While viewing ‘Speaking in Tongues’ I was struck by the vast difference in attitude between the children featured in the film and myself at their ages. While we all share a common factor, a United States primary education, both the medium of instruction and the subliminal messages that come along with it differ in each case.
This contrast acts as an alternative example of the comparison of child rearing posed by Ahern (2012, pg 51-52) by highlighting the impacts of language socialization gained during education. Through equal prioritization of two languages children in language-immersion programs are being conditioned to accommodate themselves to the world and thus to view the world as a whole on more equal terms. In stark contrast, the
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The first, that we currently live in a highly globalized society and importance should be placed both on an appreciation for varying cultures and that children should be provided with as many marketable skills as possible. The second, that in this globalized marketplace the onus is on non-English speakers to learn English due to the subconscious (and in some cases not so subconscious) belief in the superiority of America and thusly English. [Something about xenophobia maybe]
‘Speaking in Tongues’ exemplifies these differing ideologies by focusing on a conversation between the uncle of the Cantonese-immersion student Kelly and his mother. Kelly’s Uncle shares the hope of all the families of language-immersion students, that the language skills gained will follow and aid their children throughout their lives. When prompted, parents explained the hope that through language-immersion children might maintain a respect for their heritage, form a competitive edge in the job market, grow into responsible and respectful world citizens and find a door to a higher class
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Typically children begin speaking by twenty-four months and first enter the school system at the age of six. In a society where English is expected as a first language and children are expected to have a firm grasp of comprehension and conversation by kindergarten, children with non-English home languages are at a distinct disadvantage. The focus of traditional classrooms is on English as medium of instruction as opposed to an introductory subject, this means that children without English as a first language are burdened with the task of learning both English in an environment not geared towards teaching it and traditional coursework. The added strain of working to learn a new language and the possibility of having parents unable to help master new English skills can lead to a performance divide in
Speaking in Tongues, written by ZZ Packer, is a short story about a young girl who demonstrates extreme character change throughout the story. Tia Townsend starts out as an innocent, conservative church-going girl who grows and evolves into a rebellious teen. Through tone, setting, and a variety of metaphors, we are able to see how the different aspects of Tia’s life contribute to the overall plot. By connecting with the reader, Packer truly demonstrates how the struggles and experiences Tia went through ultimately shaped her as a character.
“Standard English was imposed on children of immigrant parents, then the children were separated from native English speakers, then the children were labeled “inferior” and “ignorant” (Hughes 70) because they could not speak Standard English. In addition to feeling inferior about their second language skills, these students also felt inadequate in regard to speaking their own mother tongues” (qtd in Kanae)
The essay starts off by talking about a common belief shared by many parents now about how students miss out on “a great deal by not being taught their family’s language”(Rodriguez 525). But the author states that this isn’t always true especially considering the children who are socially disadvantaged in any way, they more than likely consider their native tongue or the language used at home to be just that a private language that should only be used around or with the family, he also highlights how odd it was that his childhood classmates
...r they had all received the same language instruction for three years (kindergarten, first and second grade). These finding conclude that English language proficiency at the time of entering school does not matter. A good early literacy program works for both L1 students and ESL students who enter school at the kindergarten age. Students at that age are very susceptible to learning new languages quickly. The ESL children had difficulties in kindergarten, but by second grade they had caught up and were right on track with the L1 students and some of them even surpassed the L1 students.
The one characteristic that makes humans who we are is our ability to adapt. Whether this is in terms of weather, geography, or even through our speech, people adapt to our environment. In “Speaking in Tongues”, the author Zadie Smith, expresses her own literacy journey/metamorphosis and how her voice had changed as a result of her environment and inadvertently also changed her identity. While explaining this, she also connects her own experiences in a larger social context with well known examples such as William Shakespeare and our current president Barack Obama. We speak differently depending on where we are and to whom we surround ourselves; this is evident in the way that Zadie Smith, Barack Obama, William Shakespeare, and I speak and
prioritize early childhood development, such that children are systematically exposed to learning opportunities from an early age and expected to do well (Minkov, 2011). Families that do not speak English as a native language might lack the money to purchase educational materials for younger children, and parents in such families might also lack the time for interaction, given that many fathers and mothers in non-English-speaking communities are working multiple jobs solely to survive (Tillman, 2009).
