Category Archives: french

Affective Filter and Language Learning

There is a really interesting new post up at Multilingual Mania about the Affective Filter. The blogger writes about how just one small instance of another student in her Spanish class giggling at her totally devastated her confidence in speaking Spanish. For years this emotional block kept her from expressing herself in spoken Spanish though her written Spanish was excellent.

Indeed, how you feel emotionally about speaking a second or third language makes all the difference in your fluency. I hate making mistakes out loud. Indeed it is one thing that blocks my musical learning: one can silently work on Chinese grammar, but it is impossible to learn piano or guitar without everyone within hearing distance listening to your progress or lack of it.

When I was learning French, I took classes in which we had to write a lot, and I read a lot. But especially when I moved here to Quebec, I kept my mouth shut. I had all these grammar rules in my head. Vocab, masculine/feminine, verb tenses. It was all just too much to get right before the conversation topic changed. People saw me carrying around La Peste and couldn’t believe someone who could hardly put two words together could ever be reading and understanding such meaty literature. But no. It wasn’t my comprehension that was lacking: it was the emotional daring-do to throw myself into the verbal fray.

Fortunately by working at Burger King with francophones who had often not even finished highschool, and being taught to swear like a sailor (or a hot fry-oil burnt B.K. employee!) in Quebec joual, I got over my fear of making errors in French. Heck, native francophones butcher the language so much, I couldn’t do much worse I finally realized. Of course they butcher it in native-speaker ways and I butchered it in newbie 2nd language-learner ways, but still. It got me over that affective filter.

I wonder how much of my son’s refusal to speak Chinese is affective filter. Indeed he understood French very well for at least two years before speaking it voluntarily. He’d reply in English the correct answers to questions in French. Only when he was surrounded by unilingual francophone children in preschool daily did he overcome his reluctance and start to come out with impromptu French.

I am hoping the Saturday afternoon Chinese classes will help with his emotions re Chinese. He will voluntarily throw himself into hearty renditions of Liang Zhi Lao Hu (Two Tigers) song, but hardly utter a word when asked how old he is for instance… and I think it is because of his confidence in the words and phrasing of the song. Perhaps the Chinese class will help. Or perhaps it will hinder, taking just one giggling student to devastate him for years. (lots of native Chinese-speaking at home children in his class) But it is worth a shot.

Myself? For some reason I seem to have gotten over most of my stage fright re speaking foreign languages out loud. The French is used daily, so now it is more when I need to write well that I feel this affective filter in French. In Chinese, perhaps it is because I am learning it at home, and most people are amazed I know any Chinese at all. Native speakers are often incredibly nice towards me no matter how bad my attempt at their language. Perhaps it will come still: when I speak well enough to realize just how BAD my chinese is! We’ll see.

Do you have stories of losing confidence, or gaining it, in a second or third language?

Tchoupi in Chinese!

Today, through following a comment (yay comment subscriptions) for asiamommy.com’s post on ereadbooks and touch reading pens, I discovered both a shopping site and a wonderful new blog I was unaware of by a mother named Lina Dickson who is raising her daughter in English and her native Chinese. Here’s her blog post on the Touch Reading Pen which I have blogged about.

Her blog Best4Future: Bringing up Baby Bilingual is a combo of mommy blog about her daughter, parenting tips, language tips, product reviews and even language lessons! She has little videos that will teach you how to say Snow Peas, spinach, sweet potatoes and strawberries and other fruits and vegetables in Chinese. It seems to be an ongoing thing. Much to explore. Her blog is added to my blogroll at the right.

In her shop, she offers the eReadbook pens and books, but also a multitude of other books, VCDs and DVDs. There I discovered Tchoupi and Doudou books in Chinese to my surprise. As we live in Quebec, a francophone majority province, Tchoupi (pronounced Chewpy, like Happy) and his little stuffed pal Doudou (Doodoo, like “do the dishes” do) are well-known television/animated dvd characters here. I like that their french is very simple and clear to understand, especially when my son was just starting to learn it, and the stories very simple, cute and child-friendly. I hadn’t heard of Tchoupi outside of French media, which was why I was so surprised to hear of them in Chinese.

