Rus Articles Journal

Foreign languages in the early childhood, or “A baba-yaga against!“

the “Advanced“ parents ask

whether it is necessary to enter about a year foreign languages?! We think that if in the house you have two active languages, then it is necessary to speak with children in two languages, trying not to stir them. But artificially to enter a foreign language which you, maybe, also know perfectly, but houses in it you do not communicate, about one year it is definitely not necessary. Let`s it deal with native!

It is possible, will seem to you strange that the authors writing about early development have such conservative opinion on learning of foreign languages at early age. Daman, Lupan, Ibuka write that the foreign language can train from the cradle!

we Will try to explain to

the position.

Life of the chest baby is filled with impressions and opening. In the first year of life the child receives a huge number of information.

But whether it is worth spending precious time and attention of the kid also to foreign languages? Unfortunately, experience prompts that hundreds of kids learn language, and learn units. So why to spend so many forces and time?

the Great Russian teacher K. D. Ushinsky wrote that to the child, finally, all the same what language he will speak: it is important to it to understand and be the witness. He cannot love language per se yet and if it is understood, and he understands the people around speaking in his native language it has no motivation for learning of foreign language (and without it it is impossible to speak about successful training!) Of course, learning of foreign languages same fine way of development of a brain as well as many other ways! But in the absence of the necessary language environment while really the child will face language which you offer it, only years in twenty, all these twenty years to perfect its French or Chinese - occupation so labor-consuming, expensive, taking away a lot of time necessary for creativity, sport, music that these factors does such study senseless. Language is not end in itself! You need to understand other people and to obtain information. And while it is required to you, there are easy effective ways quickly to master language. At the same time in preschool years it is enough to put small, but very strong base of language, for example, to learn by heart two fairy tales and to repeat them with the child on 500 - 800 times that he could not forget them to extreme old age and put to it in this language the favourite movie. All this efforts which should be put, but on the basis of it, in 16 - 17 years, if necessary (and, especially, in the language environment!) your child will be able intensively, motivated being engaged in 3 - 4 months, to bring a foreign language to brilliant level. And its language, certainly, will not concede in anything to a foreign language of the young man who was engaged since the childhood on two - three times a week with the teacher, did till several hours homework and so on. Let this downtime be better children devote to music or painting. But...!

But if you, all - decided to train the kid in a foreign language, then how to define age of “readiness“ of the child. We think what can be begun only at the moment when the kid is fluent in the native language: understands the speech turned to it for hundred percent, competently builds phrases, uses the majority of parts of speech in conversation. It is natural that the child about one year is not capable of such feats. I think that you will notice when he accustoms....

One of the main problems which rises before the parents persisting in the desire to train the baby in a foreign language is the choice of a technique of training. But! Any of the existing traditional techniques of training (and they are, as a rule, created for pupils of an average and the advanced school age), is not suitable for kids of the first five, and even seven - eight years of life (and we are at all in the very first year). All of them are focused on the fact that the pupil has conscious perception, steady attention, logical thinking, skills of self-checking, ability to listen to the teacher, to understand and accept an educational task. And, above all, they are calculated on conscious motivation to training. And as we already found out, kids do not have it and cannot be.

Many techniques (yes almost everything) are calculated by

on simultaneous assimilation of oral and written language. And it, besides, is inadmissible during the work with kids (though Doman insists on it). Children have to master at first completely written language of the native language, and then touch the speech foreign.

of the Child of preschool age, for that matter, should be entered into a foreign language, as into native. Let`s remember as the newborn enters the native speech.

from the moment of the birth the child hears the speech of adults turned to each other and to him. Comes to nobody to mind to tell to the child only separate words. We talk phrases. And separate words, undoubtedly, we allocate with voice, showing a subject or the picture illustrating the word or we explain with gestures. Gradually, on grains, by the word, the kid begins to understand our speech. Also gradually he tries to begin to tell those words which sense he well understands. He watches TV, listens to songs, verses and fairy tales. And so on. The active speech develops gradually, in process of understanding of the increasing number of words.

the Same approach should be used as it seems to us, and in training in a foreign language. You should not do a word for word translation of words and phrases. It is necessary just to say much at the child, to read to him, to watch videos on studied in language (repeating the same record many times). The understanding of the speech and active inclusion in it will come gradually, perhaps, not so soon as you would like. But it will be firm, sure.

I only after the child begins to speak language, it is possible gradually to begin to enter written language (that is to learn to read and write in a foreign language). But, of course, you should not do it earlier, than in the native language.

If, in accordance with the circumstances, the child gets on bilingual Wednesday, undoubtedly, he will start talking in two languages at the same time. But! He will start talking much later, than his peers mastering only one language will make much more mistakes at creation of phrases (as his brain hardly separates grammatical rules of one language from rules of the second). Even if the child well speaks in two languages, to the family for him there will be only one, as a rule, mother`s language. And mother has to try to make so that the child seized it in perfection, fell in love with the native language and culture, learned to read on is mute before on any other.

do not forget

that this subject which cannot be copied from experience of foreigners. Because the American, French, Israeli, Canadian children are surrounded by an infinite number of carriers of different European languages. Both in the yards and in parks small children who speak with parents some language often walk. And such languages in one yard there can be dozens (moreover, cases when children mastered 5 - 7 languages of close friends are described!). But so far we (and the Baba-yaga) live in the country where all (almost all) speak in Russian, and introduction of additional languages is artificial loading. Also the situation in Italy where on the street it is impossible to find the person who understands some other language, except Italian looks! And, for example, for the little Italian we do not recommend introduction of additional languages within the first year of life too. (Excluding as it is already told, families where the child`s mother incidentally appears “ours“, from Medvedkovo!)