Supporting Families at Risk for Language Loss

by Susan Wastie

"Because of language barriers, my generation is unable to relate to our grandparents and learn of their thoughts, personal histories and experiences. After my grandmother's death, I will not have another chance to know her...what happened in her life? What did she believe in? Dream of? Think of?" - From "Burnt Bridges and a Generation Gap," Sharon Omura, The Globe and Mail, April 30, 1993.

Sharon Omura's experience is not unusual. People from diverse linguistic backgrounds throughout the world have felt the same sense of loss. But why? What are the powerful forces that prevent children from learning their home language and becoming proficient bilingual speakers? Bilingualism is neither rare or unusual. More than half the world's population is bilingual (Harding and Riley, 1990) and research has shown that the benefits of being bilingual are great, not only in terms of job opportunities and increased cultural awareness, but in terms of social and cognitive development. Children who learn to speak more than one language learn to "play with language." They learn that the same thing can have different names and this early lesson in abstraction gives bilingual people the mental flexibility and openness that produces cognitive and social benefits. The ability to switch linguistic codes and eventually think in more than one language increases conceptual development. However, some researchers are very concerned that because the pressure to assimilate to the dominant culture is so great, young children are not learning the language of their own families. The consequences of this language loss pattern can be very costly and what Sharon Omura experienced with her grandparents is, in fact, occurring between children and their parents. Lily Wong Fillmore (1991, p. 335) states:

"Linguistic change almost always begins with the children in language-minority families. The children speak little or no L2 when they enter school but they soon learn enough to get by. In that world, they quickly learn that the key to acceptance is L2; and they learn it to take part in the social life of the school. All too often, English becomes their language of choice...In families such as [these], the adults simply do not learn English as quickly or as well as the children."

What happens when young children are unable to communicate with their parents? What does this loss mean for families when we know that language is a powerful carrier of values and the primary vehicle for socialization? What does it mean for them when language is also one of the most, if not the most, significant symbol of any culture? How does this process occur? Figures 1 to 3 examine this situation in one family. Hypothetically, this family immigrated to Canada, although this could represent a family in any country in which minority languages have little status. Figure 1 illustrates the language patterns of the family, which has newly arrived in Canada. The older children speak L1 to their parents. The toddler is not yet talking but can understand simple words and directions in L1. Because the parents need to work, but are yet unable to speak L2, they can only find jobs that do not require the use of L2. The children enter school and the toddler goes to an L2 -- or even an L3 -- speaking child care provider. L2 becomes the toddler's main means of communication because of the number of hours spent with the child care provider. Meanwhile, the older children are learning L2 at school, from their friends and by watching television.

Figure 1. Year One in Canada.

Figure 2 shows the family two years later. The parents are speaking a little more English but not nearly as much as or as well as their children. This, according to Lily Wong Fillmore (1991), is because "Adults seldom find themselves in the kinds of situations that allow them to learn a language as fully as their children do...They rarely have the time or the means to take advantage of the type of language that might lead to proficiency in (L2)." As a result, the parents rely more and more on the older children to do the family communicating, whether it is making doctor's appointments or translating teacher's reports. As for the youngest child, the parents may have to rely almost totally on conveying messages via the older children.

Figure 2. Year Three in Canada.

If parents are unable to teach their children the meaning of their values and culture through a common language, then it is unlikely the children will learn them in the same way from their siblings, peers or caregivers. Wallace Lambert (1990) states: "Bilingualism is inextricably linked with such basic concepts as personal identity, culture and ethnicity, biculturalism and, on a national level, multiculturalism." If children are not given the opportunity to learn their parent's language(s), then their sense of personal identity and culture may be at risk. As a result, on a national and global level, the opportunity to evolve into a truly multicultural society may also be compromised.

Figure 3. Year Six in Canada.