But as Lina blogs, there are actually 48!! little Tchoupi books translated into Chinese characters. The stories seem to be as simple and charming in Chinese, and looking at the page details that are posted in the Best4Future shop, I can almost read them without a dictionary (almost!)… common high frequency characters. There is no pinyin that I can see, so they wouldn’t be so great for those f you who cannot read simple characters yet, or who cannot look up characters by radical and stroke order in a dictionary.

But for those who can, they would be lovely little stories about a preschool child’s life, preoccupations, adventures and tribulations. Not as formulaic as Dora, not too wild and crazy or action oriented, not so tied into merchandise as Disney and Strawberry Shortcake and other translated offerings. And not so moralistic (though with good values and life lessons) as many Chinese children’s tales. I haven’t read them all, but I’d definitely go on a limb and guess they are books I’d like in my home.

Very excited to find these, and also the Best4Future blog and learning materials.

The Tchoupi books are $4.99 each, and now is the time to get them!
There are two more days left to her Holiday Sale: Save an EXTRA 15% on EVERYTHING (all regular and on sale books & DVDs) between Jan 1 – Jan 15, 2011. Use the code: newyear15 when you check out.

Enjoy!

Multilingual phonetics?

Well, Big Boy has been using http://readingeggs.com to learn his phonics and learn to read since January… ten months now. He is still enjoying it and often surprises me what he can sound out if he takes the time. Often he jumps the gun and thinks he knows a word once he has sounded out the first consonant or two (ie he clicked “Blue” when he was supposed to click on “Black” in a recent online test) but he is still pretty consistent about hearing a word, or looking at a word, and sounding out what letter of the alphabet it starts with.

Just to say where he is at… he will be five in about three weeks.

Now, I wanted to get him started on phonics in English before he entered school (he entered pre-kindergarten this September in French, but they are only doing reading readiness: they start phonics and writing letters in Kindergarten I believe, and actually sounding out the multiple dipthongs in French, and learning to read in Grade One). It is his first language, his strongest language, which he uses at home. And I wanted him to have a solid foundation of the idea that letters make sounds, and sounds together make words in his first language, before being thrown into second language reading.

Especially since French has so many different phonetic combinations than English. Thibault. Tetreault. Eau. And so many ways of writing the same sounds: parlez, parlé, parler, parlait, parlais… Even the francophones have a challenge, and I see a lot of spelling mistakes that end up being grammar mistakes (Parlez! is an order to speak. Parlé is past tense. Parler is infinitive. Parlais is ongoing past tense…) My favorite is Fermez magasin… which means “Close the store!” when the mean “Magasin fermé” “The store is closed”.

So, I think we are doing great. Big Boy’s spontaneous spoken French has grown in leaps and bounds with 5 day a week full time school and daycare (he has preschool in the mornings, and then lunch and afternoons in the day care service at school), and along with it his French comprehension. His English speaking has improved with speech therapy (more about that later), and I do believe his knowledge of correct phonetics from ReadingEggs has helped as well. And his comprehension of the link between the spoken and written sound is quite solid, even if he cannot sound out every word.

So… the reason for this post? The dvd series Baby Learns Chinese, which we really enjoy for its clear images, on screen Doman-based use of written characters, and its engaging scenarios, has put out a new Chinese phonetics series. This is designed to help children who up to now have just seen characters, learning them mostly by shape association, learn pinyin. Pinyin is basically the method of using Roman letters to write Chinese sounds and syllables, especially paired with simplified Chinese characters on the mainland. When we see Chinese written as ” Wo yao chi dongxi.”, it is pinyin vs characters. Pinyin is used in Chinese schools along with characters as it helps a child be able to pronounce words that they know the sound of (we are assuming a child who can understand and speak spoken Chinese), as the characters themselves, until they are memorized, give very few clues. Also, Chinese English dictionaries have all the Chinese words listed in alphabetical order by pinyin spelling.

It is possible to look up Chinese characters by radical and stroke order, but it is a long and drawn out process! A necessary process to find unknown characters’ meanings, but if you have the pinyin of an unknown character, you can zip straight to the meaning!

