25˛years˛of˛the˛Bilingual˛Family˛Newsletter editorial … · 2018. 11. 7. ·...
Transcript of 25˛years˛of˛the˛Bilingual˛Family˛Newsletter editorial … · 2018. 11. 7. ·...
news and views for intercultural people editors: sami grover and marjukka grover
editorial
IN THISISSUE
2008Volume�25Number�4
It's�a�little�strange�editing�an�article�bymy�own�mother�–�the�temptation�torevenge�those�long�nights�she�spentcorrecting�our�Finnish�homework�maybe�a�little�too�great.�But�I�have�to�saythat�I�found�Marjukka's�article�asilluminating�as�it�was�moving.
I have always been profoundly grateful forthe linguistic gifts my parents have givenme, and for the service they have shown toothers in starting Multilingual Matters andthe BFN. Yet I still slip into the assumptionoccasionally that bilingualism is just thenorm these days - or at least that it is notquestioned in the way that it used to be.
Yet you only have to look at CeciliaGomez's letter to realise that prejudice andmistrust still persists in many parts of theworld, or read Iman Laversuch's article onhomesickness to understand thatintercultural living is far from pain free.
Now�that�I�find�myself�living�in�the�US,a�country�whose�main�language�I�speak(albeit�somewhat�differently!),�I�ambeginning�to�understand�the�very�subtle,yet�challenging,�cultural�norms�that�theintercultural�person�is�confronted�withevery�day.
These�challenges�are�both�a�curse�and�ablessing�-�and�can�bring�joy�andexhilaration�or�pain�and�alienation�-depending�on�how�they�are�approached.But�I�am�certain,�as�with�most�things�inlife,�they�prove�themselves�so�muchmore�rewarding�when�faced�together.With�your�support�the�BFN�cancontinue�to�ensure�that�we�are�not�alone.
Sami�Grover
25�years�of�the�Bilingual�Family�Newsletter
Marjukka�Grover
As�we�come�to�the�end�of�the�BFN's�25thyear�of�existence,�I�think�it�is�time�to�tellthe�story�of�how�it�all�began.
I�suppose�it�started�when�I�met�Mike,�myEnglish�husband,�one�beautiful�Finnishmidsummer�night�in�1971.�We�fell�in�loveand�embarked�on�the�exciting�journey�of�anintercultural�marriage.�To�be�able�to�keepin�close�contact�with�my�family�back�inFinland,�we�needed�longer�holidays�andmore�freedom�to�live�our�lives�on�atimetable�decided�by�us.��Publishing�wasMike’s�chosen�career,�and�therefore�to�beour�own�“bosses”�it�was�natural�for�us�tostart�a�publishing�business�-�publishingresearch�material�for�universities.
Back�in�the�late�1970s,�when�our�childrenwere�born,�there�was�very�little�materialavailable�on�bilingualism�andmulticulturalism,�yet�there�was�a�largeamount�of�immigration�in�many�countries.Research�had�been�published�onbilingualism�which�indicated�that�it�was�not
a�good�idea�to�speak�two�languages�tochildren,�as�results�apparently�showed�thatthey�were�not�doing�so�well�in�school.Unsurprisingly�to�bilingualism�advocates,that�research�has�since�been�dismissed�asnot�taking�into�account�the�children’ssocial�and�economic�background.
It�was�against�these�unfounded�prejudicestowards�bilingualism�that�we�had�to�battlewhen�we�decided�that�our�sons�wouldbecome�bilingual�Finnish/�English.�Myemotional�language�was�Finnish,�and�Icould�not�imagine�speaking�English�to�mybeautiful�boys.�English�even�now,�after�36
years�in�this�country,�is�a�foreign�languageto�me�–�despite�the�fact�that�I�love�it�andlove�England.�The�other�very�importantreason�for�bilingualism�was�that�myparents�didn’t�speak�English.�I�couldn’thave�denied�them�the�pleasure�ofconversing�with�their�grandchildren�inFinnish�on�our�twice�yearly�visits�toFinland.�Luckily�my�mother-in-law�in
Back�in�the�late�1970s,�whenour�children�were�born,there�was�very�littlematerial�available�onbilingualism�andmulticulturalism...
Continued�on�page�two
The�Grover�family�in�summer�2008
-�25�years�of�the�BFN-�The�Long�Way�Home,�Part�II-�Notes�from�the�OPOL�Family-�Intercultural�Citizenship-�Speaking�Spanish�in�the�US
England�gave�us�her�full�support�as�sheknew�only�too�well�the�challenges�ofbilingualism,�coming�from�aWelsh-speaking�family�and�speaking�only�alimited�amount�of�Welsh�herself.
To�prove�that�we�were�not�harming�ourchildren,�and�to�calm�any�fears�that�some�ofour�friends�and�relatives�had,�we�weredesperate�to�find�research-based�evidenceon�bilingual�upbringing.�Havingestablished�the�publishing�firm�a�few�yearsearlier,�we�started�deliberately�looking�formaterial�on�bilingualism�andmulticulturalism.�To�our�surprise�there�wasplenty�available,�but�it�was�often�publishedin�research�journals�which�did�notspecialise�in�the�subject.�As�far�as�we�knewthere�was�no�publishing�house�specialisingin�multilingualism�and�multiculturalism,yet�immigration�was�common�in�mostwestern�countries�and�a�large�part�of�theworld�population�spoke�two�or�morelanguages�daily.�We�had�found�a�nichemarket,�and�the�firm�Multilingual�Matterswas�born.
