Growing˘up˘Bengali˘in˘the˘UK˘- editorial An˘Interview˘with˘Mona-Lisa˘Mukherjee 23-3... ·...

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news and views for intercultural people editors: sami grover and marjukka grover editorial 2006 Volume 23 Number 3 Growing up Bengali in the UK - An Interview with Mona-Lisa Mukherjee Mona-Lisa with her mum, Shukla Can you give a short description of your family background? My family are originally from Kolkata (Calcutta), in Bengal, India, although I have grown up in the UK all of my life. My brother was born in India in 1975, but my family moved to England a few years later. What was the language environment like in your family when you were growing up? When we were young, my parents made a conscious decision to speak English to me and my brother. They were concerned that we wouldn't pick up English and that our education would suffer if we were spoken to in Bengali at home. They spoke mainly Bengali between themselves however, so whilst my brother and I didn't learn to speak much Bengali when we were young, we certainly understood a fair amount. Did your family remain in close contact with relatives in Bengal? We certainly retained close contact, and my grandparents visited a couple of times when we were small, but it wasn't until I was 7 that I first visited India. After that we started going back more regularly. What were your first impressions on returning to India? It's funny, but I felt immediately at home. I might have expected to feel a little isolated or alienated, particularly given that I didn't speak much Bengali. However, thanks to growing up hearing the language, I could actually understand a great deal. Aside from the language, the main thing I remember about these visits, and something that still impresses me, is the importance of hospitality in Indian culture. Everyone was so kind and open-hearted. They went out of their way to make sure that we all felt at home. This could sometimes be a little irritating too of course. They don't appear to have much concept of privacy. It is perfectly normal for someone to just walk straight into you room - something that the English side of me found difficult to accept. Now, as a grown up, one thing that I can see made me feel at home was the integration of spirituality into everyday life. I wouldn't consider myself actively religious in terms of an organised faith or anything, but I have always been interested in spirituality. I guess you could categorise my beliefs as fairly "new agey", but they seemed to fit well with my relatives in India. Religion wasn't something that was parcelled off into one part of your life, Continued on Page 2 Our children can potentially be blessed with more than bilingual brains, as their language experience can affect their values and viewpoint. Bilinguals own much more than two languages. As Colin Baker points out on page 5, bi/multilingualism is often only one small part of what it means to grow up between two (or more) cultures. Food, customs, traditions and even whole world-views are such a vital part of our intercultural heritage. Not only is this important in its own right in terms of supporting self-esteem and sense of identity, a child's attitude to their 'other' culture can often also play a pivotal role in determining whether bilingual language aquisition is successful or not. Whether its Mona-Lisa Muklherjee's insightful comments on her British Asian heritage, Maria Gavrilova's article on cultural and linguistic immersion nursery education, or Ann Giles' article on teaching the minority language at home, all of our correspondents in this issue show what a vital part culture and heritage play in forming a balanced multicultural identity. Ultimately this can only be a good thing, not only for the individual concerned, but for society as a whole. Finally, on a separate note, I'd like to say a big thank you to all who responded to our request for more material. The BFN really cannot exist without you, so please do keep the stories coming. Sami Grover - Thoughts on a British Asian Upbringing - Signing and Spoken Language Acquisition - A Russian-Immersion Nursery in London - Colin Baker's Thoughts on Parenting - Teaching the Home Language in School Time IN THIS ISSUE

Transcript of Growing˘up˘Bengali˘in˘the˘UK˘- editorial An˘Interview˘with˘Mona-Lisa˘Mukherjee 23-3... ·...

Page 1: Growing˘up˘Bengali˘in˘the˘UK˘- editorial An˘Interview˘with˘Mona-Lisa˘Mukherjee 23-3... · 2018-11-07 · news and views for intercultural people editors: sami grover and

news and views for intercultural people editors: sami grover and marjukka grover

editorial

2006Volume�23Number�3

Growing�up�Bengali�in�the�UK�-An�Interview�with�Mona-Lisa�Mukherjee

Mona-Lisa�with�her�mum,�Shukla

Can�you�give�a�short�description�of�yourfamily�background?

My�family�are�originally�from�Kolkata(Calcutta),�in�Bengal,�India,�although�I�havegrown�up�in�the�UK�all�of�my�life.�Mybrother�was�born�in�India�in�1975,�but�myfamily�moved�to�England�a�few�years�later.