The new 3-dvd series looks great, and would tie in with Big Boy’s ongoing phonics work in English. HOWEVER, not ALL the letters of the alphabet have the same sound in Chinese as in English. The short “e” sound is different for instance. The “r” sound is pronounced with the tongue tip on the upper center palate, rather than with round lips like in English. The sound for zh is new: pronounced much like J in Jack. U works much like W: huang is pronounced hwang.

 

So, this set is what a Chinese child of his age would be learning pinyin phonics from… the children shown are 4-6 yrs old, the play and concepts are very preschooler to grade 1 friendly. It is too old for a 3 yr old, and too young for a grade 2 I would think… though even an adult would learn a lot if they are studying Chinese, I suspect they’d rather have something less cutesie and centered around playing house and dress-up! And certainly not something called BABY learns Chinese!

Kids Learn Chinese Phonics at Childbook

So, do I get it now when he loves the Baby Learns Chinese series? Or do I risk mixing up his phonics learning, when he is learning in English, AND learning vocab, grammar, comprehension and pronunciation aurally in French? Do I start it in a year, when it might be mixing up his French phonics learning in school? Or do I just think, well, he hasn’t mixed up the spoken languages, why would he mix up the written/phonetic ones?

Any ideas? Experiences with your own children? Advice?

Thanks so much!

Delays in multiple languages

Well, today I had the meeting with the francophone speech therapist re the evaluation she did with Big Boy last week. It was very interesting, in that it pretty much echoed the english language evaluation results he had a few weeks ago.

There were a few disparities: in French he misses conjugating verbs (in English there is very little of this: I sit, they sit, we sit, he sits), he is uncertain of his spacial indicators (on, under, beside, behind) which he knows very well in English, he has problems with the masculine and feminine (le chat, la personne, le bateau, la maison) but again we don’t have that in English. He has difficulty with multiple requests: “pick up the blue car then the red bus” “put the car in the box and take out the dolly” whereas in English he is pretty good with that.

I think most of those have to do with French being the third language in his life (second most fluent now but still he learned Mandarin as a baby, then English after 2 yrs old, and finally French), so these are learning a foreign language issues he needs to catch up on. It is true that he should be learning the masculine and feminine articles together with the nouns when he hears them daily at daycare… so maybe that is some indication of delay. She also said he speaks French with an English accent. That is so funny… I am often surprised by how “french” his french utterances sound, but then I am an … anglophone!

As for the rest, it mirrored pretty much exactly his English evaluation, which goes to show that if a child has a learning difficulty in one language, he’ll have them across the board if multilingual, and if no difficulties in one language, will not encounter more by becoming multilingual (there are no higher statistics of language difficulties among bilingual or multilinguals than monolinguals).

He takes shortcuts with words, often dropping the end consonants of a word, ie woh instead of word. He often doesn’t pronounce an R: nawwow instead of narrow, fi-man instead of fireman. He often mispronounces N as M: I don’t know: I dummo. I don’t have any: I don have ammy. He uses just the key words in a sentence or concept: “Big Boy Mommy go gramma house”= Mommy and I will go to Grandma’s house. “I play ball next time park”= “I want to play ball the next time we go to the park”.

He has problems with pronouns, both not using personal pronouns like “I” and “you” and mixing up when to use “he/she” “him/her”. He has problems accessing his vocabulary when he wants to say something, or tell a story. ie knows the words “blue” “car” “beside” “house” and will say “look that thing there!” which under protracted questioning means “look a the blue car beside the house!” (it can be VERY long to figure out what “that” “there” is from everything in view!).

So, a severe delay in morph-syntax and slight delay in phonology (is that right?). She thinks he has difficulty organizing his mouth and tongue to make the sounds he wants, and so drops off anything difficult, such as double consonants: ie spoon comes out as poon, and if you enunciate the S to have him notice: SSSpoon, he will say soon instead, dropping the P instead of the S.

So, it was super interesting to see her write the exact same conclusions and observations in his “2nd” language as in the first!

