Our new multicultural book, Vaccines Explained, looks to bring science to story time. Now more than ever, our children need to understand the importance of vaccines and their proven ability to fight the spread of infectious diseases. Continue reading Vaccines Explained: Bringing Science to Story Time
by guest blogger Rachael Everly
Not surprisingly, Mandarin Chinese is the language most used for business after English. Mandarin is spoken by over 845 million people in China, the world’s second-largest economy, and nearby Taiwan. French comes in at the number two position, Arabic (the key to the Middle East) at number three, and Spanish ranking fourth.
However, there are some controversies when it comes to language learning. Most notably this occurs in countries with large immigrant populations changing the demographic and influencing what languages are spoken most often in business and commerce.
Here are 3 of the most notable language controversies:
Language of Instruction
According to UNESCO’s International Institute for Educational Planning Learning Portal, there are 7000 languages spoken worldwide in only 200 countries. Multilingualism is the norm around the world with many children growing up speaking one or two languages in the home, with often a third language spoken in institutional and governmental settings.
This can make it difficult for educational institutions to determine in which language to conduct their instruction. There’s an ongoing debate on whether courses should be taught in the students’ native languages – to ensure students can actually learn and understand the information presented – or whether courses and classes should be presented in the national language or other international language in order to open the door wider to further educational and economic opportunities. Some also feel the two approaches are best combined.
English as a medium of instruction (EMI) is a controversial topic of discussion in non-anglophone countries, as it has become the language of instruction in subjects as diverse as mathematics, geometry, and medicine.
Establishing National Languages
In the U.S., Spanish is spoken as a first or second language by an estimated 45 million people. This makes it the most spoken language in the contiguous United States after English. It’s such a powerful force in business that many managers and other employees are learning the language in order to have a competitive edge over their peers and communicate with others.
There’s been talk of making Spanish an official second language of the USA. But without an official first language, another movement worth mentioning, this makes establishing Spanish as a second national language difficult to push forward. Spanish is not going to be chosen as an official language anytime soon, especially considering that the PEW Research Center reports a downward trend in usage in the home. While there have been efforts to push Spanish forward as an official language, the U.S. remains too pluralistic for any one cultural group to make theirs the official language.
Recently issued U.S. Census tables, based on American Community Survey data collected from 2009 to 2013, have expanded the languages and language groups tabulated from 39 to 350. The data, released on November 3, 2015, is the most comprehensive look at languages and communities in the U.S. including “Pennsylvania Dutch, Ukrainian, Turkish, Romanian, Amharic and many others. Also included are 150 different Native North American languages, collectively spoken by more than 350,000 people, including Yupik, Dakota, Apache, Keres and Cherokee.”
Erik Vickstrom, a Census Bureau statistician reported, “While most of the U.S. population speaks only English at home or a handful of other languages like Spanish or Vietnamese, the American Community Survey reveals the wide-ranging language diversity of the United States.” He added, “In the New York metro area alone, more than a third of the population speaks a language other than English at home, and close to 200 different languages are spoken. Knowing the number of languages and how many speak these languages in a particular area provides valuable information to policymakers, planners and researchers.”
Other countries, like India, face similar political challenges and controversies when it comes to Sanskrit, the ancient language of the region and mother to languages like Hindi, Bengali, and Marathi.
This is due to the fact that reviving the ancient language of Sanskrit, closely linked to Hinduism and Hindu religious texts, is an ongoing project of the Bharatiya Janata Party (BJP), the right-wing Hindu nationalist party currently leading the new Indian government since 2016. Minorities feel that the push towards reviving this ancient language is a direct affront to the secular striving of the nation.
Higher education and language learning
A growing number of U.S. high school graduates are looking for alternative ways to avoid the high cost of higher education by travelling and studying abroad, especially in Europe – an area where most European students started studying their first foreign language before the age of nine.
At the University of Helsinki in Finland, the cost of a four year decree is only $40,000. This is roughly only one-third what it costs for a similar diploma from the University of California San Diego. Other European countries, including Norway, Sweden, and Iceland, offer free tuition in their public universities.
