The poem I would like to share in this post is about the time of advent and St. Nicholas.

Ödipussi (Photo credit: Wikipedia)

It is written and performed by the German comedian, humorist, cartoonist, film director, actor and writer Vicco von Bülow (1923-2011) alias Loriot. He is best known for his cartoons, the sketches from his 1976 television series Loriot, alongside Evelyn Hamann, and his two movies, Ödipussi (1988) and Pappa Ante Portas (1991).

In six episodes of Loriot, he presented sketches, usually being the protagonist himself, and short cartoons, drawn by himself.

Loriot’s humour focussed on the peculiarities of German people including the awkwardness of everyday situations and miscommunication in human interaction.

“What I am interested in most of all are people whose communication fails. All that I consider comical results from crumbled communication, from talk at cross purposes.” (Loriot)

His cartoons hinged on the contrast between the presented situation, the dignity displayed by his typically big nosed characters and the picture’s caption. Inevitably one of these elements gets out of line, for example, when he combines the caption “We demand equal treatment of men and women, even if the suckling baby might temporarily lose weight.” with the picture of a bulbous-nosed man breast-feeding a baby in a distinguished manner. The topics of his cartoons were mainly drawn from everyday life, scenes of the family and middle-class society. (wikipedia)

This contrast between absurd an situation and dignified behaviour are very characteristic for his sketches and films. Loriot was incredibly popular. The accuracy of his language and the “high-brow sense of comedy led to the adoption of a large number of phrases and inventions from the series’ sketches into German common knowledge and everyday speech.” There is the “yodel diploma”, the “stone louse” and sentences like “With that, you have somehing on your own!”, “Please, don’t talk right now…”, “There used to be more tinsel”, “Look, a piano! A piano, a piano!” or the laconic “Ach!?” (“Oh, is it?”…).

In this macabre poem entitled Advent (1973), Loriot lent Knecht Ruprecht its diabolic-sinister context from which he originated.

[youtube https://www.youtube.com/watch?v=v1SwcR5Vwis&w=560&h=315]

ADVENT

Es blaut die Nacht, die Sternlein blinken,      / The night turns blue, the stars are twinkling

Schneefloecklein leis herniedersinken.      / snowflakes quietly are sinking.

Auf Edeltaennleins gruenem Wipfel     / The fire tree tops are beaming green

haeuft sich ein kleiner weisser Zipfel. / and little snow heaps can be seen.

Und dort vom Fenster her durchbricht / There! From a window  rather bright

den dunklen Tann ein warmes Licht.   / through the trees there goes a light.

Im Forsthaus kniet bei Kerzenschimmer / Lit by candles, woodman’s hut

die Foersterin im Herrenzimmer. / the woodman’s wife sits on her butt (in the woodman’s study).

In dieser wunderschoenen Nacht  / Just in this silent winter time

hat sie den Foerster umgebracht.  / has she committed murder crime

Er war ihr bei des Heimes Pflege / and killed the woodman in great haste

seit langer Zeit schon im Wege.   / she thought of him as rather waste.

So kam sie mit sich ueberein:   / Thus was the plan. At Nichlas Eve

am Niklasabend muss es sein. / poor wasteful woodman had to leave

Und als das Rehlein ging zur Ruh’, / when deer was from the forest creeping

das Haeslein tat die Augen zu,  / the little rabbit started sleeping

erlegte sie direkt von vorn  / a rifle took the woodman’s wife

den Gatten ueber Kimme und Korn. / and took away her husbands life.

Vom Knall geweckt ruempft nur der Hase / The bang annoyed the rabbit’s sleep

zwei-, drei-, viermal die Schnuppernase  / for just a minute, when he was deep

und ruhet weiter suess im Dunkeln, / and in the forest, thinking

derweil die Sternlein traulich funkeln.  / while high above the stars were twinkling.

Und in der guten Stube drinnen / And in the woodman’s snuggery

da laeuft des Foersters Blut von hinnen. / his blood escapes the artery.

Nun muss die Foersterin sich eilen, / The woodman’s wife must quickly act

den Gatten sauber zu zerteilen. / and cuts the woodman – that’s a fact

Schnell hat sie ihn bis auf die Knochen / as custom is for woodmans doing

nach Waidmanns Sitte aufgebrochen. / she skins her husband without woeing.