What�was�the�language�environment�like�inyour�family�when�you�were�growing�up?

When�we�were�young,�my�parents�made�aconscious�decision�to�speak�English�to�meand�my�brother.�They�were�concerned�thatwe�wouldn't�pick�up�English�and�that�oureducation�would�suffer�if�we�were�spokento�in�Bengali�at�home.�They�spoke�mainlyBengali�between�themselves�however,�sowhilst�my�brother�and�I�didn't�learn�to�speakmuch�Bengali�when�we�were�young,�wecertainly�understood�a�fair�amount.

Did�your�family�remain�in�close�contactwith�relatives�in�Bengal?

We�certainly�retained�close�contact,�andmy�grandparents�visited�a�couple�of�timeswhen�we�were�small,�but�it�wasn't�until�Iwas�7�that�I�first�visited�India.�After�thatwe�started�going�back�more�regularly.

What�were�your�first�impressions�onreturning�to�India?

It's�funny,�but�I�felt�immediately�at�home.�Imight�have�expected�to�feel�a�little�isolatedor�alienated,�particularly�given�that�I�didn'tspeak�much�Bengali.�However,�thanks�togrowing�up�hearing�the�language,�I�couldactually�understand�a�great�deal.�Asidefrom�the�language,�the�main�thing�Iremember�about�these�visits,�andsomething�that�still�impresses�me,�is�theimportance�of�hospitality�in�Indian�culture.Everyone�was�so�kind�and�open-hearted.They�went�out�of�their�way�to�make�surethat�we�all�felt�at�home.�This�couldsometimes�be�a�little�irritating�too�ofcourse.�They�don't�appear�to�have�muchconcept�of�privacy.�It�is�perfectly�normalfor�someone�to�just�walk�straight�into�youroom�-�something�that�the�English�side�ofme�found�difficult�to�accept.

Now,�as�a�grown�up,�one�thing�that�I�cansee�made�me�feel�at�home�was�theintegration�of�spirituality�into�everydaylife.�I�wouldn't�consider�myself�activelyreligious�in�terms�of�an�organised�faith�oranything,�but�I�have�always�been�interestedin�spirituality.�I�guess�you�could�categorisemy�beliefs�as�fairly�"new�agey",�but�theyseemed�to�fit�well�with�my�relatives�inIndia.�Religion�wasn't�something�that�wasparcelled�off�into�one�part�of�your�life,

Continued�on�Page�2

“Our�children�can�potentially�be�blessedwith�more�than�bilingual�brains,�as�theirlanguage�experience�can�affect�theirvalues�and�viewpoint.�Bilinguals�ownmuch�more�than�two�languages.”

As�Colin�Baker�points�out�on�page�5,bi/multilingualism�is�often�only�onesmall�part�of�what�it�means�to�grow�upbetween�two�(or�more)�cultures.�Food,customs,�traditions�and�even�wholeworld-views�are�such�a�vital�part�of�ourintercultural�heritage.�Not�only�is�thisimportant�in�its�own�right�in�terms�ofsupporting�self-esteem�and�sense�ofidentity,�a�child's�attitude�to�their�'other'culture�can�often�also�play�a�pivotal�rolein�determining�whether�bilinguallanguage�aquisition�is�successful�or�not.

Whether�its�Mona-Lisa�Muklherjee'sinsightful�comments�on�her�BritishAsian�heritage,�Maria�Gavrilova's�articleon�cultural�and�linguistic�immersionnursery�education,�or�Ann�Giles'�articleon�teaching�the�minority�language�athome,�all�of�our�correspondents�in�thisissue�show�what�a�vital�part�culture�andheritage�play�in�forming�a�balancedmulticultural�identity.�Ultimately�thiscan�only�be�a�good�thing,�not�only�forthe�individual�concerned,�but�for�societyas�a�whole.

Finally,�on�a�separate�note,�I'd�like�tosay�a�big�thank�you�to�all�whoresponded�to�our�request�for�morematerial.�The BFN really�cannot�existwithout�you,�so�please�do�keep�thestories�coming.

