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How Children Learn a Second Language

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http://s16/mw690/001tOc6gzy7kC28sxpZaf&690

作者简介

Linda C Halgunseth博士，曾就职华盛顿的全国幼儿教育协会，宾州大学研究助理，现为康尼迪格州立大学助理教授，教学和研究涉及养育方式、亲子关系、儿童发展。

In the 1970s, my early childhood provider advised my immigrant Mexican American mother to stop speaking Spanish with me at home. They were concerned because, as a 2 year old, I was not as verbal as my peers. Worried that she was causing me harm, my mother immediately stopped speaking to me in Spanish.

      那是1970年代，我的保姆建议我从墨西哥移民美国的妈妈不要在家里和我说西班牙语。因为她们担心两岁的我不能像同龄人那样说话。妈妈担心她正在伤害我，就立刻不再和我说西班牙语。

I was not alone in this experience. Back then, it was a common assumption that exposure to more than one language would confuse young children and could lead to developmental delays (Espinosa, 2008; Tabors, 2008). Research on dual language development has grown substantially since the 1970s. Information on the dual language process and the numerous benefits for young children is now more readily available. My experience and the experience of many other children of immigrants highlight the importance of providing parents with up-to-date, high quality research so they can make the best decisions for their children.

      有我这样经历的人不是少数。当时，很多人认定，接触多种语言会让孩子困惑，会减缓发展 (Espinosa, 2008; Tabors, 2008)。对双语发展的研究从1970年代起有了很大增长。关于双语的过程，双语对幼儿有大量好处的信息，现在随处可见。我的经历，加上其他许多移民孩子的经历，突出了向家长提供最新的、高质量的研究的重要性，这样他们就能为孩子做出最佳决策。

How Do Children Learn a Second Language?

      儿童怎么学第二语言？

In general, there are two ways in which children may learn a second language: simultaneously or sequentially (McLaughlin et al., 1995; Tabors, 2008).

      总体上，儿童学第二语言有两种方式：同步和依序(McLaughlin et al., 1995; Tabors, 2008)。http://s12/mw690/001tOc6gzy7kC2l46wj5b&690

 

Simultaneous Second Language Learning

      同步第二语言学习

Simultaneous learners include children under the age of 3 who are exposed to two languages at the same time. These children may include those who are exposed to one language by parents at home and another language by providers in their early childhood program. Simultaneous learners are also young children whose parents each speak separate languages to them at home (e.g., mother speaks Spanish to child, father speaks Chinese to child).   

      同步学习者包括3岁以下的儿童，他们同时接触两种语言，也包括在家通过父母接触一种语言，在早期儿童课程中通过老师接触另一种语言的儿童。同步学习者还包括父母各说一种语言的幼儿（例如妈妈对孩子说西班牙语，爸爸对孩子说中文）。

 

Before 6 months of age, simultaneous learners learn both languages at similar rates and do not prefer one language over the other. This is because they build separate but equally strong language systems in their brains for each of the languages they hear. These separate systems allow children to learn more than one language without becoming confused. In fact, the pathways infants develop in their brains for each of the languages they hear are similar to the single pathway developed by children who are only exposed to English.

      在6个月大之前，同步学习者用同样的速度学两种语言，不偏好某一个，因为大脑为听到的每一种语言建立独立的、同样强大的语言系统。独立系统让孩子学习多种语言而不糊涂，其实，婴儿脑中发展的多种语言的通道，和只接触英语的孩子的单通道是类似的。

 

At 6 months, children begin to notice differences between languages and may begin to prefer the language they hear more. This means that parents must be careful to provide similar amounts of exposure to both languages; otherwise, children may begin to drop vocabulary of the language to which they are less exposed (Espinosa, 2008; Kuhl, 2004; Kuhl et al., 2006; Tabors, 2008).  