She did give me a large list of “interventions” to do. Lots of them games (like picking images out in magazines and saying “the lady, SHE’s driving a car” “the boy, HE’s playing ball”. Some to do with his mouth: ie putting lipstick on one lip and have him spread it to the other lip by moving his lips around. Playing games trying to touch your tongue to your nose, your chin, left side, right side etc. I haven’t read all the papers yet, but it is wonderful to have real, concrete suggestions we can do in daily life or at his daycare.

I did give a copy to the daycare, and am waiting for the written evaluation to give to them as well. It is wonderful that they are willing to do things like this with him. And they are also so wonderful to have followed up on subsidized speech therapy (the govt has a program for “handicapped kids in daycare”)… they have managed to find an intern at a speech therapy clinic who is finishing her masters, who will come in once a week for an hour from end of April until end of August! That is amazing! And having seen the billing breakdown, I am so thankful. It is hundreds and hundreds of dollars every month. But hopefully this will help bring his speaking and french comprehension up to a level where he will be able to participate fully when he starts at 4yrold preschool in September.

The speech therapist DID say to do the exercises in French at daycare and English at home (because they are native French speakers at daycare), but she didn’t insist too much. (I didn’t tell her I do French at home too). And she was VERY clear that problems he has are NOT due to multilingualism, and that I am doing a great job stimulating language with him already. That was great to hear.

So, I’ll write more about it when I have had a chance to read through all the papers she gave me, and put some of the suggestions to use.

So far we only did one game, where we used the cards in our Kingka game: we pulled out two at a time, taking turns and had to say “It’s a….” (it’s a car, it’s a horse, it’s a flower) which also gave us an opportunity to work on exceptions: “it’s water” “it’s some wood” “it’s FEET” (instead of it’s two foot) The goal is to get him to say whole sentences, not just “car!” “horse!” “flower”! “water!” And surprisingly he loved it. And liked it so much, he “it’s a….” every card as he put them back in the bag!

So here’s to working on his speech while waiting on our “12 month waiting list” we’ve been on for professional intervention since Sept 2009!!

Language delays and Bilingualism

I discovered this very interesting site for Speech Pathologists, about language delays and bilingualism.

They differentiate between children who learn two languages at the same time, for instance, a child who has two parents speaking two languages within the home, or who is hearing a minority language at home, and a dominant language in the culture outside the home daily, and children who learn languages sequentially. For instance a child who speaks English at home and in the rest of her environment, and then starts taking French classes after the English is already well established. Or a child who grows up in a Spanish speaking country and then moves to an English speaking country.

There is also differentiation between additive bilingualism: ie a child knows a language and adds on a second one so that the child speaks/understands both languages, and subtractive bilingualism: ie a child speaks and understands Chinese in her native land and then is adopted into Quebec, and as she learns French, she loses her Chinese skills. Or a child whose early environment is a minority language at home with her family, and then who integrates into the school system and surrounding peer culture, and loses the minority language either through attrition or choice.

I found the page looking for benefits of bilingualism for a friend, and indeed in this article there are a lot of mythbusting statements for non-language-delayed children. But also a lot of information I found pertinent to Big Boy who is experiencing delays in morpho-syntax (sentence structure and grammar). We had another speech evaluation today, in French instead of English, which was quite fascinating. Many times he needed to have instructions repeated several times as it was evident he was only hearing part of the sentence, ie deciding before listening to the complete sentence, or not noticing a negative: "Quelle fille n'est pas capable de toucher les livres?" and he would point to the girl who was obviously capable of reaching the books on the high shelf (not the girl who was reaching but couldn't touch them, nor the girl who was reading books in a chair). The evaluator said that his language comprehension was not as high in French as in English, but that was to be expected.

There were some similarities, such as not being consistent in using masculine and feminine pronouns, not conjugating verbs (there is more of that in French, where verbs change for most pronouns, but there is still some in English: I go, he goes, I do, we do, they do, he does), little past and future tenses. He tends to stick with one tense (present) and then add in time signifiers: I do that yesterday. I do that tomorrow.