The�material�we�published�(and�still�do)was�academic�research,�and�therefore�notso�easy�to�read�for�a�lay�reader�not�familiarwith�the�subject.�In�1983�we�published�abook Bilingual�Children:�Guidance�for�theFamily by�Australian�researcher�GeorgeSaunders,�who�had�studied�his�ownchildren’s�simultaneous�acquisition�ofEnglish�and�German.�George�was�theGerman�speaker�in�the�family,�although�heis�not�a�native�German.�His�love�for�the
German�language�made�him�study�it�at�thehighest�level�and�teach�it�in�a�university.When�the�book�was�published�it�received�along�and�very�positive�review�in TheGuardian, one�of�the�leading�Britishnewspapers.�In�the�weeks�after�the�reviewour�post�box�was�inundated�with�lettersfrom�parents�wanting�to�know�more�abouthow�to�raise�children�bilingually.�Some�ofthe�letters�were�“cries�for�help”,�making�usrealise�that�we�were�not�the�only�parents�inneed�of�correct�information�onbilingualism.�The�idea�was�born�for�a
quarterly�newsletter,�which�would�coverthe�latest�research�on�bilingualism�writtenin�a�readable,�non-academic�style.�The�firstissue�of The�Bilingual�Family�Newsletterwas�published�in�1984,�and�was�edited�byGeorge�Saunders�for�the�first�ten�years.
Back�in�the�1980s�we�had�no�emails,�nomobile�phones�or�Skype,�all�of�which�helptoday’s�parents,�children,�grandparents�andgrandchildren�keep�in�touch�with�eachother�and�maintain�a�minority�language,however�far�apart�they�live.�Phone�calls�todifferent�countries�were�expensive,
satellite�TV�was�not�yet�common�andflights�home�meant�saving�for�the�rest�ofthe�year.�Despite�the�expense�of�it�all,�wehad�it�easy�compared�to�people�whoemigrated�to�far-flung�countries�in�thenineteenth�and�early�twentieth�century,�andwho�often�had�to�settle�without�ever�seeingtheir�family�back�home�again.�But�tocompare�it�with�now,�20�years�later,�ourexperience�was�still�quite�a�struggle�andit’s�not�surprising�that�many�parents�gaveup�on�bilingualism.��The�BFN�gave�parentshope.�It�reassured�them�that�they�weredoing�the�right�thing�when�they�wereworrying�about�what�harm�they�may�bedoing�in�bringing�children�up�bilingually.�Itgave�support�when�they�were�on�the�brinkof�giving�up.�It�answered�their�questions.�Itwas�the�“website”�for�parents�to�find�muchneeded�research�to�calm�their�concerns.�Itwas�-�and�still�is�-��the�link�betweenacademics�and�parents.�Many�academicsread�the�BFN�to�gain�knowledge�as�to�whatis�worrying�parents,�and�to�learn�how�theyare�coping�with�two�or�more�languages�andcultures.�It�has�always�been�a�two-wayflow�of�information.
The�questions�we�received�at�first�for�theBFN�were�very�basic:�How�do�you�bringup�children�bilingually?�What�happens�if
In your last issue, SuzanneBarron-Hauwaert asked about readersfor whom one family language ismarginalized in the country where theylive. I would like to share ourexperience regarding the use of Spanishin northern California.
My husband is German, I am Argentinian.At home we use mostly English, althoughSpanish, German, and some Portuguese arealso present. As we plan to start a familysoon, we are anticipating how theselanguages will play a role in the trilingualdevelopment of our child. However, weknow that one language - Spanish - is notwelcome by some Americans at this time.When we use Spanish outside the home forinstance, we often notice that someAmericans around us look uncomfortable.
We have heard similar stories from otherfamilies where one of the partners is aSpanish speaker. Some have told me thatthey are having a hard time maintainingSpanish. In some cases, theirprimary-school-age children are refusingto speak Spanish to their parents! Of
course there is some worry about facing a“language loss” situation, after all theeffort they have put into raising bilingualchildren.
Unfortunately, we cannot escape theanti-immigrant/anti-Spanish-speakingideology that is present in parts of theUS. This is not only short-sighted, butalso ironic, considering that much ofthe Southwest was Spanish speakingbefore it was acquired by the US. Weare not giving up though, and we knowthat no situation or time for raisingchildren is perfect. Talking about theseissues and challenges has strengthenedour collective commitment. When weget together, we make a point of usingSpanish among ourselves and with thechildren, as much as possible. Webelieve that “teaching by example” issometimes more effective than justlecturing to the kids.
M.�Cecilia�Gomez,Doctoral�student�in�Education�andLinguistics,�UC�Davis,�USA.
Many�academics�read�theBFN�to�gain�knowledge�asto�what�is�worrying�parents,and�to�learn�how�they�arecoping�with�two�or�morelanguages�and�cultures.
The�Story�of�the�BFN...
Continued�from�page�one
Speaking�Spanish�in�the�US
Please�don't�forget,�we�are�always�on�thelook�out�for new�material.�Whether�it'sresearch-based,�or�from�personalexperience,�if�you�have�something�to�shareabout�any�aspect�of�bilingualism,�bilingualeducation,�or�intercultural�living,�please�donot�hesitate�to�get�in�touch!
The�BFN�Needs�You!
children�mix�languages?��Do�bilingualchildren�learn�to�speak�later�thanmonolingual�children?��How�and�whenshould�one�teach�reading�and�writing�in�thesecond�language?�Later�the�questions�havebecome�more�specific,�also�coveringcultural,�non-linguistic�aspects�of�bilinguallife.��Questions�on�trilingualism�andmultilingualism�are�now�more�common,reflecting�our�globalised�world.�Parentsmay�be�in�a�mixed�language�marriage,�yetmoving�abroad�to�where�the�language�ofthe�country�is�neither�parent’s�language�–and�a�few�years�later�they�may�move�againto�yet�another�country.�Many�of�today’sintercultural�children�have�to�adapt�and�beready�to�learn�several�languages�in�theirchildhood�–�and�the�BFN�reflects�thatphenomenon.�My�own�cousin,�who�ismarried�to�a�Frenchman,�has�two�childrenwho�speak�Finnish�and�French,�as�well�asGerman�and�Dutch�as�they�have�movedfrom�Germany�to�Holland.�I�never�stopmarvelling�that�such�small�boys�can�speakFrench (a�language�I�have�never�had�muchluck�with)!