Sami�Grover

-�Thoughts�on�a�British�Asian�Upbringing-�Signing�and�Spoken�Language�Acquisition-�A�Russian-Immersion�Nursery�in�London-�Colin�Baker's�Thoughts�on�Parenting-�Teaching�the�Home�Language�in�School�Time

IN THISISSUE

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prayer�was�an�important�part�of�everydaytasks.�This�was�deeply�important�andinfluential�for�me.

I�understand�you�then�went�on�to�learnBengali?

Yes.�Once�we�were�teenagers,�and�it�wasclear�that�our�English�was�good�enough,my�parents�encouraged�us�to�learn�Bengali.I�attended�a�Bengali�Saturday�school�fromaround�the�age�of�14�to�16�and�completeda�GCSE�exam�[this�is�the�standardassessment�exam�for�school-leavers�in�theUK�-�Ed.]�in�Bengali.�This�was�easily�themost�important�GCSE�for�me�and�the�onlyone�I�can�say�I�was�genuinely�proud�of.Although�I�could�already�speak�thelanguage�quite�well,�the�formal�educationgave�me�good�reading�and�writing�skills.My�brother�and�I�also�developed�our�ownEnglish/Bengali�hybrid�language�which�weused�between�ourselves.

You've�spoken�about�Indian�culture�inIndia.�How�about�the�Anglo-Indian�culturethat�you�grew�up�with?

This�is�perhaps�more�of�a�love/hate�thing.Hospitality�still�plays�a�huge�role�and�thisis�wonderful,�as�are�the�close�family�ties.�Ifsomeone�is�in�trouble,�then�you�can�rely�onan�extended�network�of�family�and�friendsto�help�out.

Having�said�that,�I�can�also�see�thenegative�sides�to�it.�I�find�the�pressure�tosucceed�very�difficult.�If�a�young�persondoesn't�do�well�at�school,�or�in�their�career,or�if�they�choose�a�different�or�'alternative'career�path,�this�can�create�a�lot�of�gossipor�bad�feeling�within�the�community.

Equally,�balancing�some�of�the�moreliberal�views�and�attitudes�that�I�hold�withthe�more�conservative�attitudes�I�see�inIndian�culture�can�be�difficult.�Women,�forexample,�are�still�expected�to�be�a�wifefirst,�and�anything�else�second.�Whilst�it�ispossible�to�pursue�a�career,�you�still�reallyhaven't�succeeded�until�you�are�married.And�the�situation�is�even�worse�for�younggay�or�lesbian�Asians.�They�often�have�tolead�a�double�life,�with�marriages�set�upjust�to�hide�their�true�identity.

It's�very�different�for�me�now.�I�grew�up�inGrimsby,�surrounded�by�a�largeAnglo-Indian�community,�so�the�positivesand�negatives�were�immediately�aroundme.�I�then�moved�to�Hull�to�study,�andlater�to�Bath,�both�much�more�'white'towns.�I�now�find�myself�missing�much�ofthe�hospitality�and�the�community�feeling,but�I�also�feel�it�would�be�difficult�toassimilate�back�in�to�the�community�andface�the�pressures�of�"when�are�you�goingto�find�yourself�a�nice�man?"�etc.

One�very�frustrating�thing�aboutAnglo-Indian�culture�is�how�thecommunity�is�represented�in�popular

Films like “East is East” and“Bhaji on the Beach” seem torepresent such a clichéd viewof Indian communities. Themost irritating thing is thatthey are often written byAnglo-Indian writers.

Can�Signing�Help�Spoken-Language�Aquisition?

As we all know, parenting isessentially a series of decisionmaking processes. For those who areraising children to be bilingual, thesedecision making processes arefrequently more transparent andconscious. Your decision to useMakaton is particularly interesting.

Let�me�start�with�some�backgroundinformation�about�how�young�childrenstart�to�learn�language.�Most�parent�–child�interactions�are�usually�initiatedby�the�child.�The�child�cries,�points,moves�and�the�adult�responds.�For�thevery�young,�i.e.�children�under�1�year,the�initiation�may�not�becomprehensible.�It�can�be�sound,babble,�cry�etc.�The�mother�isguessing�what�the�child�needs.�Frombirth�up�to�the�age�of�18�months,�theinteractions�are�instrumental,�they�areabout�meeting�the�child’s�needs�andwants.