Voll Sorgfalt legt sie Glied auf Glied / With care she places all the pieces

(was der Gemahl bisher vermied)-, / and keeps a filet for her nieces

behaelt ein Teil Filet zurueck / as festive roast, a tender part

als festtaegliches Bratenstueck / she thinks that this is really smart.

und packt zum Schluss, es geht auf vier / The rest she wraps like Christmas gifts

die Reste in Geschenkpapier. / and thinks of them as precious thrifts.

Da toent’s von fern wie Silberschellen, / Hark! Silver-bells are ringing sweetly

im Dorfe hoert man Hunde bellen. / a dog is barking rather neatly.

Wer ist’s, der in so tiefer Nacht / Who might it be, so late at night,

im Schnee noch seine Runden macht ? / to walk in snow and without light?

Knecht Ruprecht kommt mit goldenem Schlitten / The helper of Santa Claus (Ruprecht) is riding

auf einem Hirsch herangeritten ! / on a stag, and law-abiding,

“He, gute Frau, habt ihr noch Sachen, / he asks the woodman’s wife for presents

die armen Menschen Freude machen ?” / to kids and to the poorer peasants.

Des Foersters Haus ist tief verschneit, / The woodman’s hut lays in the snow

doch seine Frau steht schon bereit: / but woodman’s wife – she isn’t slow:

“Die sechs Pakete, heil’ger Mann, / “Good man, all that I have is gathered here.

‘s ist alles, was ich geben kann.”  / Six wrappings, to the peasants’ peer.”

Die Silberschellen klingen leise, / The bells are ringing, nice and pure

Knecht Ruprecht macht sich auf die Reise. / Santa’s helper makes his tour

Im Foerstershaus die Kerze brennt, / a candle in the woodman’s vent

ein Sternlein blinkt – es ist Advent. / is shining there – it is Advent.

(LORIOTs HEILE WELT, Diogenes)

translation into English from © Mathias and tastyarts

Related articles

• St Nicholas and his helpers Knecht Ruprecht, Krampus, Père Fouettard and Zwarte Piet (expatsincebirth.com)

 

In the strictest sense, we all have a mother tongue as we all have only one (biological) mother. – But does this mean that the language our mother talked to us is automatically our mother tongue?

What about this friend I had in school, who was adopted when she was 2 and grew up in a Dutch family: would her mother tongue be Swahili because her mum was talking Swahili to her or would it be Dutch, because this was the language the mother who adopted her talked to her?

Usually, mother tongue – or father tongue to be politically correct! –  defines the first language we were exposed to, chronologically speaking, our L1, the first language we understand, speak, the one we grew up with or that our parents (or caregivers) speak with us. And usually people tend to speak this language for a long time.

If we want to define the first language we speak, learn and feel comfortable with, the term first language may seem more appropriate. This first language doesn’t have to be one. In bilingual families it can be two or three: the important aspect to define a language as first language is, that the child uses it on a regular basis, preferably every day from the very beginning. Linguists suggested a few years ago that an exposure of at least 20% of the daily time would be optimal for a child to become (almost) equally proficient in the family languages (but this has changed already and the duration of exposure is not the most important factor of becoming a bilingual!).

If there are more than one first languages in a family, we can also use the term of family languages: these would be for example the language a child talks with the mother, another one with the father, a third one with a caregiver (i.e. at daycare, school etc.), maybe a next one with extended family or locals, a fourth one with friends… Simultaneous bilinguals or multilinguals are exposed to more than one (or two) languages since day one. Successive bilinguals or multilinguals, are those who add other languages after having acquired the first language(s).

Using a term like family languages works if the language situation within the family is stable. And it would also work for extended family would share these languages – But we all know that in multilingual families, the languages we speak at home can vary and the situation can shift. Situations change, we move abroad, we immerse into other cultures and languages and within a bilingual family this can be a reason for preferring one language to another – even if only for a certain period of time.
I personally prefer and use the term of home languages when I talk about the languages a family speaks at home, as there can be other people involved: caregivers, nannies, babysitters etc. can speak another language to my child on a daily/weekly basis and this language would become one of the most important languages for my child.

My languages

Let’s consider my personal language situation: my parents only spoke German with me and my sister, but we were exposed to Italian since day one. We didn’t “learn” it in the conventional, academical way, so Italian counts as our second-mother-tongue or one of our first languages. – Usually, when people ask me which is my mother tongue (or mother language) I answer German and Italian. Both languages are still equally dominant and valuable for me.