I�have�just�seen�a�booklet�which�is�given�toevery�new�mother�in�Finland�on�how�toraise�children�bilingually�(Finland�isofficially�a�bilingual�country).�Mothers�inWales�have�been�getting�a�similar�bookletfor�several�years�now.�The�booklet�is�fullof�simple�clear�advice�on�how�to�raisechildren�bilingually�and�why�it�is�worth�theeffort.�How�I�wish�we�had�had�advice�likethat�available�30�years�ago.
But�the�BFN�is�still�needed,�despiteworldwide�communication�being�so�mucheasier�than�20�years�ago.��Today’s�parents'worries�still�seem�to�be�similar�to�the�oneswe�had.�Maybe�being�a�parent�means�thatyou�worry�about�your�children,�no�matterhow�much�knowledge�you�may�have�onhow�to�bring�them�up.�And�even�now�someprofessionals,�with�no�knowledge�ofbilingualism,�advise�parents�to�speak�onlyone�language�to�their�children�so�as�not�toconfuse�them.�We�still�have�a�long�way�togo!
My�own�two�beautiful�boys�are�now�intheir�early�30s�and�I�am�very�proud�to�tellyou�that�both�of�them�speak,�read�and�write
Today’s�interculturalchildren�have�to�adapt�andbe�ready�to�learn�severallanguages�in�theirchildhood�and�the�BFNreflects�that�phenomenon.
Continued�on�page�seven
Low�Marks�in�English
Marc�is�now�in collège (Frenchequivalent�of�secondary�school/highschool)�and�studies�by�subject�now.Madame�P.�has�been�teachingEnglish�for�at�least�17�years�(shetaught�my�husband�when�he�was�atthe�same�school!)�You�might�thinkthat�she�would�be�proud�that�one�ofher�ex-pupils�married�an�Englishgirl,�works�for�an�English-languagecompany�and�now�has�bilingualchildren.�However,�she�doesn’t�seemquite�so�happy�to�see�the�name‘Hauwaert’ again.
The�term�started�badly�when�sheplayed�a�little�ice-breaker�game�(asshe�always�does).�Each�child’s�namewas�Anglicized,�to�get�the�kids�in�themood,�so Francois became�Frankand Amandine was�Amanda.�Halfthe�class�had�a�name�that�existed�inboth�languages�(Julie,�Charlotte,Sarah,�Thomas,�Kevin to�name�but�afew)�which�she�could�not�do�muchabout.�Perhaps�lacking�suitabletranslations�due�to�French�parentspicking�Anglophone�names,�shemade�the�fatal�error�of�re-namingMarc ‘Mark’.�This�is�a�sensitiveissue,�one�he�has�battled�with�sincehe�was�four�and�started�writing�hisname�in�an�English�school.�He�hatesit�misspelled�and�valiantly�defends‘Marc’ as�an�‘English’�name�too,saying�it�exists�in�America�andEngland.�But�Madame�P.�firmlycorrects�his�name�card.
Marc/Mark�is�furious�and�goes�outof�his�way�to�correct�her�Englishexpressions�and�criticise�her�choiceof�‘baby�songs’�for�the�Frenchstudents�to�learn.�He�titles�a�dictationexercise ‘Too-Easy�Dictation’ andsloppily�answers�as�if�he�can’t�bebothered.�The�level�is�so�low�hecould�do�it�with�his�eyes�closed,�he
says.�So�at�the�Parents�Meeting�whenI�mentioned�that�Marc�was�somewhatbored�she�waved�his�exam�paper�atme,�saying ‘Look,�he�only�got�17.5�outof�20!!�He�can’t�even�spellWednesday’.�I�agreed�that�Marcmakes�silly�spelling/grammaticalmistakes�and�told�her�that�he�is�rapidlylosing�interest�in�the�subject�(anemotional�issue�as�this�is my languagewe�are�talking�about).�I�asked�whatshe�could�do�to�help.�Madame�P.�saidhe�could�skip�the�workbook�and‘help’�the�other�students.�But�assistingthe�beginner-level�French�students�haslost�any�interest�to�him,�and�he�says�hefeels�uncomfortable�‘teaching’�hisclassmates.�What�he�needs�is�spellingand�challenging�reading,�not�singing‘Head�and�Shoulders,�Knees�andToes…’
A week later Madame P agrees to givehim more written classwork and moveshim out for two ‘extra’ languagesessions a week, along with the otherfour fluently bilingual kids in his year,who are also bored and sit sniggeringin the back row. After a few hours ofintensive study of the passé simple andEnglish grammar exercises they aresoon wishing they were back in EasyEnglish again! These extra sessions arethankfully done with an English nativeteacher, Mrs. G, who is there tosupport the bilingual kids in their duallanguage use. She knows all abouttheir unique combination of confidentverbal skills and dreadful spelling. Hefinally has a teacher tuned to his needsand, most importantly, one who alwayscalls him Marc…
At�last,�a�Foreign�Language
In collège Marc can learn a ForeignLanguage. Marc never had any choiceabout learning English and French.When people say how lucky he is tospeak two foreign languages so easilyhe must wonder what they mean. It wasno fun for him - especially with twoparents who were determined that hewould speak each language to a highstandard. Poor Marc was the first childand the guinea-pig of the family. Rightfrom day one he was blasted withEnglish from his mother (and all herfamily) and French from Papa (and allhis family). There was never any otheroption than to speak both languages. It’snot that he is ungrateful for thelanguages we chose for him; he justwould have liked a choice in the matter.
Now�aged�eleven�years�and�eightmonths,�he�has�a�real�choice�at�last.English�is�obligatory�all�through�thefour�years�of collège, but�there�is�anoption�for�a�second�language�startingin�the�first�year.�This�is�where�Marchas�his�wish�come�true.�On�the�menuis�German,�Latin�or�Spanish.