Savvy international students are striving to secure seats in these studying opportunities – if they can pass the native language exams – to both avoid soaring tuition costs in the U.S., and gain invaluable life experiences. Planning in advance to minimize or avoid student debt altogether is a sound alternative compared to the debt dodgers who flee to Europe after becoming delinquent or defaulting on their student loans.
Language learning can open doors and create more opportunities for those who want to leverage their skills in an increasingly global village. Gaining fluency in the languages of learning and international business can take students far – even as far as other countries – to grow their network and careers. Language learning, while controversial and political at times, has the ability to connect cultures and increase compassion and tolerance to those different from us – a worthy goal.
“Language School, Teams, Interns” by Sprachschuleaktiv via Pixabay is licensed under CC0 https://pixabay.com/photo-834138/
Today’s spotlight language is Hindi. Below, we offer background and interesting facts about the language, as well as information to help you find Hindi children’s books.
Where is it spoken?
Hindi is the official language of India (along with English). Hindi is one of the most widely spoken languages in the world. There are approximately 425 million speakers worldwide.
How Many People Speak Hindi in the US?
According to the most recent US Census data, there are about 670,000 Hindi speakers in the US. There are large Hindi speaking populations in New York, New Jersey, Chicago, Washington, D.C. and California.
Interesting Facts About Hindi
Hindi is a relatively easy language to read. It is written left to write, is phonetic, and doesn’t include articles like “a” or “the.”
It’s important to use the correct formal or informal style of speech in context, depending on whom you are addressing.
Nouns are either masculine or feminine, and affect adjective and verb use.
The most common greeting in Hindi is “namaste,” and handshakes are only common in certain situations, not in everyday life.
Hindi Books – Bilingual Children’s Books
Teachers frequently ask for suggestions on some of the best bilingual Hindi storybooks and audio books for kids. Some popular and engaging stories with text in both English and the Hindi language include: The Wheels on the Bus, Brown Bear, Brown Bear, What Do You See? and Little Red Hen and the Grains of Wheat. There is also an illustrated Hindi-English dictionary with audio for children.
Do you speak Hindi, or know someone who does? Comment below and share your interesting language facts!
“India” by Nick Kenrick via Flickr is licensed under CC BY 2.0 https://flic.kr/p/ojmzob
by guest blogger Adam Beck
Though I no longer teach at Hiroshima International School, I return there every year, with my family in tow, for the school’s annual spring festival. For me, my main motivation—apart from seeing old friends—is the sale of used books: children’s books of all kinds, from the school library and students’ homes, at rock-bottom prices.
I practically start drooling as I paw through them.
Each year I come home with dozens of books for our home library: books I can read aloud to my kids at breakfast, books we read together for “shared reading” (taking turns, page by page), and books they can read on their own.
A couple of years ago, we came home from the festival and I dumped two heavy shopping bags of books on the kitchen table. I pulled out a chair and sat, happily examining my treasure and taping together the loose covers and pages. That’s when my daughter Lulu, then 9, approached and exclaimed, “Daddy, we have too many books!”
The truth is, if you stepped inside my little house, you’d probably laugh: It’s bursting with books, to the point where there really isn’t room for them all. Our bookshelves overflowed long ago and there are now piles rising from the floor like sunflowers.
But I turned to Lulu and I replied: “Too many books? You can never have too many books!”
My philosophy of education
“You can never have too many books!” These seven words basically sum up my view of language education since I first became a teacher of bilingual children 20 years ago. Books and reading—lots of books and lots of reading—became my main ally in nurturing language development.
During my time at Hiroshima International School, I flooded my classroom with books and read often to my students. And as I watched their English ability grow, I realized that this same approach would become the cornerstone of my efforts to one day raise bilingual children of my own. I would flood the house with books in the minority language and make reading a daily staple of my family’s lifestyle.
I have seen the rewarding results of this “method” in my own personal experience, but in fact, there is also prominent research which indicates that a correlation between the number of books in the home and a child’s language development and ability, as well as academic achievement and even career success, is evident in countries and languages around the world.