These mother – child interactionsfollow a distinctive pattern. The motherrepeats what she thinks the child hassaid, i.e. standardises the child’sutterance to make it resemblesomething comprehensible. She is ofcourse, making a calculated guess atwhat the child intends. She then repeatsthe utterance and extends or elaboratesit in some way. This particular patternof interaction is sometimes calledmotherese, fatherese or unclese,depending upon the adult speaker.

The�sound�of�language�plays�a�veryimportant�part�in�early�learning.Research�suggests�that�even�beforebirth,�the�unborn�child�respondsphysically�to�different�sounds.�Theymove in response to music, loudnoise, and of course, the sound of themother’s voice. Research by ThomasLee Hun in Hong Kong demonstratesthat even newborn babies are

sensitive to subtle distinctions inlanguage spoken to them. After just afew days babies can distinguishbetween the sounds (phonemes andphonology) of the language systemspoken by their mother and otherlanguages. For this reason it isimportant that the child is exposed tospoken language. These vocalisationsare laying the foundations of thelanguages the child is learning. It isinteresting to note that the babblingsof a 10 month old child reflect thephonetic characteristics of theirmother’s language. So talking�to�yourbabies�is�important.

However,�learning�language(s)�is�notjust�about�the�sounds�of�language�andtalking.�During�these�earlyconversations,�gestures�and�bodylanguage�also�play�an�important�role.

Continued�on�Page�4

I�am�an�Australian�married�to�a�Dane,living�in�Denmark.��We�have�twochildren�aged�2�and�4years�of�age,�andfollow�the�one�parent�one�languageapproach.��As�a�speech�pathologist�Iwas�worried�that�our�children�wouldexperience�a�delay�in�their�earlyspeech�development.��I�therefore�usedsome�basic�keyword�signing�withthem�from�around�10�months,�as�wellas�lots�of�language�stimulation.�I�usedMakaton�sign�language,�a�key�wordsign�system�based�on�British�SignLanguage�in�Britain�and�on�Auslan�inAustralia,�which�is�typically�used�with

children�with�disabilities�or�delayedlanguage.�I�stopped�signing�with�eachchild�as�soon�as�their�speech�began�todevelop.

Neither�child�has�experienced�a�delayin�their�speech�and�language�skills,and�I�am�wondering�whether�this�wasluck�or�whether�signing�helped�linkthe�meaning�of�the�languages.��Doyou�know�of��any�research�that�hasinvestigated�using�sign�language�toassist�children�in�bilingual�families?

Sydelle�Holmgaard,�Denmark

Growing�Up�Bengali�in�the�UKContinued�from�Page�1

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culture.�Films�like East�is�East and Bhajion�the�Beach seem�to�represent�such�aclichéd�view�of�Indian�communities.�Themost�irritating�thing�is�that�they�are�oftenwritten�by�Anglo-Indian�writers.�I�justthink�we�could�do�a�lot�better�and�show�amore�diverse,�vibrant�vision�of�what�itmeans�to�be�a�British�Asian�today.

You�say�you�live�in�a�much�more�'white'town�now.�Is�racism�a�problem�for�you?

Up�until�11th�of�September,�2001,�I�canhonestly�say�that�I�had�experienced�verylittle�racism.�I�can�only�remember�one�ortwo�isolated�instances�from�my�childhood.However,�soon�after�the�attacks�in�NewYork�and�Washington,�I�was�confronted�bya�young�guy�in�Hull�who�started�yelling�atme,�telling�me�"I�should�be�inAfghanistan"�and�that�I�should�be�"beingbombed".�I�was�shocked�and�confused.�Myinitial�thoughts�were�to�explain�to�him�thatI�wasn't�from�Afghanistan,�and�that�myfamily�were�Hindu,�not�Muslim,�so�heshould�take�his�anger�elsewhere.�I�thenthought�about�it,�and�realised�how�wrongthis�would�be.�It�would�imply�that�hisanger�would�be�justified,�had�he�happenedto�choose�someone�else�who�was�aMuslim,�or�was�from�Afghanistan.�Theidea�that�someone�could�be�heldaccountable�for�someone�else's�actions,�justbecause�of�their�skin�colour,�or�theirreligion,�or�culture,�or�nationality,�washorrible�to�me.