If I analyze the different phases in my life, there were phases where Italian or French or German were dominant languages. In one phase (of almost 6 years) I would mainly speak Italian and French (and study Old-French and Old-Provençal, which felt like “living” in this time and period!). During that period I really had difficulties communicating in German and couldn’t form a complete sentence in German.

Only when this linguistic situation changed and I focused more on German and Italian, my German became more dominant for a short period.

English is the fourth language I’ve learned and I didn’t use it very often from age 20 to 34. I did re-activate and improve it when we moved to the Netherlands and our children started attending an English school. At the same time I also improved my Dutch.

In the last 11 years, English and Dutch became the most dominant languages, with German being our family language.

Therefore, my first languages are now German, English and Dutch, with occasionally Italian (the language that still feels like the closest to my heart!), French and Swissgerman (and adding Spanish to the picture which I have a great passive knowledge in but where I’m working on the verbal fluency).

What are my children’s first languages?

From a chronological point of view, Italian and Swiss-German are the “first languages” for all of my children, but only for their first years, because we decided at some point to only speak German with them – while still reading and singing with them in Swiss-German and Italian –, and this changed again when they started attending the Dutch daycare and then an English school.

Today – I should better say “at the moment”…– they consider German, English and Dutch as their main languages, i.e. the ones they are most fluent in. These are their most dominant languages. They don’t feel that confident in Swiss-German or Italian at the moment, but I know by my own experience that this can change if the linguistic situation changes again or if they just decide to talk them more often.

For multilingual children, the linguistic situation within the family and social context changes constantly, and if this happens in their early years, the concept of “first language” changes too, it only refers to the first language acquired, so in strictly chronological terms.

The first language or mother tongue plays an important role in sociolinguistics, as it is the basis for people’s sociolinguistic identity. Terms like native language or mother tongue refer to an ethnic group rather than to the first language. This all confuses families and teachers as, usually, one needs to indicate the “mother tongue” of the children when signing them up for a daycare or school. This is why I always recommend to indicate also the languages that our children are most dominant in at the moment… 

Native speakers are considered to be “authority on their given language due to their natural acquisition process regarding the language, versus having learned the language later in life”.

By concentrating on the natural acquisition process, my native languages would be German, Italian, Swiss-German and Dutch because I did acquire them naturally, i.e. without “studying” them. I did not “learn” them at school, I did imitate speakers and copy sentences. I learnt how to read and write them partly at school – German and Italian.

The fact that someone is a “native” speaker because he or she acquired this language at an early stage, doesn’t really make sense to me. We all need to nurture our languages, learn the different meanings of words, form longer sentences, find out what register to use in different settings, which all takes many years!

Fact is that we are perfectly able to acquire a language in a “natural” way also in a later stage of our life. And if a language we acquired or learnt later in life becomes our most dominant language, i.e. the one we speak most, write in and read, our “first language” or “mother tongue” can become a secondary language and sometimes even be lost… (cfr. language attrition).

In his lecture “English and Welsh” in 1955, J.R.R. Tolkien distinguishes the “native tongue” from the “cradle tongue”. The cradle tongue being the language we learn during early childhood and the native tongue “may be different, possibly determined by an inherited linguistic taste, and may later in life be discovered by a strong emotional affinity to a specific dialect (Tolkien confessed to such an affinity to the Middle English of the West Midlands in particular)” (cfr. pdf of “English and Welsh” by J.R.R. Tolkien)

We each have our own personal linguistic potential: we each have a native language. But that is not the language that we speak, our cradle-tongue, the first-learned. Linguistically we all wear ready-made clothes, and our native language comes seldom to expression, save perhaps by pulling at the ready-made till it sits a little easier. But though it may be buried, it is never wholly extinguished, and contact with other languages may stir it deeply.

My chief point here is to emphasize the difference between the first-learned language, the language of custom, and an individual’s native language, his inherent linguistic predilections: not to deny that he will share many of these with others of his community. He will share them, no doubt, in proportion as he shares other elements in his make-up. (cfr. “English and Welsh” by J.R.R. Tolkien, p.18)

There is so much to say (and write) about this topic! One could add the term of heritage language, which is often misunderstood as a synonym of mother language/tongue… But I’ll stop here.