      到了6个月，儿童开始注意到语言之间的差异，也许开始偏好听得更多的语言。这说明，父母必须注意两种语言的接触量大致相等；否则，对于接触较少的语言，儿童开始降低词汇量(Espinosa, 2008; Kuhl, 2004; Kuhl et al., 2006; Tabors, 2008)。

Cognitive Benefits of Simultaneous Language Development

      同步语言发展的认知获益

There are many cognitive benefits for young children who are simultaneously exposed to more than one language. For example, they have greater neural activity and denser tissue in the areas of the brain related to memory, attention, and language than monolingual learners. These indicators are associated with long-term positive cognitive outcomes for children (Bialystok 2001, Mechelli et al., 2004; Kovelman, Baker, & Petitto, 2006).

      同时接触多种语言的幼儿有很多认知获益。例如，在和记忆、注意力、语言相关的大脑区域里，他们有更多的神经活动，更密的组织。这些指示物和儿童长期积极的认知结果有关联 (Bialystok 2001, Mechelli et al., 2004; Kovelman, Baker, & Petitto, 2006)。

http://s1/mw690/001tOc6gzy7kBJzb5ew10&690

Sequential Second Language Learners

     依序第二语言学习者

Sequential learners include children who have become familiar with one language, but are then introduced or required to learn a second language. The classic example of sequential learning is when a non-English speaking child enters an English-dominant classroom.

      依序学习者是已经熟悉第一语言，然后被引入或被要求学习第二语言的儿童。典型案例是不说英语的孩子进入英语所主导的课堂。

Unlike simultaneous language learning, sequential learning of languages can occur at any age and can be influenced by factors like the child’s temperament or motivation.

      和同步语言学习不同，依序语言学习可以在任何年龄发生，受到儿童的性情和动机的影响。

The Four Stages of Sequential Second Language Learning

      依序第二语言学习的四阶段

Stage I: Home Language Use

For the first few days, children may persist in using their first or native language even if others do not understand them.

      第一阶段：使用母语

开头几天里，儿童或许坚持使用第一语言或母语，即使周围的人不懂他的话。 

Stage II: Silent Period

After children realize their first language is not working, they enter a silent period in which they barely speak and rely heavily on nonverbal means to communicate with others. The younger the child, the longer the silent period may last.

       第二阶段：沉默期

当儿童意识到第一语言不起作用，他们进入沉默期，说话很少，严重依赖非语言手段和他人交流。孩子越小，沉默期也许越长。

Stage III: Telegraphic & Formulaic Speech

Children will start to speak in the new or second language. In this stage, they will only speak in small utterances (e.g., Me Down) or by repeating the words of others.

      第三阶段：电报语言和公式化语言

儿童开始说新语言或第二语言。在这个阶段，他们只说短句子 (例如Me Down) ，或重复别人的话。

Stage IV: Productive Language

Children are now ready to express their own thoughts and construct their own sentences. In the beginning, these sentences may be very basic or grammatically incorrect; however, this improves over time.

     第四阶段：制造阶段

儿童开始乐于表达自己的思想，构造自己的句子。最初，这些句子是很基本的，或者语法不正确；然而，随着时间过去，这会改进。

 Parents of dual language learners should not be alarmed if their children exhibit any of the above behaviors (e.g., silent period). These behaviors are common for children who are learning a second language. Also, research has found that children who begin to learn a second language before the age of 6 or 7 are more able to speak the new language like a native speaker than children who didn’t start until after ages 6 or 7 (Bongaerts, 2005).  

如果孩子表现出上述行为（例如沉默期），双语学习者的父母不应紧张。这些行为对于学习第二语言的儿童很常见。并且，研究者发现，6-7岁之前开始学第二语言的儿童，比6-7岁后才开始学习的更容易到达母语程度(Bongaerts, 2005)。

http://s3/mw690/001tOc6gzy7kBJAV3Ymc2&690

The Multiple Benefits of Learning More Than One Language

      学习多种语言的多重获益

Research strongly supports the benefits of bilingualism in language, literacy, social, and cognitive development. For example, bilingual children have performed better than monolingual speakers on measures of analytical ability, concept formation, cognitive flexibility, and metalinguistic skills (Espinosa, 2008; Hakuta, Ferdman, & Diaz, 1987; Roseberry-McKibbin & Brice, 2005).

