{"id":1268,"date":"2023-09-02T17:07:13","date_gmt":"2023-09-02T15:07:13","guid":{"rendered":"http:\/\/mamlise.home.amu.edu.pl\/?page_id=1268"},"modified":"2023-09-15T21:01:41","modified_gmt":"2023-09-15T19:01:41","slug":"fostering-multilingualism","status":"publish","type":"page","link":"http:\/\/mamlise.home.amu.edu.pl\/?page_id=1268","title":{"rendered":"Fostering Multilingualism"},"content":{"rendered":"\n

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FOSTERING MULTILINGUALISM<\/span><\/strong><\/p>\n\n\n\n

Multilingual parenting is challenging and there is no bulletproof strategy guaranteeing success for everyone. Here are some aspects that can be considered:<\/span><\/strong><\/p>\n\n\n\n

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Realistic Aims<\/p>\n<\/div><\/div>\n<\/div>\n\n\n\n

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Monolingual or multilingual approaches<\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n\n\n\n

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The situation in each family is unique, and so are the family members\u2019 language needs. In some families, a minority language is used with all family members, in others, it is used only occasionally. In some families, several languages are used regularly, in others just one. Keeping the linguistic situation in the family in mind and planning for future language use, each family will have different aims.<\/p>\n<\/div>\n\n\n\n

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For a long time, parents were recommended to use parallel monolingual approaches like the \u201cOne Person-One Language\u201d approach. It requires discipline to stick to one language, intensive language support for both languages from the community or extended family and languages that are equally relevant to the child. Nowadays, more flexible and natural multilingual approaches are more common, where the minority language(s) are valued and fostered but all other languages are included, too.<\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

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Meaningful interaction<\/p>\n<\/div><\/div>\n<\/div>\n\n\n\n

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Literacy Activities<\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n\n\n\n

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Language use as social practice always happens in social interaction. High-quality, meaningful interaction is key to language development in all of a child\u2019s languages. Parents should not become language teachers and ask their child to repeat sentences or correct them too often but should create situations where meaningful interaction can happen and parent and child can co-construct their language use.<\/p>\n<\/div>\n\n\n\n

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Research shows that literacy activities such as looking at picture books together and reading or telling stories are valuable in language acquisition. Asking questions about the story or the child\u2019s perspective on it fosters the child\u2019s language development and literacy skills.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n

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Reading with mum (in Polish)<\/strong>:
The video features Vick reading a book in Polish with his mum. The interaction goes smoothly; the boy responds in Polish, but when he is asked to count characters in the picture, he does it in Dutch. <\/p>\n<\/div>\n\n\n\n

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Playing chess with dad (Dutch)<\/strong>:
The video features Vick \u201cplaying chess\u201d with his dad \u2013 they interact in Dutch, and the boy\u2019s dad teaches him the names of chess pieces in Dutch and asks him to count the pawns. Simultaneously, the boy addresses his aunt in Polish, switching the codes effortlessly. He even corrects his aunt when she takes the name of the chess piece \u2018Koning\u2019 [Eng. king<\/em>] for similarly pronounced \u2018konik\u2019 in Polish [Eng. little horse<\/em>].<\/p>\n<\/div>\n\n\n\n

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Reading with dad (in Dutch)<\/strong>:
Vick interacts with his dad in Dutch \u2013 they are paging a book while his dad asks him questions concerning some pictures in the book. When he is asked to provide the name of an animal, a dog presented in the picture, Vick first provides a Polish equivalent [Pl. pies<\/em>]. Only later, encouraged by his day, the boy responds in Dutch. The boy is a little distracted; he is more interested in having some nuts rather than commenting on the books. He is negotiating whether to have some more nuts with his dad.<\/p>\n<\/div>\n<\/div>\n\n\n\n

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