In this chapter we will explore the diversity in language and literacy development that reflects the multicultural and multilingual society comprising contemporary Australia. We will look at the relationship between language, culture and identity, and how language helps to shape identity. We will then explore some of the unique aspects of language learning for bilingual children. We will also look at the need for these young learners to learn English, learn through English and learn about English (Halliday, 2004; ACTA, 2015).
Anticipated outcomes for the chapter
After working through this chapter you should be able to:
• empathise with a child who is learning English as an additional language, learning through English and learning about English and support them to engage in learning using all their language resources
• draw on your understandings about language development to support bilingual learners
• explore strategies for communicating with the families and communities of bilingual learners.
SCENARIO: A FAMILIAR DAILY ROUTINE
Michel's mother, Catherine, is standing at the front door of the family home with Michel, her young preschool-aged son while they watch his father back the car out of the driveway and then head off to work for the day. She looks down at her little son and says: ‘Michel, wave goodbye to Baba’. Her son waves to his father until the car disappears from view. He then looks up at his mother and says, ‘Baba wented’.
This family speaks English at home but Michel's grandparents also speak to him in Arabic, Welsh and a dialect of Italian. Michel Idris has been named after his two grandfathers, one an Arabic speaker born in Lebanon whose second language is French and third language English, and the other who is a bilingual Welsh speaker from Wales in the UK. When Michel's father Jacob speaks with his parents and extended family he speaks Arabic and French as well as English. Michel's mother, Catherine, has mixed ancestry as her mother is Italian and the only language that her parents share is English. Catherine therefore speaks English with both her parents but also knows some Welsh and some Italian. Far from being confused by his multicultural, multilingual family, Michel Idris interacts happily with the speakers of all these languages, calling his father ‘Baba’ and his grandparents ‘Daid’, ‘Nonna’, ‘Jiddo’ and ‘Tayta’.
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