Pursued over a period of 20 years and published in 2010, the authors of the massive study Family scholarly culture and educational success: Books and schooling in 27 nations analyzed the lives of some 70,000 people in a range of countries. At the heart of their research was this key question: About how many books were in your family’s house when you were 14 years old? (Any books, not simply books for children.)
At the same time, they gathered background data on these participants, such as the parents’ level of education and occupation, and their own schooling and work.
What does this research reveal? It demonstrates—even given the parents’ level of education and occupation, as well as such factors as gender, class, nationality, political system, and gross national product—that the impact of books is the same throughout the world and throughout many generations: Children in families with a home library of 500 books or more experience significantly greater educational success. On average, these children pursue their education for 3.7 years longer than children in homes with few or no books.
As the authors themselves write: “We find that parents’ commitment to scholarly culture [which they define as “the way of life in homes where books are numerous, esteemed, read, and enjoyed”], manifest by a large home library, greatly enhances their children’s educational attainment. … Scholarly culture has a powerful impact on children’s education throughout the world, in rich nations and in poor, under communism and under capitalism, under good governments and bad, in the present generation and as far back in history as now living memory can take us. … A book-oriented home environment, we argue, endows children with tools that are directly useful in learning at school: vocabulary, information, comprehension skills, imagination, broad horizons of history and geography, familiarity with good writing, understanding of the importance of evidence in argument, and many others.”
Implications for parents
Although this study was concerned more broadly with books in the majority language of each nation, and success in schooling, there are important implications for parents seeking to support the minority language of their bilingual children. After all, success in schooling is a direct outgrowth of success in language development.
Build a home library of books in the minority language—the bigger, the better.
Even if you don’t own 500 books (both children’s books and books for adults count!), the more books you have, and the more you make use of those books by reading aloud to your children each day and reading together, the more your children’s language ability will grow.
And, as the study suggests, the language-related “tools” that your children will gain in the minority language will also be a source of support to them when attending school in the majority language. For example, the knowledge about the world that my kids have gleaned from our English books at home serves them well when studying similar topics in Japanese.
Create an environment of bookshelves and books, not simply digital readers and e-books.
One important reason I haven’t yet shifted much from “real books” to e-books is because real books, in my view, provide a richer environment for the senses. It’s true, we’re slowly getting buried in books here, but the fact that my kids are surrounded by them (and stumbling over them), day in and day out, makes books and reading a way of life.
With bookshelves, books are continuously on display and available for discovery; this just isn’t the case with e-books lurking inside a digital device. Don’t get me wrong, I’m not knocking e-books—they have many merits, not the least of which would be helping me dig out of my housekeeping dilemma. But, to me, they also run the risk of turning books from “public things” into “private things.”
For the sake of my children’s language development, I want our home environment to support my aims, and I think emphasizing books that are tangible and tactile, as “public things” always beckoning to the eye, is a more effective course during their formative years.
Keep in mind that, as these researchers contend, “a taste for books is largely inherited.”
Of course, our main goal involves supporting the minority language of our bilingual kids. But have you ever considered the fact that, in a way, the support you’re providing to your children today will also affect the language development of their kids, your future grandchildren? (Sorry to turn you into a grandparent so soon!)
The study on “scholarly culture” makes this very clear in exploring the question: Where do libraries come from—who acquires a large library? And the authors conclude that “Scholarly culture, and the taste for books that it brings, persists from generation to generation within families largely of its own accord, independent of education and class.”
In other words, if you build a large library of books in your home, your children probably will, too, when they’re adults! And if your children do, your grandchildren will do the same for their kids! And so it goes, generation after generation, a love of language and literacy—and stronger language development—handed down far after your time.
Adapted from the book Maximize Your Child’s Bilingual Ability: Ideas and inspiration for even greater success and joy raising bilingual kids by Adam Beck, founder of the blog Bilingual Monkeys and the forum The Bilingual Zoo. Adam has worked with hundreds of bilingual and multilingual children, from toddlers to teens, as both a classroom teacher and a private tutor. He now lends support to many more families, in all parts of the world, via his book, blog, and forum. He has lived in Hiroshima, Japan since 1996 and is raising two bilingual children in Japanese and English.