The predilection of a language is more important than the chronological place it has in our language acquisition history. (Ute)

For me, personally, the language I prefer speaking and that is closest to my heart and I’m more spontaneous in, is not the language my parents talked to me during the first period of my life. What about you? Do you (still) prefer speaking the first language you learnt, or is another language more important for you right now?

If you are interested in this topic and would like to know more about it:

I hold workshops on bilingualism and parenting the bilingual child and consult parents, caregivers and teachers about it.

About the origin of the term mother tongue

“The origin of the term mother tongue harks back to the notion that linguistic skills of a child are honed by the mother and therefore the language spoken by the mother would be the primary language that the child would learn.” However, this type of culture-specific notion is a misnomer. The term was used by Catholic monks to designate a particular language they used, instead of Latin, when they are “speaking from the pulpit”.That is, the “holy mother of the Church” introduced this term and colonies inherited it from the Christianity as a part of their colonial legacy, thanks to the effort made by foreign missionaries in the transitional period of switching over from 18th-century Mercantile Capitalism to 19th-century Industrial Capitalism in India.” (cfr. wikipedia)

A while ago I posted an article about news sites for teenagers in different languages.

If your child is learning German and you would like him or her to read or listen to current topics, here are some interesting sites:

The site yaez is a great site about “Schule, Stars & Trends” and the online magazine “Starflash” is easy to read and treats the latest news about music, films etc.

The Goethe Institut links to some other child appropriate sites with topics of different content and also one with youth literature. Personally, I like the site of the Deutsche Welle where one can listen to the audio of the articles, find a vocabulary at the end of it and also do a little comprehension test. On this site, you can even choose the level of proficiency (and comprehension).

On the Deutschlernen Blog one can find many different kinds of texts, audiotexts, “German for children”, German exams etc., whereas the Deutschlerner Blog II is more for advanced students.

On the Deutschlandradio site, you can listen to news and audio articles.

And you can access some TV channels like ZDF via the mediathek site.

Deutsch: “Lebenslanges Lernen” (Sonderbriefmarke), Nominal: 110 Pf. / 0,56 EUR, Maß: 43,0 × 25,5 mm, Papierqualität: Postwertzeichenpapier DP 2 Text: also lautet ein beschluss dass der mensch was lernen muss. lernen kann man, gott sei dank, aber auch sein leben lang . (Photo credit: Wikipedia)

Please, do check the content of the sites I mention in this post, about appropriateness for your child!

If you have any other site that you would recommend for teenagers who are learning German – or who would like to improve their German – please leave the link in the comments here below and I’ll be happy to add them!

When children reach a certain age, parents want them to learn about what happens in the world. Many parents struggle with the way news are presented on TV. In fact, pictures and the way news are presented in the evening news can be quite traumatising. A great alternative are online news sites for children, where children and parents can choose the kind of news they think are appropriate and get more information about some topics in a child friendly way. What I personally like about online news is the choice to either read or watch the news.

Like in many multilingual families, my children like to have access to news in different languages. As I’m far from knowing about online news programms for children in other languages, asked some parents from the Multicultual Kid Blogs group to share news sites they recommend for children and am glad to share this here below.

Danish:

Rita Rosenback recommends the Danish site Kidsnews. You have to subscribe to the magazine, but the news videos are for free.

Dutch:

The Dutch Jeugdjournaal is a news programm for children that goes live every day at 18:45 and can also be watched online. There is also a Jeugdjournaal app that permits you to access news in a child appropriate format on mobile devices.

English (British):

Amanda van Mulligen suggested the BBC site for news. This site is very interesting not only for news but also for general information about different topics.

Another site that my children like to visit is the First News Site.

French:

Annabelle Humanes recommends the real paper newspaper that has also a news website. This website is, as far as I could see, without videos, therefore children need to be able to read to access the news.

Isabelle Barth points out that in France and in French-speaking countries, there is no News Channel just for children. But they have few channels just for childern an they have news in their programs. These channels are: Gulli, Tivi5mondeplus and canalj.

German:

On the German tivi site, children can watch news and choose the topics they’re interested in.

Italian:

The Italian site Bambininews offers news for children who already can read. In fact, there are no videos available (so far). Also, some Italian newspapers publish news sites for children, like Il Giorno. The TV channel RaiGulp offers also online access to some series and news, but, as far as I know, there is no video news programm online.