Since�then�I've�experienced�a�number�ofincidents�of�abuse.�Of�course,�last�year'sbombings�in�London,�and�the�shooting�ofan�innocent�man�on�the�undergroundafterwards,�haven't�helped�the�situation.Many�Asians�are�a�little�more�careful�aboutwhat�we�wear,�how�we�stand�on�publictransport�etc.�We�joke�about�it,�but�youcan't�help�wandering�what�people�think�ofyou�if�you�are�on�a�bus�with�a�backpack.

You�have�since�worked�for�an�organisationworking�to�combat�racism.�Was�this�adirect�result�of�your�own�experiences?

Yes�and�no,�I�guess.�I've�always�beenconcerned�about�justice�and�fairness,�andabout�protecting�those�who�need�help�toempower�themselves.�It's�just�alwaysseemed�like�the�right�thing�to�do,�so�I�don'tlike�to�think�of�that�work�as�just�being�aresult�of�my�own�ethnic�background.Having�said�that,�as�I�applied�for�the�job,�Idid�become�increasingly�aware�of�howracism�can�develop,�and�becameincreasingly�passionate�about�theimportance�of�doing�something�to�stop�it.This�was�obviously�influenced�by�my�ownexperiences.

The�one�sad�thing�about�the�job�was�that�Icould�see�how�people�reacted�differentlyto�me�because�of�my�skin�colour�orheritage.�The�organisation, STAR�-Support�and�Training�Against�Racism�forUnder�8s�and�their�Workers,�works�withschools�and�youth�clubs�to�make�sure�thatthey�use�appropriate�materials�whichinclude�positive�role�models�for�allchildren,�something��that�is�so�importantfor�building�a�good�sense�of�self-esteem.This�might�mean�making�sure�that�picturebooks�depict�children�from�all�cultures,�orthat�teachers�are�aware�of�the�cultures�thattheir�pupils�come�from.�Whilst�I�mightsuggest�something�to�a�teacher�aboutchanging�their�materials,�displays,�orlanguage,�and�they�will�apparently�takethese�comments�on�board,�I�have�heardfrom�non-minority�colleagues�who�havebeen�giving�the�same�advice,�only�to�heara�response�of:�"Sure,�great,�but�it�is�all�abit�over�the�top,�isn't�it?"�If�people�arereacting�in�this�way�to�my�advice�too,�thenI�wish�they�could�speak�up�and�we�coulddiscuss�it�openly.

Perhaps�this�is�a�slightly�silly�question,�butdo�you�consider�yourself�Indian,�English,or�both?

It's�not�a�silly�question�at�all.�I�identifywith�both,�definitely.�My�Indian�heritage�isa�huge�part�of�me,�and�I'm�very�proud�ofit.�There�are�so�many�things�that�haveshaped�me�and�my�personality.�This�isequally�true�of�my�English�heritage.

Can�you�name�one�thing�in�your�life�thatyour�Indian�heritage�has�had�aparticularly�strong�influence�on?

Soon after the attacks inNew York and Washington, Iwas confronted by a youngguy who started yelling atme that "I should be inAfghanistan" and that Ishould be "being bombed".

Food,�without�a�doubt!�Food�is�such�anintegral�part�of�Indian�culture,�andsomething�that�I�absolutely�hold�dear.�Iremember�from�my�earliest�trips�to�Indiahow�dishes�would�often�take�a�whole�dayto�prepare,�with�the�glorious�smells�fillingup�the�house.�There�is�no�doubt�thatIndians�equate�good�hospitality�with�goodfood.�Food�is�love.�There�is�actually�anIndian�saying,�regarding�table�manners.During�an�Indian�meal,�once�you'vecleared�your�plate,�and�your�hostess�offersmore,�you�can�say�no�and�you'll�still�getfood.�Once�you've�cleared�your�plate�asecond�time,�you�can�put�your�hands�overthe�plate,�and�you'll�still�get�food.�Onceyou�get�to�the�third�time�of�clearing�yourplate,�the�best�move�is�to�take�the�plate�andhide�it�under�the�table!

One�final�point�I'd�like�to�make,�and�whichyou�must�print,�is�that�my�Dad�is�the�besthost,�and�my�Mum�makes�the�very�bestcurries�in�the�world!

For�more�information�about STAR�-Support�and�Training�Against�Racism�for

Under�8s�and�their�Workers:

Email:�[email protected]

Website:�www.star4diversity.com

Mona-Lisa's�Dad,�Sanjay

Unfortunately�Suzanne-Barron�Hauwert'sregular�column�has�been�postponed�thisissue�as�Suzanne�is�busy�moving�continentsagain.