According with Jean Piaget whose theory on child development has been a great influence in education; language development is the most important phase during the Preoperational stage of cognitive development. During this stage children develop and build up their knowledge and vocabulary by asking questions and expressing ideas through words, images and drawings. This stage is considerate to happen from two years of to seven years of age (Kendra Cherry). Language development has direct implications in the intellectual development of a child, and it is one of the main tools to develop our thinking process. We use words to store and access memories or other information. For Latinos children and especially recent arrivals whose language is Spanish entering to school where their primary language (Mother tongue) has no validation neither use may be traumatic and even hinder their future opportunities to succeed in a school system that is complete foreign in concept and in language. In order to integrate and create opportunities for the Latino students to succeed the in the educational system we must create programs that address the specific needs of the Latino community such as bilingual education where students learn to speak, read and write in their mother tongue language first.
After reading this article, I feel like I have a fresh and new look on how to better spot children who are falling behind in their language proficiency. References: Lippi-Green, R. (2012). The 'Path of the English with an accent (2nd ed.). New York, NY: Routledge. Monzó, L. D., & Rueda, R. (2009).
When your child isn't speaking the community language on the same level as his or her monolingual peers (generally the ML@H child doesn't reach parity with them until around 5 years of age), it's difficult not to worry. The McColloughs in Germany remember "We were watching other children jabbering away in complete German sentences, while Patrick seemed incapable of getting out two or three connected words." Within months after starting preschool, however, he had transformed completely. "Now he can't stop talking in either language." Even when you know that your child is going to catch up, it can be daunting to watch him struggle. Some parents fear that he will never learn the primary language, even though this really only occurs when children are isolated from the primary language within a minority speaking
...s Bilingual Education seem impressive on the surface, but in reality, there are many prevalent issues that policymakers have conveniently overlooked which affects other monolingual children who are ‘underrepresented’ and forced into a Bilingual Education. Jill critiqued that the current ‘drip-feed’ system; in which students are exposed to Mother Tongue for only two periods a day is clearly insufficient and students should be offered more languages that are of interest to them. As Jill sips her coffee, she contemplates the future of her children. Will they go through the same experience? Which Mother Tongue must she choose for them? Will this experience be a vicious cycle? Jill vowed to provide the best for her children but as for herself, her adamant refusal to acknowledge Malay as a second language has successfully reverted her back to be the striving monolingual.
Paul, David. (2003). Teaching English to Children in Asia. Hong Kong: Pearson Education North Asia Limited.
It is often said that you cannot teach an old dog new tricks. This proverb may in fact be true when learning a second language. The implication is that there is a critical period for learning a second language. Unfortunately, many elementary schools in the United States do not offer foreign language classes, missing the opportunity to learn a new language while still young. By learning a new language early on, students may increase their chances of success in higher education and mental capabilities all while exposing themselves to a diversity of different cultures and experiences.
Experts have contended that a sense of self is altered when students whose second language is the one in which instruction is being communicated. Further it has been argued that the native language people use greatly influence the perspectives of their world (Kay & Kempton, 1984). If this is true, it explains the complexity teachers of any discipline encounter while functioning in a multicultural classroom with speakers of differing languages and
Language has pioneered many interracial relationships and historical milestones. Language is a necessity for basic communication and cultural diversity. Being multilingual is a skill proven influential to a successful future. Due to rapid globalization, countries all over the world are stressing the importance of learning a second, or even third, language. With the exception of time and lack of resources, adults have very few widely applicable disadvantages to learning multiple languages. However, language learning as a child presents more complications. Some of those include not having enough funding at the elementary school level to introduce a program for secondary language, academic overload for the youth, stress for both the parent and student parties, and the mixing of languages. Not all of these complications are true in any or all situations, however, and the absence of them provides multitudes of opportunity for future career and academic success. Ultimately, it is the responsibility of the parents or the education legislation to decide whether they encourage the learning of a secondary language at the young age necessary for retention. “The general consensus is that it takes between five to seven years for an individual to achieve advanced fluency,” therefore the younger a child begins to learn, the more likely they are to benefit to the maximum potential (Robertson). Keeping the language learning in high school or beginning the process earlier is a greatly controversial discussion that is important to address because of the topic’s already lengthy suspension.
Language is the basis of human communication. It is a cultural and social interaction, and the way language is used is influenced by the circumstances in which it takes place (Emmitt, 2010, p. 49; Green, 2006, p. 2). Children become aware that there are different types of language, including languages used at home, at childcare and at school, as they observe and participate in various language situations (Fellowes & Oakley, 2014, p. 39). Some of these languages may be unfamiliar, and children will need to learn the different roles and uses of language. The different roles of language in a child’s life are, therefore, part of their growing understanding of how to behave in society and in a particular context. As they experience different types and uses of language, children develop an understanding of how to use language appropriately for any given situation.