Continued�on�page�six
Notes�from�the�OPOLFamily
A�'Foreign'�Language
SuzanneBarron-Hauwaert
In�part�one�of�this�article,�published�inissue�25:3,�Iman�Laversuch�explored�thecauses,�symptoms�and�consequences�ofhomesickness.�She�also�discussed�the�lackof�understanding�that�many�sufferers�facewhen�they�seek�help�from�the�medicalprofession�or�the�scientific�community.Below�she�looks�at�strategies�for�copingwith�homesickness,�and�also�discusseswhat�can�be�done�in�extreme�cases�whenattempts�to�overcome�homesickness�proveineffective.
To�a�certain�extent,�the�lack�of�awarenessand�sensitivity�within�the�scientificcommunity�toward�homesickness�issomewhat�bewildering.�After�all,�for�sometime�now�it�has�been�commonly�knownthat�many�intelligent,�sensitive�animalswith�highly�evolved�social�networks�(e.g.elephants,�great�apes,�big�cats,�dolphins,and�whales,�sea�birds,�and�even�somespecies�of�fish)�may�be�particularlysusceptible�to�homesickness�when�forcedto�leave�their�home�environments.�In�fact,for�some�animals,�the�pain�of�beingseparated�from�their�original�family�groupand/or�place�of�birth�may�be�so�severe�thatthey�will�literally�pine�away,�eventuallydying�from�the�shock�of�a�broken�heart.
Modern�zoologists�and�animal�rightsactivists�have�long�since�been�aware�of�thisdanger�and�accordingly�go�to�great�pains�tomake�sure�that�an�animal’s�transition�to�anew�environment�(be�it�in�captivity�or�inthe�wild)�is�as�gentle�and�as�gradual�aspossible.�Without�these�supports,�evenanimals�which�are�revered�for�theiruncommon�strength,�resilience,intelligence,�and�fortitude�may�witheraway.
This�point�leads�to�yet�another�commonmisconception:�contrary�to�popular�belief,homesickness�is�not�at�all�limited�to�thepsychologically�weak�or�sociallymaladjusted.�It�is�an�equal�opportunityillness�which�can�strike�anyone�at�anytime.�Sadly,�far�too�many�people�remainunaware�of�this�fact�and�insist�uponoffering�useless,�belittling,�dismissiveplatitudes�when�confronting�a�person
suffering�from�homesickness.��Instead,sufferers�should�be�told�that�there�are�someconcrete�steps�which�they�can�take�tobreak�out�of�their�cycle�of�cognitive,psychological,�and�behavioral�inertia.
But�what�can�you�do�if�you�have�tried�allof�these�strategies�and�you�still�feelhomesick?��According�to�Professor�AdVingerhoets,�from�the�Department�ofClinical�and�Developmental�Psychology�atthe�Tilburg�University�in�the�Netherlands,in�severe�cases�involving�prolongedhomesickness�(longer�than�12�months),�thecure�may�be�very�simple,�albeit�notnecessarily�easy.��As�ProfessorVingerhoets�states: “It�seems�thathomesickness�is�not�very�easy�to�treat.��Inmild�forms,�people�may�learn�to�live�withit,�but�in�serious�cases,�there�is�just�oneremedy�-�go�back�to�the�roots.”
A�few�years�ago,�a�good�friend�of�mineshowed�me�just�how�simple�it�can�be�totake�this�final�step.��Susan�was�a�ChineseCanadian�who�was�married�to�aFrenchman�in�the�Alsace.��One�afternoon,I�received�a�surprise�telephone�call�with�anelated�Susan�on�the�other�end�of�the�line:“Guess�where�I�am??!” she�askedhurriedly. “I’m�standing�at�Charles�deGaulle�Airport�and�I’m�flying�HOME!!!”After�having�survived�six�years�in�a�dyingmarriage�and�suffering�everypsychosomatic�disease�known�to�man,�onemorning�Susan�woke,�got�out�of�bed,�andtook�the�first�train�to�the�airport. “I�wasn’tplanning�on�leaving.” She�reportedbreathlessly: “Actually,�I�was�on�my�wayto�work…But,�for�some�reason,�I�justdidn’t�get�off�the�train�at�my�stop…I�justkept�riding…until�suddenly�I�found�myselfstanding�in�front�of�the�ticket�agents…Ijust�bought�myself�a�one-way�ticket�backhome,�to�Canada!”
That�was�the�last�time�that�I�ever�heardfrom�Susan.��I�like�to�imagine�hersomeplace�very�happy�and�very…well…athome.���But,�before�you�find�yourselfstanding�at�the�nearest�international�airportbuying�the�first�one-way�ticket�back�youcan�find,�there�is�one�thing�to�bear�inmind.�The�decision�to�move�back�maypresent�many�new,�unforeseen�challenges.Heeding�this�warning�may�be�particularlyimportant�for�expats�who�have�been�livingabroad�for�a�prolonged�of�time.��As�Dr.Van�Tilburg�cautions: Even�whensomeone�returns�home�things�may�havechanged,�especially�if�one�has�been�awayfor�a�long�time.��One�often�cannot�returnto�the�same�house;�and�friends�and�familymay�have�moved�on.��Furthermore,�themove�and�new�surroundings/cultures�may
HOMESICKNESS:
Strategies�for�Coping
Readers�who�find�themselvesconfronted�with�homesickness�areadvised�to�follow�a��strategy�in�whichthey�“R.E.O.P.E.N.”�themselves.
RESISTANCE: Fight�against�theurge,�no�matter�how�tempting,�to�fallinto�long�tirades�of�bitterness�orperiods�of�regret.
EXPRESSION: Your emotions are acrucial part of your Self. Find ways toregularly express your feelings. And donot limit yourself to talking. Write. Sing.Dance. Paint. Sculpt. Act. Get it Out!