In�the�meantime,�her�book LanguageStrategies�for�Bilingual�Families isavailable�at�20%�discount�from:

www.multilingual-matters.com

You�can�also�read�more�of�Suzanne'swritings�with�the�history�of�the�OPOLfamily�and�how�it�all�started�at:

http://opol-family.blogspot.com/

Notes�from�the�OPOL�family�should�appearas�normal�in�the�winter�issue�of�the�BFN.

Notes�from�the�OPOLFamily

Moving�Again

Contact details removed

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AZBUKA�–�bringing�UK�minority-languageeducation�into�the�21st�century

Maria�Gavrilova

I�didn’t�get�my�first�big�culture�shock�untilI�had�been�living�in�London�for�about�10years,�triggered�by�the�birth�of�my�firstdaughter.�I�was�shocked�to�find�so�littlesecond�language�culture�in�this�country.�Icould�find�no�Russian�nurseries�and,�infact,�very�few�foreign�language�nurseriesat�all.�I�could�find�no�purely�bilingualschools,�few�publications�onmultilingualism,�and�those�publicationsthat�did�exist�were�mostly�specialistacademic�research.�Relatively�fewsecond-generation�children�are�fluent�intheir�mother�tongue�here�and�there�was�anapparent�total�“multilingual�void”�in�thesupposedly�multicultural�metropolis�calledLondon.�Such�a�renowned�multiculturalcity�should�potentially�be�a�haven�forbilingual�education�and�bilingualism.

My�second�big�shock�was�in�fact�asub-culture�shock,�from�my�own�Russianspeaking�community.�When�we�searchedfor�a�Russian�language�play�group�andfound�out�there�wasn’t�one,�this�led�us�tothe�obvious�solution�–�start�your�own.AZBUKA started�with�a�play�group�andthen�a�proper�nursery�school.�We�wereexpecting�to�see�parents�queuing�up�for�aplace.�That�didn’t�happen.�Why?

Knowledge is everything. The absence ofaccurate information and advice onbilingualism in this country is the reason forpeoples’ fears. It is a proven fact that it ispossible to bring up a child bilingually in amonolingual environment. The centralquestion - i.e. how best to do this? - shouldbe discussed, shared and debated by bothlinguists and the general public.Unfortunately, if there is a debate, thesubject is normally around “foreignlanguages for children” and not the entirelydifferent issue of bilingual education.

True,�many�issues�related�to�languageacquisition�and�bilingualism�are�beingconstantly�discovered�and�researched,�butcertain�things�that�have�become�commonknowledge�and�everyday�practice�in�othercountries�are�not�known�in�England.�Thosebasics,�that�have�proven�successful�inbilingual�education�programmes�around

the�world,�became�a�foundation�ofAZBUKA�org –�Russian�nursery,�schooland�Club.

AZBUKA�Russian�Nursery

At�the�time�of�writing,�I�have�just�receivedanother�call�from�a�Russian�family�upsetthat�despite�the�home�language�beingRussian,�their�child�goes�to�an�Englishnursery�and�at�the�age�of�3�already�speaksmostly�English�with�her�Russian-bornfriends.�Yesterday�I�had�a�similarconversation�with�a�Russian�mother�andEnglish�father�whose�child�has�been�sent�toan�English�nursery.

Why�is�a�minority-language�nursery�soimportant?�2�–�5�years�old�is�the�age�whenany�language�develops�spontaneously.�Thisis�the�crucial�age�when�children�can�pickup�any�language�through�simple�play�andcommunication�with�other�people�–especially�other�children.�In�a�country

where�structural�bilingual�educationprogrammes�are�rare,�the�nursery�stage�isthe�only�time�where�you�can�have�a�solidfoundation�in�a�minority�language�beforethe�child�moves�on�to�primary�school.

When�considering�bilingual�education,parents�often�express�the�fear�that�theirchild’s�English�will�suffer.�In�the�vastmajority�of�cases�this�proves�to�beunfounded.�Bilingual�education�in�aminority�language�is�unlikely�to�affect�thechild’s�English,�or�any�other�‘majoritylanguage’.�This�is�also�supported�byresearch�on�the�subject,�particularly�in�theUSA.