Fascinatingly Chinese grammar is correct this way. The verbs are immutable and it is other little words before or after the main verb as well as time signifiers which indicate past or future: I do the dishes. I am do the dishes now. I did do the dishes yesterday. I will do the dishes tomorrow. Compare with I am doing the dishes now, I did the dishes. In English we have a bit more choice to use a past tense "I went" or adding a word to the verb: "I did go". Now if only I could say that Big Boy speaks fluent chinese and that is where he gets the lack of verb conjugasion from, but I fear not! His Chinese is the worst of his three languages.

Anyways some interesting statements from this article:

1. Does bilingualism cause language delays in children?

The short answer is no. However, this question deserves further analysis.

Vocabulary, syntactic and narrative development
Studies that have assessed bilingual children’s expressive and receptive vocabulary development by comparing combined vocabulary in L1 and L2 with the vocabularies of monolingual children found no differences between the two groups (Pearson, Fernández, Lewedeg, & Oller, 1997). Similar results were found when comparing the syntactic acquisition of young bilingual children in each language with that of monolinguals (Paradis & Genesse, 1996).

This is particularly interesting since it is directly pertinent to our situation, living in French Canada, where the dominant language in the streets is French, but the second language, English, is a high status language. ie neither language is in a risk of the child refusing it as being unimportant (unlike speaking Chinese here):

2. Are children with language and cognitive delays capable of learning two languages?

A major concern for parents of a child with language impairment is whether the addition of a second language will further delay language development and learning. Kohnert et al. (2005) state that the current belief that bilingualism is disadvantageous to children with language impairment (as compared to children with language impairment who are monolingual) is false. Because many professionals believe that the input of the second language places additional demands on a language-learning system that is already deficient, they recommend to parents that they confine their input to one language. While this approach may be well-intentioned, it can result in a child being isolated in a bilingual home in which family members communicate in a language the child cannot share. In addition, it has led to professionals failing to support the child’s home language (Thordardottir, 2002).

Studies suggest that exposing a language-delayed minority child to a second language does not negatively affect development. A study by Paraidis, Crago, Genesee & Rice (2003) found that seven year old Canadian children, who were language impaired and were exposed consistently to both French and English from birth, did not perform worse than their monolingual peers with language impairment on analyses of spontaneous language samples. It is important to note that children in this study experienced simultaneous acquisition of the two languages and that both languages had high status in the community, making the social context for bilingualism “additive” rather than “subtractive” (Lambert, 1975).

Another study compared the language abilities of children with Down syndrome being raised in bilingual homes with monolingual children with Down syndrome and found no evidence of a negative effect of the bilingualism (Kay-Raining Bird, Cleave, Trudeau, Thordardottir, Sutton & Thorpe, 2005). In this case, bilingualism was defined as “intensive, ongoing and prolonged exposure to two languages” (p. 195), one of which was English. Most of the bilingual children had French as their second language. All children had been exposed to a second language for at least 32 months (mean age was 82 months). On the English tests administered, the bilingual children scored at least as well as their monolingual counterparts.

These studies are significant in that they demonstrate that children with language impairment are capable of learning two languages at least as well as their monolingual, language-impaired peers. Therefore, professionals can reassure parents that they need not be concerned about the impact of a second language on their child with language impairment.

There is also an interesting section on whether language skills learned in one language can be transfered to another. Apparently some can, if they are pertinent, ie masculine and feminine nouns in romance languages (French, Spanish, italian), but not if they are NOT pertinent (gendered nouns in French, but not in English. Verb conjugaisons in French but not in Chinese). This is interesting from a speech therapy point of view for Big Boy. Will speech therapy in French benefit him if he is lacking apostrophe S possessives in English? Unlikely. But it is likely to help with all those little filler words in French, and maybe English too. He is so likely to say “Car” instead of “it’s a car”… comprehensible but not full sentences.

There is also a section on the role of the speech therapist in valorising the home language. That would be especially pertinent in cases where a minority language is spoken at home which is not sustained in school or the outside world. I am still in a quandry what to do about the advice of speech therapists who suggest that I should ONLY speak English with Big Boy as it is the language I am most comfortable with, have the best grammar, richest vocabulary and use (idioms, metaphors etc).