OPTIMISM: Instead�of�focusing�onall�that�you�have�lost,�try�to�shift�yourthoughts�to�all�that�you�have�gained.Furthermore,�take�heart�in�the�fact�thatyou�are�not�alone.
PROACTIVENESS: Do�not�waitpassively�for�your�situation�toimprove.��Take�concrete�steps�to�bringjoy�into�your�life, everyday.��There�ismuch�to�be�said�for�the�old�adage“laughter�is�the�best�medicine"(1).
ENERGY: Take care of yourselfphysically, psychologically, andspiritually, however you may define thatto be. Just as importantly, become awareof those people and places which rob youof your energy; and react accordingly.
NETWORKING: At�least�initially,try�not�to�center�your�Self�around�thefriends�and�family�you�left�behind.Instead,�explore�your�new�socialenvironment�and�seek�out�newconnections�(2).
The�Long�Way�HomeThe�Very�Real�Nature�of�Homesickness,�Part�TwoBy�Dr.�I.�M.�Laversuch
Photographs�by�Günter�Nick
Continued�on�page�seven
A�New�Generation�of�Intercultural�Citizens
by�Patricia�Vande�Velde
Prompted�by�the�excellent�article�in�yourNewsletter�by�Alex�Poole�and�also�theletter�from�Monika�Jonasova�aboutprejudice�(BFN�25:2),�I�have�finally�putpen�to�paper�(so�to�speak)�to�recount�ourexperience�with�Sarah.
Our daughter is now almost20–years–old and speaks six languages.I am English and studied and taughtlanguages and linguistics in Australiaand her father is a Flemish-speakingBelgian. We decided to bring Sarah upwith the OPOL (one parent onelanguage) system - English and Flemish.I frantically looked for reference
material beyond my own French-basedresearch when Sarah was born and wasvery happy to discover the BFN whichbecame my reference and support formany years. I was also lucky to have aBritish baby group in Leuven toreinforce her baby language andvocabulary in English before she startedthe local Flemish school. Both Sarah andI are eternally grateful to the BBC fortheir excellent children’s programmesand serials – ‘Playdays’ remains one ofher very best memories of baby days!
My husband’s family was not alwayssure of the two language approach. Myown father, living nearby, wasdisappointed when Sarah didn’t manageto say ‘Daddy Jim’ until several weeksafter the Flemish ‘Bompa’. However,our perseverance in the beginning haspaid off and was compensated by suchmoments when, at 18-months-old,getting no reply from me to her requestfor toothpaste she turned to her fatherand asked for ‘tandpasta’; when infrustration with some handycraft project,she cried out ‘this is all in a button’(knot = knop = button in Flemish); whenafter several days with English friends inLondon she insisted on translatingeverything for her father on his arrivalfrom Belgium.
We�developed�a�system�from�the�verybeginning�where�I�corrected�anygrammatical�or�vocabulary�mistakes�andSarah�would�happily�repeat�andauto-correct.�This�I�feel�was�an�importantstep�in�avoiding�the�dangers�of�crosslanguage�interference.
At�school�at�2�½�years,�Sarah�fitted�intothe�Flemish�system,�and�indeed�tookadvantage�of�the�local�way�of�life�andtraditions�just�as�wholeheartedly�as�theEnglish�festivities�I�strove�to�maintain:�–Christmas�began�on�6th�December�withZwarte�Piet (Black�Peter)�and�ended�onNew�Year’s�day�with�Viennese�walzes,family�lunch�and�the�traditionalNieuwjaars�brief for�the�grandparents.
When she was 12 years old wedecided to move to Southern France.Sarah participated in the decision tomove and was happy to exchange theBelgian weather for the sun and surfand winter skiing of the Basquecountry. I was confident she wouldcope with the change of language atschool but nevertheless had a big lumpin my throat when I left her for thefirst day at her new French college.Six years later she completed her Bac(Economy) with brio and has just spenta gap year in Taiwan where she haslearned Mandarin. This September shewent to Nottingham to start a businessand languages degree.
Sarah�with�her�parents
Bringing�up�our�daughter�bilingually�hashelped�her�become�multilingual:�French,which�she�had�experienced�only�passivelyuntil�she�started�school�here,�shereproduced�seemingly�without�effort�andlearned�to�read�and�write�correctly�in�herfirst�school�year;�Spanish�(with�Spain�justover�the�border)�she�adopted�with�greatenthusiasm;�German�came�as�the�next
language�–�obviously�helped�by�thegermanic�Flemish�and�especially�by�anactive�school�exchange.�We�still�maintainthe�bilingual�balance�at�home�despite�thefact�we�are�now�in�a�third-languageenvironment�often�with�visitors�from�manydifferent�nationalities.
We�would�like�to�think�our�daughter�hasbecome�part�of�a�new�generation�of�worldcitizens.
Sarah�participated�in�thedecision�to�move�and�washappy�to�exchange�theBelgian�weather�for�the�sunand�surf�and�winter�skiingof�the�Basque�country.
This�book�is�for�parents�who�live�in�aforeign�country�and�intend�to�raise�theirchildren�in�their�own�heritage�language(s).It�offers�helpful�suggestions�for�thischallenging�situation�and�provides�usefulstrategies�in�the�daily�interactionsbetween�parents�and�children.
This�book�is�hugely�enjoyable!��It�iswritten�in�a�highly�accessible�style,�andyet�it�is�academically�rigorous.�Theauthor�has�a�profound�understanding�ofthe�linguistic,�social,�cultural�andpsychological�aspects�of�trilingualism�...She�draws�excellent�conclusions�forprospective�parents�of�multilingualchildren�and�has�a�clear�message�to�thosewho�doubt�that�multilingualism�can�work.