Proponents of early L2 immersion acknowledge that language loss occurs and argue that children need to learn L2 to be part of the larger world around them. They also argue that one generation later, the "problem" of being unable to communicate with their parents will be solved. However, if these children are not parented by their parents, but rather, by their siblings and peers, then how will they parent and socialize their own children? When children become aware at an early age that their L2 is more proficient than their parents', will they still show them and other adults respect? Or, will their peers become more respected and influential in their lives? (Figure 3). How do these parents teach cultural and moral values, as well as issues such as safety? How can they negotiate with their children without access to higher level language skills?

Supporting Home Language: A Language Policy?

What should our program policy be for second language learning? What should we say to parents who are confused about whether to speak the majority language or their first language to their young children, when they themselves do not speak the second language well? This article offers a rationale for exploring these issues further. It is important for child care providers who work with culturally diverse children to examine their own attitudes and beliefs about supporting bilingualism within their preschool setting. Staff should move towards establishing a language policy by consulting with colleagues and parents about the benefits of encouraging bilingualism.

Towards a Common Understanding of Bilingualism

While there are still many questions that cannot be answered in this brief article, there are some issues that we can begin to address. Perhaps some common ground can be achieved if we can:

• acknowledge that language loss does occur for some but not all families;
• know the implications that language loss may have for both the family and society at large;
• recognize and explain the benefits of bilingualism to families and colleagues;
• promote and value linguistic diversity within our programs through the use of bilingual co- workers;
• realize that every family has its own "language map" or profile (not every family wants to be bilingual);
• establish a language policy for our programs by consulting with others, especially parents;
• explain to language majority parents the benefits of exposing their children to linguistic and cultural diversity;
• understand that, by working with families, every child care centre can weave a unique cultural tapestry -- each new colour or thread makes it deeper and richer.

Summary

In many parts of the world, children are encouraged to speak more than one language from the time they are born because bilingualism and multilingualism are considered assets. However, in spite of the benefits, there has always been controversy about how and why people learn, or fail to learn, more than one language. In some instances, children have been explicitly discouraged from speaking their home languages in child care facilities. This can contribute to a breakdown of communication between parents and their children and prevent the "wisdom of generations" from being passed on. Indeed, the issues are very complex. Only through continued research, discussion and dialogue with parents can we challenge our own assumptions and beliefs in order to create appropriate language policies within our programs.

Susan Wastie is a speech language pathologist with the Vancouver Health Department in British Columbia. She has worked with preschool children and their families for more than 20 years and is currently an MA student in the Department of Education at Simon Fraser University in British Columbia.

Saunders, George (1982). Bilingual Children: Guidance for the Family. United Kingdom: Multilingual Matters Ltd.

We make many assumptions about the language use of families with whom we work. In order to support parents in their decision-making process, we need to know more about the language patterns at home. Asking precise questions about language use may help in this process. We must be aware that not all families may want to keep their home language. The following questions may help the parents assess their own situation and make decisions regarding language use.

• What are the languages used in the home?
• Which language is used most frequently?
• What language(s) do the adults in the home speak to each other?
• What language(s) do the adults use to speak to the children?
• What language do the older children use to speak the younger children?
• Do the parents worry about the young children losing the home language?
• What language(s) do the parents want the children to speak when they are adults?
• If they want their children to keep their first language, what kinds of strategies are the parents using in order to maintain it?

We often find that these few questions stimulate a discussion that enables a profile or diagram (language map) of the family's language to be drawn. As a result, we learn how important maintenance of the first language is to the parents. We also find out more about the role of other siblings in the home (for example, are they interpreting from parents to younger children and vice versa?). Perhaps we can even get a better idea about the expectations the parents have for the future. Above all, parents and their children should be encouraged to continue to communicate at all levels and through all mediums (e.g., books, plays, drama, art, and music).

*Adapted from Language at Risk -- A Family Crisis? A Workshop for Early Childhood Educators by Susan Wastie, Susan and Judy McMurter. National Diversity Symposium, Vancouver, British Columbia, November 1993.

Throughout this article, L1 indicates the primary language spoken by the parents; L2 indicates the official majority language of the community in which the family lives.

This article first appeared in Interaction Summer, 1994 published by the Canadian Child Care Federation.

Posted by: the Canadian Child Care Federation, September 1996.

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