How many books do you have in your home library or classroom library? Could strengthening this library help strengthen the language development of your children or students? Please add your thoughts below.
There are so many reasons to read to your baby, especially when you’re raising a bilingual child. Not only is reading a great way to bond, it’s a chance to link spoken words with visual images on the page. And don’t forget to get older siblings involved in the bilingual reading fun! Here are 5 tips to getting your bilingual baby book collection started.
Choosing the Right Bilingual Baby Books
Your first bilingual books for your baby should be made of sturdy material that can withstand strong baby hands and teeth. Board books with thick pages are a great choice, as are cloth and vinyl books that can be washed off.
For babies newborn to 6 months, choose books with large pictures in bright colors. Older babies love books with images of their favorite things, like balls, bottles and other babies.
Make Dedicated Reading Time
Life with a baby means getting a million things done each day (and night). Feeding, changing, nap time… repeat. Find a special reading time that works best for your family: maybe at snack time, after a bath or at bedtime. Soon, reading time will be one of the best parts of your daily routine.
Read with Enthusiasm!
Whether it’s animals noises, singing or character voices, your baby (and you) will have more fun when story time is full of excitement, emotion and enthusiasm. But remember to keep your expression pleasant, so baby doesn’t get frightened if there are scary parts.
Name Everything as You Read
Don’t limit yourself to the text on the page. Feel free to point to pictures and objects and name them all in both languages!
Let Your Books Grow with Your Child
As your baby grows, don’t forget to add more challenging stories to your collection. These will have longer sentences, with more complex vocabulary. But it’s ok to keep the old favorites in the rotation! Find multicultural children books that are culturally appropriate. International holidays and common experiences, like making friends or trying new foods, are great topics that your little one will enjoy.
What is your family’s favorite story to read? Comment below and let us know!
This article by Breeana D. from takelessons.com is full of fun games that will get kids excited about learning a new language. Although it focuses on Spanish, these ideas can easily be adapted to any language!
Learning Spanish can be difficult, especially for kids. From complex grammar rules to difficult vocabulary words, there are a lot of tough concepts kids must learn.
While difficult, learning Spanish is well worth the time and effort. After all, learning a second language greatly increases a child’s cognitive abilities, improves his or her memory, and broadens his or her horizons. So how can you help your child stay motivated while learning Spanish? It’s easy; make learning fun by incorporating exciting games into their practice routine.
At TakeLessons, we’ve come up with 15+ fun and educational Spanish games specifically for kids. These games will help your child learn important concepts, while keeping him or her fully engaged throughout the learning process.
This game is the Spanish-version of the popular children’s game, Simon Says. Choose a student to take on the role of “Diego” and have him or her issue commands to the group in Spanish. For example, “Diego dice, toca la cabeza.” (Diego says, touch your head). Players are eliminated from the game by either failing to follow an instruction or following an instruction that doesn’t include the phrase “Diego dice.” This is a great game for teaching kids common commands in Spanish.
This game is the Spanish-version of another favorite game, Charades. First, take a set of index cards and write down different Spanish verbs; for example, bailar (to dance), correr (to run), and comer (to eat). Then, have a child choose a card from the pile and act it out in front of the group. The group will try their best to guess the Spanish verb the child is acting out. This game is a win-win for everyone, as it helps the “actor” and the “viewers” memorize common verbs.
Who Am I?
A fan favorite, Who Am I? is a great game for learning conversational speak. First, write out a list of famous individuals on a set of index cards; for example, Taylor Swift, David Beckham, Pablo Picasso, etc. Have the child choose a card from the pile and tape it onto his or her back. Then, have the child take turns asking questions in Spanish about who she or he is; for example, “Am I male or female?” “Am I old or young?” After generating enough clues, the child will guess who he or she is.
For the full list of 15+ Spanish games, click here.
Using games to reinforce important language concepts is a great way to keep kids engaged. Next time it’s time to practice, try playing any one of these games with your child.