Dr.�Jean-Marc�Dewaele,�University�ofLondon
Parents'�and�Teachers'�Guides,����2008200pp�Pbk�ISBN-13�9781847691064Price�£18.95�/�US$36.95�/�CAN$36.95
www.multilingual-matters.com
NEW�PUBLICATION
NON-NATIVE�BILINGUALISM
I�recently�read A�Parents’�andTeachers’�Guide�to�Bilingualismby�Colin�Baker* and�I�havefurther�questions�about�trilingualchildren.�Actually,�I’m�Koreanand�married�a�Chinese�man,�andnow�we�live�in�China.
We�have�communicated�with�eachother�in�English�since�we�met�in
There�are�many�families�around�the�worldwho�communicate�using�a�third�languagewhich�they�both�speak�fluently.�It's�verypositive�that�you�are�thinking�ahead�aboutbilingualism�and�that�you�are�bothbilingual�too.�This�is�a�great�model�foryour�child.�It's�clear�that�English�has�animportant�role�in�your�family,�because�thatis�the�language�of�communication�for�youand�your�husband.�When�your�baby�arrivesyou�have�a�few�options.
Firstly,�you�could�each�speak�your�ownlanguage�(you�speak�in�Korean�and�yourhusband�in�Chinese)�to�your�child�frombirth.�This�is�the�basis�of�theOne-parent-One�language�(OPOL)approach�that�you�read�about,�and�allowseach�parent�to�establish�their�own�languagewhen�the�child�is�young.�This�would�begood�for�helping�your�child�learn�Korean,because�you�can�sing�or�tell�stories�in�yourmaternal�language,�which�really�helpslanguage�skills.�You�can�still�speakEnglish�together�as�a�couple.
In�my�research�on�trilingual�families�Ifound�that�the�children�quickly�pick�up�thethird�language�too,�from�hearing�theirparents�use�it�all�the�time,�and�they�oftenbecome�trilingual.�Later�on,�when�yourchild�is�comfortable�speaking�the�twoparental�languages�you�can�alwaysintroduce�English�as�a�language�you�use
Australia�(I�don’t�speak�Chinese,and�he�doesn’t�speak�Korean).My�husband�studied�and�workedin�English-speaking�counties�forabout�7�years,�and�I�don’t�havemuch�difficulties�in�speakingEnglish.
Nevertheless,�because�English�isnot�our�mother-tongue,�I�guess�wesometimes�use�“broken�English”and�we�are�not�always�familiarwith�many�specific�words.
Our�first�child�will�be�born�nextFebruary.�I�really�worry�aboutmy�baby’s�language�skills.�Whichlanguage�should�we�use�when�wetalk�to�our�child?
I�heard�a�lot�about�“one-parentone-language”,�but�the�problem�iswe�talk�in�a�third�language.
We�want�our�baby�to�speakEnglish�(but�I�worry�if�the�babywill�learn�any�broken�English).Which�language�should�we�usewith�our�baby?
Best�regards�Karen�NamShenzhen,�China
(*available�fromwww.multilingual-matters.com)
when�you�are�all�together,�or�thoughbooks,�music�or�films.�You�could�perhapsfind�a�tutor�or�organize�extra�classes�inEnglish�to�build�up�vocabulary�andgrammar.�Children�in�trilingual�familiesusually�learn�to�"switch"�language�veryquickly�and�use�the�right�one�for�the�rightperson.
Secondly,�one�or�both�of�you�could�speakto�your�child�in�English,�because�you�bothspeak�it�well�and�feel�confident�usingEnglish�together.�This�is�often�referred�toas�a�Non-Native�strategy.�Your�childwould�still�pick�up�Chinese,�from�yourhusband's�family,�school�and�local�friends,as�long�as�you�continue�to�live�in�China.However,�this�option�would�limit�Koreanuse,�and�perhaps�make�it�difficult�for�thechild�to�communicate�with�your�familywhen�you�visit.
Suzanne�Barron-Hauwaert
Author�of Language�Strategies�forBilingual�Families:�The�One-parent-OneLanguage�Approach and�the�OPOL�FamilyBlog.�See�advertisement�on�the�right�formore�details�about�Suzanne's�book,�orcheck�out�her�website�at:
www.opol4us.com
Marc�discusses�each�language�seriouslyand�meticulously,�questioning�us�on�whichone�we�think�is�the�easiest,�which�one�isuseful,�and�which�one�will�help�him�in�thefuture.�He�picks�German�in�the�end.Jacques�is�happy�since�he�speaks�excellentGerman.�In�fact,�his�mother�fought�to�get�aGerman�class�established�twenty�years�agoin�the�same�school,�rallying�round�parentsto�give�the�children�more�choice.
The�German�class�is�small�and�is�run�viawebcam�so�the�teacher�can�cover�fourschools�at�the�same�time.�I�am�a�bitsceptical�about�this�futuristic�set-up,�butthe�kids�accept�it�as�normal.�Talking�to�themicrophone�or�the�camera�has�becomesecond�nature.�It�is�a�delight�to�see�Marcsaying�‘Ich�bin�Marc!’�and�chanting�‘ein,zwei,�drei…’�He�is�fascinated�by�thedifferences�and�the�similarities�betweenEnglish,�French�and�this�new�language.�Heis�amazed�that�German�has�an�extra�letter(the�‘ss’�sound�or�ß)�and�that�they�usecapital�letters�for�so�many�nouns�andenjoys�the�lack�of�pressure�to�becomefluent�and�the�slow�pace�of�learning�thatbeginners�can�indulge�in.�Watching�himenthusiastically�tackle�his�Germanhomework�I�am�glad�that�finally�languagelearning�is�fun…
Post�a�comment�on�Suzanne’s�blog:http://opol-family.blogspot.com/
The�OPOL�Family...
Continued�from�page�three
This�book�looks�at�how�families�cansupport�and�increase�bilingualismthrough�planned�strategies.�One�suchstrategy�is�the�one-person-one-languageapproach,�where�each�parent�speaks�hisor�her�language.�Over�a�hundredfamilies�from�around�the�world�werequestioned�and�thirty�families�wereinterviewed�in-depth�about�how�theypass�on�their�language�in�bilingual�ortrilingual�families.
