The two schools of thought revolve around the following premises. Those who support teaching two languages believe that young children are best equipped to acquire a second language, as they do not have the pre-existing notions of language that cause many adults to struggle when it comes to accepting various aspects of foreign languages, ranging from how to pronounce words to grammar and sentence structure, which can obviously differ quite a bit, especially when the two languages do not share the same root. Often, supporters of teaching two languages speak another language themselves due to their heritage and are driven by a desire for their children to keep that heritage.
| Watching some videos |
However, I can confirm that teaching two languages is not without struggles. As you can surmise from my prologue, I am staunchly in the "For" camp of teaching two languages, especially when the child is very young and just learning to communicate. Thus far, we have had pretty good success in familiarizing Fifi with both English and Chinese, as she is now able to recognize over 200 written Chinese phrases and about 100 English words, which as a whole largely represent her functional vocabulary at this point in her life (just over two and a half years old).
That said, her primary language is clearly Chinese when it comes to things such as grammar and sentence structure, while she knows many object and activity names (picture, TV, milk, meat, exercise, etc.) by their English names. This is by design, as my take on the subject is that she will have less and less time once she goes to school to practice Chinese, so it is best to get her used to the Chinese grammar now. However, we do not ignore English, and so, Fifi is aware that she uses two different systems. Most of the time, she keeps it pretty straight, but sometimes, she will still say some funny things. For example, though she seems to know to speak English to non-Chinese speakers, sometimes she simply doesn't know how else to say things, so she will still say them in Chinese. We try to mitigate this issue by subsequently teaching her the English phrase.
Even more amusing, or perhaps concerning, is she has started to blend the two languages in some instances. The most common example of this is the namesake of this post:
I Want 不要喝 (bu2 yao4 he1- or "don't want to drink") Nilk ("milk", in baby-ese).
Somehow, she has ingrained this (admittedly logical) sentence structure of "I want [don't want] to ____" and she applies it in most any instance where she doesn't want to do something! We've corrected her several times on this, and she seems to understand it, but, perhaps like Tim Tebow's infamous throwing motion, when under fire, she reverts to her old habits without fail...
So, as mentioned above, there are certainly some challenges to learning two languages, but I still maintain that it is by far the superior of the two options, and that it is much easier for young children to learn.
Case in point, about three weeks ago, my colleagues brought back this (and other) children's books back from China. After just a week, Fifi was able to read two of the three stories she reads in the video below!
That said, her primary language is clearly Chinese when it comes to things such as grammar and sentence structure, while she knows many object and activity names (picture, TV, milk, meat, exercise, etc.) by their English names. This is by design, as my take on the subject is that she will have less and less time once she goes to school to practice Chinese, so it is best to get her used to the Chinese grammar now. However, we do not ignore English, and so, Fifi is aware that she uses two different systems. Most of the time, she keeps it pretty straight, but sometimes, she will still say some funny things. For example, though she seems to know to speak English to non-Chinese speakers, sometimes she simply doesn't know how else to say things, so she will still say them in Chinese. We try to mitigate this issue by subsequently teaching her the English phrase.
Even more amusing, or perhaps concerning, is she has started to blend the two languages in some instances. The most common example of this is the namesake of this post:
I Want 不要喝 (bu2 yao4 he1- or "don't want to drink") Nilk ("milk", in baby-ese).
Somehow, she has ingrained this (admittedly logical) sentence structure of "I want [don't want] to ____" and she applies it in most any instance where she doesn't want to do something! We've corrected her several times on this, and she seems to understand it, but, perhaps like Tim Tebow's infamous throwing motion, when under fire, she reverts to her old habits without fail...
So, as mentioned above, there are certainly some challenges to learning two languages, but I still maintain that it is by far the superior of the two options, and that it is much easier for young children to learn.
Case in point, about three weeks ago, my colleagues brought back this (and other) children's books back from China. After just a week, Fifi was able to read two of the three stories she reads in the video below!