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When will my preschooler start to chatter and dream in English?
By Maria Luisa Glascock |
May 30, 2012, Wednesday
|
Print Edition
Print Edition
PK teacher of SAS Puxi campus
Learning English as a second or third language is common among students attending an international school. As parents enroll their preschool-age child for the first time, they often wonder when their child will be speaking fluent English. Once in school, non-English speakers venture to say a word one day, and next a string of simple words come together. They move from non-speakers to a beginning level. Later on, phrases and sentences flow in complete and meaningful structures.
It is through language that young children (and the rest of us) communicate their most immediate needs: "I am hungry," "I need to use the toilet," "My friend doesn't want to play with me," "I miss my mommy," "Look at my new shoes." Language learning seems to take place in an almost magical way for many young children. However, there is much behind the scenes when teaching English to preschool-age children.
Teaching English to non-English speakers requires understanding of the second language acquisition process. Language has four main components: listening, speaking, reading and writing. Listening and speaking are the two skills that are developed first in preschool children.
According to language acquisition expert Jim Cummins, it typically takes two to three years to learn basic interpersonal communication skills, ie, the English used daily in a social environment, and five to seven years to develop cognitive academic language proficiency, the more advanced and formal language used in academic work.
This means that a child who begins learning English in preschool will build the foundation of English social language by Grade 1 or 2 and will develop a fluent academic level by Grades 3 to 5. As learning English increases throughout the grade levels it becomes more abstract and centers on academic learning.
For preschool students, teachers use English language strategies within meaningful contexts, for example, while children play with friends and explore their environment. The teacher helps to increase students' listening skills and vocabulary by using concrete objects, establishing school routines and exposing children to first-hand experiences, which are then discussed in small groups or on an individual basis based on proficiency.
It's important to allow children to make first attempts at speaking while interacting with other children. These strategies are springboards to build language skills and enhance social development.
Some home strategies to support language learning use a child's first or home language, which develops through repetition, familiarity with objects, people, situations and places. These conditions help children produce their first words. Parents need to read, speak, talk and maintain conversations with their child in their first language. A strong first language helps build a foundation for a second or third language.
Learning English as a second or third language is common among students attending an international school. As parents enroll their preschool-age child for the first time, they often wonder when their child will be speaking fluent English. Once in school, non-English speakers venture to say a word one day, and next a string of simple words come together. They move from non-speakers to a beginning level. Later on, phrases and sentences flow in complete and meaningful structures.
It is through language that young children (and the rest of us) communicate their most immediate needs: "I am hungry," "I need to use the toilet," "My friend doesn't want to play with me," "I miss my mommy," "Look at my new shoes." Language learning seems to take place in an almost magical way for many young children. However, there is much behind the scenes when teaching English to preschool-age children.
Teaching English to non-English speakers requires understanding of the second language acquisition process. Language has four main components: listening, speaking, reading and writing. Listening and speaking are the two skills that are developed first in preschool children.
According to language acquisition expert Jim Cummins, it typically takes two to three years to learn basic interpersonal communication skills, ie, the English used daily in a social environment, and five to seven years to develop cognitive academic language proficiency, the more advanced and formal language used in academic work.
This means that a child who begins learning English in preschool will build the foundation of English social language by Grade 1 or 2 and will develop a fluent academic level by Grades 3 to 5. As learning English increases throughout the grade levels it becomes more abstract and centers on academic learning.
For preschool students, teachers use English language strategies within meaningful contexts, for example, while children play with friends and explore their environment. The teacher helps to increase students' listening skills and vocabulary by using concrete objects, establishing school routines and exposing children to first-hand experiences, which are then discussed in small groups or on an individual basis based on proficiency.
It's important to allow children to make first attempts at speaking while interacting with other children. These strategies are springboards to build language skills and enhance social development.
Some home strategies to support language learning use a child's first or home language, which develops through repetition, familiarity with objects, people, situations and places. These conditions help children produce their first words. Parents need to read, speak, talk and maintain conversations with their child in their first language. A strong first language helps build a foundation for a second or third language.
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