Parents'�and�Teachers'�Guides,�2004.240pp.ISBN-13�9781853597145Price�£14.95�/�US$29.95�/�CAN$29.95
www.multilingual-matters.com
More�Information
The�Long�Way�Home...Continued�from�page�four
lead�to�changes�in�the�individual�andhis/her�family�complicating�the�adjustmentat�home.
As�Dr.�Van�Tilburg�reminds�us,�after�aprolonged�absence,�moving�back�cansometimes�be�just�as�hard�as�moving�out.
In�fact,�in�some�ways,�the�move�back�homemay�even�be�harder�for�one�simple�reason.People�are�often�psychologically�preparedfor�“culture�shock”�when�they�move�to�aforeign�country�but�they�are�oftencompletely�taken�off�guard�when�feelingsof�alienation�and�disorientation�hit�them“at�home”.�The�realization�that�the�homeyou�once�left�behind�is�gone�can�be�adevastating�one,�leaving�the�person�feeling
devastated,�cheated,�and�alone.��For�thatreason,�long-term�sufferers�ofhomesickness�who�have�finally�made�theoften�excruciatingly�difficult�decision�to“go�back”�are�warned�to�preparethemselves�for�the�fact�that�the�home�theyleft�behind�may�only�exist�in�theirmemory,�not�in�reality.�This�point�is�notmade�to�discourage�but�to�protect�theweary.
So,�how�do�you�know�when�it�is�time�toleave?�Lynda,�another�US�American�whowas�once�married�to�a�Catalan-Spanishspeaker�from�Barcelona�describes�how�shedecided�to�draw�the�line: Because�myhusband�was�unwilling�to�accept�myfeelings�about�my�home�country,�and�evenon�occasion�refused�to�allow�me�to�comeback,�even�when�family�was�very�ill,�I�lefthim.�By�that�I�mean�I�divorced�him�and�Icame�back�to�my�home�country.�Somepeople�are�able�to�embrace�the�new�anddifferent�and�forever�leave�behind�the�pastand�the�things�attached�to�their�home.[...]Others,�are�not�able�to�do�so�forextended�periods,�even�when�fullyintegrated�into�the�new�culture.�[...]�If�thefeelings�are�that�intense,�face�up�to�them,be�brave�and�make�a�decision.
Unfortunately,�there�is�no�one�hard�andfast�rule�for�figuring�out�what�is�the�bestdecision.�Each�family�is�a�unique,
complex�socio-psychological�systemwith�its�own�set�of�norms,�traditions,principles,�and�expectations.Consequently,�there�is�no�sure-fire�wayfor�determining�when�“enough�has�trulybeen�enough”.�However,�there�is�onegeneral�principle�which�can�be�of�greatuse�here:�namely,�“honesty�is�always�thebest�policy”.�Try,�no�matter�how�difficultit�may�be�at�first,�to�be�honest�about�bothyour�strengths�and�your�weaknesses,your�borders�and�your�limits.
Talk�with�the�people�you�love�and�solicittheir�understanding�and�support.Moreover,�don’t�forget�that�one�of�themost�important�people�in�that�circle�oflove�should�be�yourself.��And�therein�liesone�of�the�most�important�lessons�to�belearnt�if�you�are�going�to�truly�climbyour�way�out�of�the�maddening�spiral�ofdepression�and�despair�known�asloneliness.�Before�you�can�get�the�helpyou�need,�you�must�first�be�willing�todemand�the�joy�you�deserve.
References
Eurelings-Bontekoe,�E.,Vingerhoets,�A,�and
Fontijn,�T.�(1994).Personality�and�Behavioral
Antecedents�of�Homesickness�in Personality
and�Individual�Differences. 16(2):�229-235
Fisher,�S.�(1989). Homesickness,�Cognition,
and�Health. London:�Erlbaum.
Thurber,�C.�and�,�Walton,�E.��(2007).
Preventing�and�Treating�Homesickness
American�Academy�of�Pediatrics.��Accessed
from�www.pediatrics.org.��Accessed�on:
March�28,�2008.
Van�Tilburg,�M.�and�Vingerhoets,��A.�J.
(eds).��(1997).�The�Psychological�Context�of
Homesickness�in Aspects�of�Geographical
Moves. Amsterdam:�Amsterdam�University
Press.
Van�Tilburg,�M.,�Eurelings-Bontekoe,E.,
Vingerhoets,A.�and�Van�Heck,�G.�(1999).�An
Exploratory�Investigation�into�Types�of�Adult
Homesickness�in Psychotherapy�and
Psychosomatics.��68(6):�313-318.
Footnotes
(1)�Severe�homesickness�does�not�remit
spontaneously�but�does�get�better�with�positive
coping�efforts.”�(Thurber,�2007:�6).
(2)�As�Van�Tilburg�goes�on�to�explain:�“I’d�be
wary�of�a�heavy�reliance�on�social�support�from
home�rather�than�people�in�the�new�environment�as
it�will�hinder�adjustment��[…].�The�people�in�your
new�environment�can�help�you�with�the�daily
hassles�of�finding�stores,�schools,�restaurants,
doctors,�etc.,�helping�with�the�new�language,
norms,�values,�culture,�and�laws�[…]”.
Finnish�fluently.��They�are�also�verygrateful�that�we�brought�them�upbilingually�as�it�has�given�them�strongroots�in�both�of�their�cultures�and�that“second�window”�on�the�world,�which�hashelped�them�to�develop�open�curiositytowards�different�languages�and�cultures.�Ithas�taken�Sami,�now�the�editor�of�the BFN,across�the�Atlantic�to�marry�a�lovelyAmerican�girl,�Jenni,�and�although�theyhave�a�common�language,�they�too�haveembarked�on�the�interesting�and�excitingjourney�of�a�bicultural�marriage.