In�everyday�life�many�of�us�may�knowpeople�who�may�have�immigrated�fromanother�country�in�early�childhood.Usually�they�develop�the�same�commandof�the�majority�language�as�their�friends,providing�they�had�a�standard�socialexposure�to�the�language�outside�the�home.From�the�age�of�8,�approximately,�thisability�falls�(especially�regardingpronunciation).�Try�to�think�of�any�of�yourfriends�who�came�into�the�country�in�their

Eye�contact,�touch,�smiles,�andmovements�are�also�important.�The

young�baby�is�even�able�to�mirror�someface�expressions.�The�approach�you�haveadopted�to�teaching�your�young�childrencombines�spoken�language�withgestures.�Using�these�natural�responsesis�well�established�in�teaching�languagesto�young�children.�They�combinephysical�movements�(sometimes�calledTotal�Physical�Response)�with�spokenlanguage.�Normal�childhood�activitiesinclude�learning�nursery�rhymes,�actionrhymes�and�songs�that�capture�thechild’s�interest�by�combining�words�withactions�and�movements.�This�is�anapproach�now�increasingly�used�forteaching�languages�in�kindergarten�andprimary�schools.�As�well�as�teaching�theform�of�the�language�they�also�teach�acultural�heritage.

I�am�not�aware�of�any�research�that�hasbeen�carried�out�into�the�use�of�Makatonspecifically.�However,�BSL�and�Auslanare�established�language�systems,�taughtin�some�bilingual�educationprogrammes.�The�approach�you�suggestdoes�seem�to�combine�vocalising�withgesture�and�this�reflects�the�naturalistway�in�which�babies�approach�languagelearning�and�interactions.�Makaton�maybe�useful�for�basic�keyword�signing,�andnaming�or�labelling�is�the�earliest�stagein�language�development.�Children�learnthrough�practice�so�it�is�not�possible�toguess�the�role�of�Makaton�signs�in�yourchildren’s�language�learning�nor�topredict�if�they�will�remember�them�intolater�childhood.

I’m�sorry�I�can’t�be�of�more�direct�helpbut�I�do�hope�that�you�find�thesecomments�of�interest.�As�a�speechpathologist�you�may�welcome�a�moredetailed�and�technical�account�oflearning�languages�in�the�home�andschool.�If�so,�may�I�recommend�mybook:

Foley,�J.�&�Thompson.�L.��(2003)Learning�Language:�A�Lifelong�ProcessISBN�0-340-76282-9��(pbk)

Linda�Thompson,Nanyang�Technological�University

Query�- Bilingualism�and�SigningContinued�from�Page�2

We don’t learn Russian, welearn through play - inRussian. The childrenacquire the language bybeing immersed in thelanguage environment withtheir classmates and peers.

The BFN cannot�exist�without�thecontributions�of�its�readers.�We�welcomearticles,�anecdotes,�queries�and�letters�onall�aspects�of�language�learning�andintercultural�living.�Please�contact�us�todiscuss�the�possibilities:

[email protected]

the BFN needs�you...

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teen�years�or�later.�Some�of�them�willprobably�be�OK�on�the�conversation�side,but�may�well�retain�the�strong�foreignaccent�for�example.�In�the�case�of�acountry�where�English�dominates�in�allareas�of�life,�the�pre-school�age�is�the�bestchance�to�acquire�the�foundations�of�theminority�language.

Minority�language�immersion�at�that�agehas�to�be�solid�and�consistent�–�a�few�hoursa�week�won’t�do�–�a�daily�nurseryenvironment�is�much�better.�In�someEuropean�countries,�sending�a�child�to�afull-time�foreign�language�nursery�isstandard�practice.�So�what�do�we�do�atAZBUKA�Nursery?�We�discover�the�world,we�experiment�with�different�materials,�welearn�through�play,�we�introduce�childrento�music�and�sounds,�we�dance�andexperiment�with�movements,�we�act,�weperform,�we�sing,�we�enjoy�theatre,�wecreate,�we�read,�we�ask�questions�and�learnto�think,�we�develop�socially,�we�learn�andwe�have�fun.�We�don’t�learn�Russian,�welearn�through�play�–�in�Russian.�Whether�achild�has�Russian�support�at�home�or�not,they�will�acquire�the�language�by�beingimmersed�in�the�language�environmentwith�their�classmates�and�peers.