This article originally appeared on TakeLessons.com, an online marketplace that connects thousands of teachers and students for local and live online language lessons.
In a previous blog post, we provided a thorough guide to many different types of grants and funding for bilingual classrooms. In this post, we’ll take a look at one type of grant in particular: Title III.
What is Title III Funding?
Title III is a two-part, $700 million federal program with a goal of improving education. Part A is dedicated to students who are immigrants or Limited English Proficient (LEP). Its primary purpose is to make sure these students become proficient in English and, at the same time, meet the academic achievement standards that other students are expected to meet. Title III funds must be used for language instruction educational programs.
How does the U.S. Department of Education award Title III Funding?
States receive Title III grants according to census data. The state, in turn, divides the funding into subgrants that are made available to Local Education Agencies within each state: school districts, county offices of education, and direct-funded charter schools. Private schools are not eligible for Title III funding, although there is a way for LEP students who attend private schools to participate in Title III-funded programs. Funds not used in one year can be carried over to the next. Any funds not used by the end of the second school year will be returned to the US Department of Education.
Use of Title III Funds
Generally speaking, funds must be used to provide high-quality instruction in language programs that increase English proficiency and academic achievement in core subjects. Programs must include professional development for teachers, administrators and principals, as well as parent outreach programs. Funds can be used for curricular materials, classroom supplies and software to support LEP / immigrant students.
There are many rules about what programs and activities can be funded with a Title III subgrant. A full list of authorized and required use of funds can be found here. You can read about requirements for subjects like “supplement” vs. “supplant” activities, alternative education programs, special education programs, and parental notification. This New Jersey Department of Education document is also helpful as it clearly lays out out allowable uses for Title III LEP funds and Title III Immigrant funds.
The recipients of each subgrant are held accountable each year, and students must meet annual English language development objectives. Annual achievement objectives must be met in the form of test scores that demonstrate students are making progress toward English proficiency. There are some Local Education Agencies that decline the use of Title III subgrants because they don’t want to take part in the rigor of its required testing. Subgrant recipients must reapply for Title III funds each year through a process involving submission of various reports, plans and evaluation requirements.
For additional support and information, visit Language Lizard’s Funding & Grants page
“Pictures of Money” by Money via Flickr is licensed under CC BY 2.0 https://flic.kr/p/s68a4i
Summertime is upon us! The school year is coming to an end and our favorite summer activities are right around the corner: Running barefoot through sprinklers, savoring a neon-colored snow cone and sitting in the shade of a favorite tree with a good book. What could be better?
Even though school is letting out, children can strengthen their literacy skills with summertime literacy programs, available through local libraries, community centers, schools, bookstores and even online. Bilingual children, in particular, can significantly improve their literacy during the summer by reading bilingual books in both of their languages.
As we mentioned in our previous article, literacy can grow and develop regardless of language. The most important thing is that bilingual children are provided with quality reading materials and an incentive to read them. Instilling a love of reading should always be the primary goal for our students.
Here is a list of programs that can help students strengthen their literacy skills this summer:
Continue reading Bilingual Children & Summer Literacy Programs
Back-to-school sales line the aisles of supermarkets and drug stores; children roam department stores picking out new fall clothes; and parents rush around with check-lists of items their children will need in the coming weeks and months.
Yes, the school year is about to begin.
For bilingual children, this time of year may feel a little daunting, especially for those who will be starting school for the very first time. In addition to all of the feelings that many students face on their first day of school (nervousness about what the teacher may be like, excitement about meeting new friends, concerns about what will be expected), bilingual children may have additional worries: Will they fit it? Will their English language skills be up to par. Will they understand everything that the teacher says? Will other students make fun of them because of their accent?
For teachers who are not used to working with bilingual children, there may be an assumption that to help these bilingual children feel comfortable in the classroom they will need extra attention. This may very well be the case, but if it is not done with care it can backfire. A bilingual child who already feels out of place may feel even more so if a teacher ends up giving him too much special attention. What a bilingual child may want the most is to have the chance to fit in and to be just like everyone else, not singled out due to special circumstances.