Norwegian:

And on the Norwegian site nrksuper children can access the news that are also aired on TV online.

Portuguese:

For Portuguese, Annabelle Humanes‘ husband recommends the Folinha de São Paulo, a website or supplement from an adult newspaper. It is Brazilian.

Russian:

Anna Watt recommends two Russian websites, one for a younger audience and one for 10-16 year olds and older.

Spanish:

The Spanish site educatumundo is an educational site for children, parents and teachers. Under noticias you can find several topics, written for children. These news are not available on video, but maybe there is another site that offers news clips in Spanish?

Swedish:

Rita Rosenback recommends the Swedish site SVT, where children can watch the news.

***

Of course, these are only a few online news sites for children and I really would like to extend this list. Therefore, I would really be glad if you could recommend any further online news sites for children in the comments section here below (indicating your name and, if you have one, your website). – Thank you very much!

When I asked some hints about body parts’ songs in other languages among the bloggers of the Multicultural Kid Blogs group, the song “Head, shoulders, knees and toes” seems to be the most famous song on this topic and has been translated into many different languages:

Head, shoulders, knees and toes

Knees and toes

Head, shoulders, knees and toes

And eyes and ears And mouth and nose

Head, shoulders, knees and toes, Knees and toes

I won’t list up all the languages here, but what I find interesting are some small variants like in the German and the Dutch versions of this song. In the German song, “toes” (pl) is translated with “Zeh” (sg) or “Fuß” (foot), and the Dutch version has, instead of “nose”, “puntje van je neus” (the point of your nose). Tina Chen pointed out that “in Indonesian, they have translated Head and Shoulders from English. Kepala, bahu, lutut, kaki, which is head, shoulders, knees, and feet.” The change from toes to feet can be found also in other languages like in Korean, pointed out by Carrie Embleton Pericola: “the Korean version is Head, Shoulders Knees and Feet” and the Polish version.

We can find many resources online with songs and rhymes about the body parts. Here are two in English and one with the French translation:

Five fingers on one hand

and five fingers on other make ten.

A dear little nose,

and a mouth shaped like a rose.

Two cheeks so tiny and fat.

Two eyes, two ears

and ten little toes;

Thats the way my body goes.

 ***

I have so many parts to me

 ***

Bones, you must have them

You have two hands and two feet
You have two legs and a nose
You have a belly (stomach) and a back
And muscles underneath your skin

You have a head and a neck
Two ears and two knees
You have two eyes and two cheeks
And a mouth that eats everything and

Under your skin you have bones
Small bones and big ones
Bones, bones, you must have them
It’s because you have bones that … (repeat from top of the song)

(French:)

Des os il en faut

Tu as deux mains et deux pieds
Tu as deux jambes et un nez
Tu as un ventre et un dos
Et des muscles sous la peau

Tu as une tête et un cou
Deux oreilles et deux genoux
Tu as deux yeux et deux joues
Et une bouche qui mange tout, et

Sous ta peau il y a des os
Des petits et des gros
Des os, des os, il en faut
C’est parce que tu as des os que …

****

Laura Pheneger mentioned the U.S. song “The Hokey Pokey”, “which is an action song that uses lots of body parts. You put your right arm in, you put your right arm out, you put your right arm in and you shake it all about, you do the hokey pokey and you turn yourself around, that’s what it’s all about…then you continue with various body parts.”

Aimee Schmitt Thompson’s “children (and husband!) also loved singing the “I’ve Got Two Eyes” song from Sesame Street” from 1970 with Susan and Bob singing about body parts that come in pairs.

Jennifer Brunk says that in Spanish there are lots of songs about body parts and refers to a post on her blog about “Saco una manita/manito (depending on the country)”, “Mi carita” etc. and there are “finger plays and four of them are traditional rhymes for body parts“.

I found a lovely song about the Körperteile (body parts) in German by Bobby and another one in English by Brendan Parker:

And for when it’s Halloween: have a look at this lovely skeleton dance song from the U.S.:

If you know any song in your another language about body parts, please share it with me! I’d be very glad to add it to my list!

I’ve recently published a short article with a list of several body parts in English, German, Italian, French and Dutch on my “other” blog: go and check it out.