilingualism, education, multiculturalism and diversity. Use the #IMLD hashtag to find others’ messages on social media and share them.