      双语在语言、读写能力、社交、认知发展上有益处，这得到研究有力的支持。例如，在分析能力、概念形成、认知灵活性、元语言技能这些方面，双语儿童都比单语儿童有更好的表现 (Espinosa, 2008; Hakuta, Ferdman, & Diaz, 1987; Roseberry-McKibbin & Brice, 2005)。

 

While some teachers and parents believe that in order to succeed academically in the U.S. all children must learn English as quickly as possible, research demonstrates just the opposite. In fact, evidence suggests that children who continue to learn academic concepts in their native language while gradually learning English outperform academically and socially children who are immersed in English-only programs (Chang et al., 2007; Restrepo & Kruth, 2003).  

      当一些教师和家长相信为了在美国获得学术成功，所有的儿童必须尽快学英语，研究展示的恰恰相反。其实，证据显示，继续用本族语学习学术概念同时逐渐学习英语的儿童，在学术和社交方面的表现，都超出沉浸在纯英语课程中的儿童 (Chang et al., 2007; Restrepo & Kruth, 2003)。

How Can Parents Support Dual Language Development?

父母如何支持双语发展？

• Ensure that the environments in which you introduce languages to children are nurturing—whether it is a school, early childhood program, or home (Tabors, 2008).

• 确保你向孩子引入语言的环境是养育性的——不管是学校、幼儿课程，或家庭(Tabors, 2008)。
  

• Choose an education program that is accepting and supportive of dual language learning.

• 选择一个对双语教育接纳和支持的教育课程。

• If your child is learning a second language sequentially, select a program that allows children to continue to learn academic concepts in their native language as they gradually learn the second or new language (Copple & Bredekamp, 2008).

• 如果你的孩子是依序学习第二语言，选择一个让孩子继续用母语学习学术概念，同时逐渐学习第二或新语言的课程 (Copple & Bredekamp, 2008)。
  

• Volunteer your time and/or skills in your child’s classroom. This would allow dual language learners the opportunity to communicate in their home language during the day.

• 在你孩子的课堂上无偿贡献时间和/或技能。这将给双语学习者在平日里使用母语交流的机会。（在美国，家长志愿者经获准可以进入课堂协助教学——译注）
  

• Teach vocabulary or nursery rhymes in your native language to the class or teachers, extending opportunities to practice a second language to all children (Espinosa, 2008).

• 把词汇和儿歌用母语教给学生或教师，以此增加所有孩子练习第二语言的机会(Espinosa, 2008)。
  

• Be prepared for the possibility that your children will express disinterest in their native language. Support your children’s interest in maintaining their native language by talking to them about the importance of dual language development.

• 做好准备，你的孩子可能表现出对母语缺乏兴趣。通过和孩子交谈双语发展的重要性而支持他们对母语保持兴趣。
  

• Create fun family-oriented activities that will provide opportunities to converse in the home language, such as reading books, singing songs, or playing games together.

• 创造有趣的家庭导向的活动，以此提供母语交谈的机会，例如读书、唱歌、或一起游戏。
  

• Bring children to activities in which the demand to speak the home language is high, such as in extended family or community gatherings (Tabors, 2008).

• 带孩子参加对说母语要求很高的各项活动，例如大家庭聚会或社区聚会(Tabors, 2008)。
  

Parents play a crucial role in supporting their children’s dual language development. It is a misconception that children are just “natural” learners who effortlessly store and maintain knowledge of languages. Dual language development requires the conscious effort, reinforcement, and support of parents, teachers, and family members (Tabors, 2008).

      父母在支持孩子的双语发展中起到至关重要的作用。说儿童是“天生”的学习者，不费吹灰之力就存储和保持语言知识，是一个错误认识。双语发展需要有意识的努力，强化，来自父母、教师、家庭成员的支持。

译者简介

吴骏，翻译人，南京大学国际关系史硕士，曾在建设银行工作8年，旅居英国3年，期间广泛接触英国贵族教育，现居上海。

著作权声明

作者和译者保留所有相关权利，未经书面授权不得以任何形式转载。版权法律顾问：广东海派律师事务所。