Since French is spoken in the broader society here, I function in French both within the home in my home office (with clients), within the home with francophone friends (including Big Boy’s little friends who are French), outside the home with neighbors and friends, and in public dealing with all service personnel, whether cashiers, waiters, mailman, daycare workers etc… It would be exceedingly artificial for me to be speaking English only with Big Boy in these situations. And indeed be alienating to those we interact with who may be monolingual francophone.

Indeed I wish to model for him the correct FRENCH behaviour in requesting aid, addressing friends and neighbors, completing transactions in shops etc. And given that French is mandated by law here as the language of businesses, education etc, and given that French is an endangered language in the country and continent, there is a lot of social and political negative weight to speaking English in public, or with francophones, and for modelling this “outside-Quebec-majority-language” with my small son. There is something intrinsically VERY different from insisting on speaking Tagalog for instance, with my child while at home and in public, to insist on it against the onslaught of the majority language, and insisting on speaking English, the “taking-over-the-world default colonial” language.

So, I take with a grain of salt the recommendations of the speech therapist today, to speak only English with Big Boy, and leave the FRench 100% to the daycare to nourish with him. I will continue to read books in English and French (and Chinese as much as he will allow me), to encourage him to watch French dvds within the home, and to give him French vocabulary as we navigate in public, with friends and on the way to daycare. I find it is so important as we go to daycare, that on the way I discuss with him the highlights of the previous day, new toy acquisitions, anticipated travels etc, IN FRENCH. So that upon arrival, he will not have this abrupt transition to another language, and be lost if they ask him to say “what did you do yesterday? What’s up with you?”

I want him to have the words to say “J’ai été voir les papillons au jardin botanique” or “J’irai voir grandmama à Vancouver. J’irais en mois de juin avec maman en avion” or “J’ai réçu un nouveau jouet, une voiture de police, hier”, and not just be stuck with only English words and thoughts when they ask him in French.

So, we’ll see how it goes. Anyways, I recommend the article at hanen.org whether you have a monolingual child and are thinking of second language classes, whether you are in a bilingual environment with a speech-delayed child, or whether you speak a minority language at home.

ps, thanks so much to everyone who left a comment on my “flabbergasted” post! I still am amazed at 1400 comments on a blog entry about what a pioneer mom wears out on a date with her hubby! LOL!

Multilingual Language Evaluation Issues

Well, this multilingual thing is really not helpful when it comes to evaluating Big Boy’s language abilities.

I was so looking forward to another professional evaluation of Big Boy’s progress in the expressive language department. It seemed to me that he has made great leaps forward in forming sentences in the past month or so, and I was very eager to have a speech therapist declare “he is CURED! He is CAUGHT UP! We DISMISS him from needing further intervention!”

Ahhh, the dreams of mamas. All to naught. First, I was a bit surprised by the set up of the evaluation… she had just set out all sorts of toys (mostly a Little People house with garage, and all the fixings: people, animals, cars, furniture etc) and just seemed content for the first twenty minutes to let him play with it. Of course, Mr. Big Boy who normally does NOT SHUT UP, and who chatters on and on and on, “mommy, I want to show you something, look at this, mommy be a chevalier, mommy let’s fly on the backs of dragons, mommy why don’t you be a wingwalker at the air show? mommy look what I can do! mommy mommy mommy!” hardly said a sentence. Mostly he took the cars and bus and did a lot of spectacular crashes and flying around in the air with sound effects, and looked at all the items one by one uttering such brilliang things as “mmmm! ooh! wow. hmmmm. ahhh” Sigh. I wanted to pull my hair out. MAKE HIM TALK!!! HE CAN TALK NOW!!! The other speech therapist seemed to be much more engaged in activities that would require talking on his part.

When I remarked up on it later, she explained she wanted to see what his spontaneous speaking was like. Hmmm. His spontaneous speaking in the park if you give him a stick and he has to make believe is WAY more revealing than setting a whole toy shop in front of him so he can just pick things up and look at them and go “oooh! wow! ahhh!” Sigh. Even having left the toys on the shelf so he had to ask for them would have gotten him to talk. Oh well.