Bilingualism/biculturalism�is�a�life-longjourney�with�its�ups�and�downs�like�anyother.�The�BFN�has�helped�many�on�thatjourney�and�I�hope�it�will�continue�to�helpfuture�parents�too.�Thank�you�to�all�thereaders�and�contributors,�especially�theacademics,�who�have�freely�given�theiradvice�and�shared�their�knowledge�withreaders.
Since�I�was�brought�up�monolingually�andhave�never�found�language�learning�easy,�Ifeel�strongly�that�we�have�given�ourchildren�a�great�gift�by�giving�themmultiple�languages�from�early�childhood.For�me,�the�slogan “Blessed�with�bilingualbrains” says�it�all!
The�realization�that�thehome�you�once�left�behind�isgone�can�be�a�devastatingone,�leaving�the�personfeeling�devastated,�cheated,and�alone.
The�Story�of�the�BFN�...Continued�from�page�three
This�book�addresses�issues�thateducators,�policy�makers�andparents�of�linguistically�diversechildren�must�face�when�teachingin,�administrating�or�choosing�anInternational�School.��The�authordraws�on�teaching�theory�topropose�guidelines,�best�practiceand�checklists�for�ensuring�that�allchildren�in�a�school’s�multiculturalsociety�benefit�from�a�trulyinclusive�curriculum,�regardless�oftheir�linguistic�and�culturalorigins.
Parents’�and�Teachers'�Guides2008�����184pp
Pbk�ISBN-13�9781847690678£16.95�/�US$34.95�/�CAN$34.95
www.multilingual-matters.com
New�Publication
The�editors,�with�the�help�of�the�International�Editorial�Board,�are�happy�toanswer�any�queries�you�may�have�on�bilingualism/biculturalism.�We�reservethe�right�to�edit�any�letters�published.
Editors: Sami�Grover &�Marjukka�Grover
Editorial�Board:
Alathea�Anderssohn, El�Jadida,�Morocco.
Colin�Baker,�Bangor, Wales,�Great�Britain.
Suzanne�Barron-Hauwaert, Deux-Sevres,�France.
Jayson�Campeau, Chatham,�Ontario,�Canada.
James�Crawford, Silver�Spring,�USA.
Terry�Haywood, Milano,�Italy.
Christine�Helot, Strasborg,�France.
Carolyn�Letts, Newcastle-upon-Tyne,�Great�Britain.
Li�Wei, Newcastle-upon-Tyne,�Great�Britain.
Iman�Makeba-Laversuch, Zürich,�Switzerland
Anne-Maria�de�Mejíá, Cali,�Colombia.
Eugenia�Papadaki, Milano,�Italy.
Michael�Rosanova, Oak�Park,�Illinois,�USA.
Tracey�Tokuhama-Espinosa, Quito,�Ecuador.
Masayo�Yamamoto, Nara,�Japan.
If�you�do�not�already�subscribe,�use�the�form�below�to�enter�a
subscription�for�the�next�four�issues.�If�you�know�of�any�other�families
who�may�be�interested�in�the�BFN,�enter�their�address�on�the�form�and
we�will�send�them�a�free�sample�of�a�recent�issue.
Multilingual�Matters
St�Nicholas�House,�31-34�High�Street
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Tel:�+�44�(0)117-3158562;�Fax:+44�(0)117-3158563
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Vol.25,�No.4,�2008
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ISSN�0952-4096�©�2008�Channel�View�Publications�Ltd
Russian�speaking�families�in�the�West�Midlands,�UK
A�Russian/English�family�with�a�little�boy�(2.5�years�old)�wouldlike�to�meet�other�Russian�speaking�families�with�young�childrenthat�live�in�the�West�Midlands,�preferably�in�theBirmingham/Worcester�area.�We�live�in�Bromsgrove�and�speakmainly�Russian�at�home.�We�would�be�happy�to�organise�aRussian�playgroup�if�there�were�other�families�that�would�beinterested�in�joining.
Contact:�Masha�GaribyanEmail:�[email protected]
Real�Book�News
For�adults�helping�children�learn�English�as�a�foreign�languageor�additional�language.�Each�issue�introduces�suitable�realpicture�books�for�beginners�in�English�and�also�includes�aFeature�Article�of�interest�to�parents�helping�their�children�learnEnglish.
Free�copies�available�from�tel:�+20-7359�8893or�e-mail:�[email protected]�or�download�fromwww.realbooks.co.uk
“Two�Language�or�More”
The�National�Education�Agency�and�the�Rinkeby�Institute�ofMultilingual�Research�(Sweden)�have�published�a�veryinformative�28�page�booklet “Two�Language�or�More” inSwedish,�Albanian,�Arabic,�Bosnian,�English,�Finnish,�Somali,Spanish�and�Turkish.�Price�10�Swedish�Kronor�(SwedishCrowns/approx.�£1.00�sterling�equivalent).
Available�fromLiber�Distribution�Publikationstjänst,�162�89�Stockholm,Sweden.�Tel:�+46�8�690�95�76,�+46�8�690�95�76e-mail:�[email protected]
Glossary
Native�Language: The�language�which�a�person�acquiresfirst�in�life,�or�identifies�with�as�a�member�of�an�ethnic�group.
Negotiation: Negotiation�occurs�in�a�conversation�so�thatsuccessful�and�smooth�communication�occurs.�The�use�offeedback,�corrections,�exemplification,�repetition,�elaborationand�simplification�may�aid�negotiation.
Non-Native�Variety: A�language�variety�not�indigenous�to�aregion,�but�imported�by�in-migrants.
Non-Verbal�Communication: Communication�withoutwords;�for�example,�via�gestures,�eye�contact,�position�andposture�when�talking,�body�movements�and�contact,�tone�ofvoice.
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