MULTILINGUALISM – AN OUTLOOK
Ms. Devi Jessie Mary
Speech and Language Pathologist
To better understand the topic of conversation, let’s first understand what exactly the term ‘LANGUAGE’ means.
LANGUAGE is a form of human communication
is formed by symbols
is constructively and systematically structured
is in both oral and or text form
is used in a conventional manner
Looks complex, doesn’t it? Imagine this language learnt, in two different forms. Complexity goes up a notch. Individuals who speak two languages are called “Bilingual” and those who speak more than two are called “Multilingual”. This is the idea we are going to be looking into.
Now, to dive head-first: The general question that is frequently asked, “Will my child being exposed to two languages, cause speech delay?” or on the other end of the spectrum, “Is the reason for my child’s speech delay because we speak two languages at home? –
This article looks into the frequent myths and facts often discussed in our scientific forum. For your eyes, let’s blast a few popular myths with scientifically proved beliefs:
1
Myth: Newborn babies cannot recognize language distinction when exposed to the same.
Fact: Infants can recognize the language they are most exposed to and turn their heads towards the familiar language more than any other language. The exposed language and its spoken forms with the intonation patterns, rhythm and pitch are already in familiarity with the child. Infants hearing and interacting with adults in two languages know from the beginning that there are more than one system in use and can distinguish between them easily.
2
Myth: Bilingual at minimal is alright but more than two languages is a definite no-no !!
Fact: As long as, the child receives constant interactive exposure to the language, there should be no trouble learning two or three or more languages.
3
Myth: Multilingual children exhibit delay in development compared to monolingual peers.
Fact: Research suggests differently. Children exposed to two or more languages, develop in the same manner as children exposed to a single language, i.e. they meet their developmental milestones appropriately, in the absence of any developmental disorders.
4
Myth: Children when exposed to a language, just pick it up!!
Fact: A prevailing idea is that it is very easy for children to learn a new language and there is minimal effort involved. It is not so. Language is very complex, it takes a life-time to learn the nuances of the language and to become a master of the same. Language development in the earlier stages of development consists of vocabulary knowledge, which progresses into sentence formulation and advances into conversations as well as advanced language functions. The more the child is exposed to the language, the more he/she will learn and will become a confident user of the language.
5
Myth: Learning two languages or more confuses the child and impairs his/her cognitive ability (i.e. their ability to think and learn).
Fact: Most often, this advice is provided under the misconception that the child’s brain can pick up only one language. Not true!! As a matter of fact, the child’s brain development and cognitive ability is highly enhanced during the developing period. Contrary to the myth, there is scientific evidence that well-developed (multiple) language actually enhances an individuals’ cognitive flexibility – that is bilingual speakers, especially children are better able to see things from two or more perspectives and to understand how other people think. They also have better auditory language skills (i.e.) they can discriminate the sounds of the language better and they mature earlier in terms of ability to think and talk about language.
6
Myth: The child’s brain cannot handle more than one language at a time, let alone proficiency.
Fact: Children under two years old are particularly proficient at learning two languages at once because the human brain has its highest receptivity for language at this time. It has been found that children can acquire more than one language spontaneously up to approximately eight years of age, although they need to be exposed to a variety of spoken and written forms to develop full competence. Therefore, to use a language proficiently during the early years of development requires a certain amount of problem solving and more so when a young child is learning second or third language which is different from the community of speakers.
7
Myth: Children exposed to two or more languages will be slow thinkers.
Fact: Until the 1960s, research suggested that bilingual children acquired language more slowly than monolingual children and achieved smaller vocabularies. But recent studies have pointed fingers in the opposite direction. It is suggested that children who speak more than one language constantly use superior executive function of the brain as they develop and mature, compared to their monolingual peers. What is this executive function of the brain?? It is an umbrella term for the management (regulation, control) of cognitive processes including working memory, reasoning, flexibility and problem solving as well as planning and execution.
Now, you tell me: “Is multilingualism a danger for childhood development?” Collective expert opinion: No!! Rather, the benefits of multilingual speech towards better cognitive development and critical thinking is supported by numerous researchers.
Then, why are you advised against the same? Please understand that the recommendation is not a general one. It is specifically given for parents who express concern towards the child’s language development, when the child exhibits a significant delay or the child is diagnosed to have developmental disorders. It is easier for the child to pick up one language input and gain proficiency, amidst the pressure of the child to reach to his/her milestones battling other developmental problems as well. But ultimately, in our environment, we use two languages in our everyday life. It is inevitable – where one is our native and our nouns are all in English!!
It is generally advised best that the parent speaks to their child in the language they are most comfortable with, in terms of fluency. This could be the native language or a language the parents speak very well. Sometimes, wishing to provide more exposure to English due to school requirements, the parent might start using the language suddenly, wherein the child was already exposed to their native language. This might actually have the undesired effect of delaying the child’s language development. In fact, it has been shown in educational settings that building on a child’s skills in a first language help the acquisition of a second one.
It is recommended to avoid abrupt stopping of a familiar language or sudden introduction of a new language replacing the exposed language. Why? Because language is strongly linked to emotion, affect and identity. It has been recorded to cause emotional and psychological difficulties for both the child and the parents.
Remember, Language is THE FORM OF HUMAN COMMUNICATION. Learning the same, with ease and comfortably nurtures the child’ cognitive, emotional and social development. We are after all, social creatures with innate desire to have and maintain relationships within our communities. Language is the bridge, which should be constructed systematically, in order to continue humanity’s progress – not scrutinized. Multilingual children develop as their monolingual peers do; there is no difference and nor does it cause language delay. Take caution and ask your speech-language pathologist, before you make a decision pertaining to the child’s language learning.