She did do some more structured testing, where he was supposed to give an appropriate response. I can see that this sort of thing is really hard. “Here is a boy… he has a dog. And here is a girl…. ” “Look! A cat! The girl has a cat!” Hmmm, yes I see you are trying to get him to say “SHE has a cat”. oh well. But we could see he is not totally clear on he vs she, on adding S to make a possessive, and on pronouncing N well instead of substituting M.

The end result? He is making longer sentences but still missing a lot of the filler words, missing a lot of grammar, missing a lot of sounds or rather substituting sounds… sounds that we don’t have in the English language, so really hard to write HOW he pronounces them. I cannot even pronounce how he says “Hair” “Smell” “Spoon”. He also has issues with blended consonants like SP, SM etc. So he is still on the waiting list for the MacKay Center (specialty language center, whether it is hard of hearing, deaf, speech therapy etc). Since Oct past now… and we may not get in til Nov this year. It is all frustrating.

But the multilingualism? Where does it cause issues in evaluation? The speech therapist wanted to know if other people understand him besides me. Hmmm. Now that is so very hard to evaluate. His little friends are mostly French, and his French is way behind his English (expressive), and so they tend to talk a lot and he repeats words. Friend: “Je serais le chevalier et tu dois être la princesse qui est emportée par le dragon”. Big Boy: “Moi, chevalier!” Well, of course his friend understood him. But what does that say about his language abilities, and esp about his English abilities?

The daycare isn’t much more help. Again, they are mostly unilingual francophones who know a wee bit of English… if they don’t understand him it could be 1) they wouldn’t understand even if it were said clearly in English 2) they don’t know that his English is not as good as it should be as it is much better than theirs 3) if he misses words in French, well it says nothign about his primary language abilities, it is just seen as an anglophone who is struggling with a second language… 4) it is hard for someone who is speaking a second language with a child to understand kids’ mispronunciations. I have a HORRID time trying to understand little french kids even if I can carry on a great conversation with their parents all in French. So, do they understand him? I don’t know. Yes and no.

And how about other people around Big Boy. I must have sounded pitiful in that I don’t have another parent, another regular caretaker, friends that come in regularly or anything. The french friend of his we see the most often: the kids play together in the park or livingroom and I chat with the mom. Sometimes he talks to the mom: “Marie-Anne, I would like more cheese please”. Well, yes, she understands that. But does he have more sustained conversations with her? not often. We have a babysitter about once a month, but most of the time he is asleep. We have a chinese tutor once a week, but we are trying to speak chinese. Neighbors and service personnel in the neighborhood are the same situation as the daycare: they are francophone, so they might not understand a word if he speaks English, or if they do understand, they are using single words like he is, or he is speaking short French phrases. The Chinese dépanneur owner (corner store) does understand when he comes in and says “Ni Hao! Zai Jian!” or sings “Liang zhi lao hu” in Chinese. Sigh!

I really felt null not being able to answer the question “Do other people understand him”. What sort of parent doesn’t know this? Well, one who is a single mom who works at home, no extended family around, teaching three languages, in a multilingual environment.

I just have to remember I am proud that he functions in such an environment very well, with great gusto and social extroversion.

Mom videographer failed again…

Once again I failed to capture Big Boy with my video camera… so often at night I am in my studio just across the hall from his bedroom, and I can hear him singing some song I’ve never heard him sing before, or counting in French or whatnot that I’d love to record.

Tonight was no exception. I heard him saying “Bonjour. Hello. Ni Hao.” Saying something about talking Chinese, and something about talking French, with his teddies. I crept out of my studio, got my camera, and yes, it makes that lovely little chime sound when it turns on. I crept next to his bedroom door anyways and clicked “record” on the video function. Of course it beeped yet again. How does one turn off these sound alerts?

Well, small boys are like wild animals. They can hear the most tiny sounds, and all I got was silence, and then the sound of the wooden chair at the foot end of the bed, near the door where I was crouched in the hallway crashing about. He must have heard me and leaned over the bed onto the chair to get a look into the hall. Foiled.

So once again, no great video footage of him and his developing trilingualism. But I heard it. Yes I did!