AZBUKA�Russian�School

In the most successful bilingualprogrammes, such as those in NorthAmerica, once the child has a solidfoundation in a second language theycontinue learning a percentage of subjectsin that language in secondary school.Unfortunately, schools like this are virtuallyunheard of in the UK (the first bilingualFrench school is supposed to be opening inLondon), and most minority languages areleft with the Saturday school option.

Whilst�it�would�be�wrong�to�overgeneralise,�many�Saturday�schools�havenext�to�no�knowledge�of�bilingualism.Their�minority�language�teaching�is�oftenbased�on�text�books�designed�formonolingual�kids�from�their�own�country.Many�employ�very�good�languageteachers,�but�all�too�often�they�too�havelittle�or�no�knowledge�of�bilingualism.Some�of�these�Saturday�schools�are�ineffect�stuck�in�the�last�century�in�regards�totheir�methodology.

Successful�second�language�schoolshave�specially�developed�programmes,technical�resources,�and�teaching�ideasthat�have�not�simply�been�imported�fromschools�for�monolingual�children.��Theyshould�stimulate�the�child’s�spokenlanguage�and�give�them�a�chance�anddesire�to�practice�that�language�withother�children�spontaneously.�Special“project�based”�methods�are�alsodeveloped�for�teaching�reading�andwriting.�Why�do�we�communicate?�What

The�Professor�as�Parent:�Colin�Baker

Apart from writing books on bilingualism,you and Anwen successfully raised threebilingual children? Yet in your books youalmost never talk about your own experience.

True.�Anwen�and�I�have�three�fullybilingual�children�–�although�they�are�nowage�20�to�25.�When�writing,�I�need�to�beas�general�as�possible.�And�the�danger�isthat�my�personal�experience�is�notgeneralisable.�So�I�have�tried�not�to�usemy�own�family�for�evidence�of�whatworks�and�does�not�work.

Were�all�three�children’s�routes�tobilingualism�easy?

No.�One�of�the�three�required�specialistlanguage�advice.��The�other�two�werestraightforward.�The�oldest,�a�girl,�wasvery�language�oriented�and�could�translatebetween�English�and�Welsh�at�two�yearsof�age�with�ease.�There�was�a�specificmoment�when�I�realised�how�easybilingualism�was�for�a�young�child.�Sara,age�two,�was�asked�by�her�mother�inWelsh�to�tell�her�English�grandparentsthat�food�was�ready.�She�turned�to�mymother�and�father�and��translatedperfectly.�The�monolinguals�werestunned;�the�bilinguals�just�thought�thiswas�very�ordinary.

The�second�born,�a�boy,�always�playedwith�language,�full�of�witticisms�andcreativity�when�speaking.�His�bilingualhumour�can�relieve�the�most�tense�ofsituations.

The youngest experienced language delay.He understood everything in both Welshand English, but would rarely speak. Someof our friends blamed it on bilingualism. Iknew from close observation that it wasnothing to do with bilingualism. Aspecialist agreed. In retrospect it seems acombination of his two older siblingsanswering for him, a preference formathematics and not words (he is currentlystudying mathematics), and just being avery lovable and loving ‘cool dude’.

You�support�OPOL�–�One�Parent�OneLanguage.�Yet�I’ve�been�told�you�spokeWelsh�to�your�children�when�they�werevery�young.�Why�is�that?

I�do�support OPOL.�The�evidence�isoverwhelming�that�it�works.�My�concernis�when�a�child’s�bilingualism�will�be�acombination�of�a�minority�language�and�amajority�language.�Take�Wales�as�anexample.��English�is�so�strong�in�thestreet,�shops�and�screen,�and�of�such�high

status in the teenage years, that it seems anearly balance towards the minoritylanguage will ensure firm grounding beforeEnglish becomes so strong in a youngperson’s life. I talked Welsh to the childrenboth to ensure a strong linguisticgrounding, but also to convey that Ithought Welsh was important and valuable.

But�was�your�second�language�Welsh�agood�model?

No. My Welsh is not that proficient, soaround the age of two I gently switched tousing English with the children. We movedfrom early monolingualism into OPOL andit worked.

Do�your�children�value�theirbilingualism?

I�suppose�you�would�have�to�ask�them.My�daughter�works�in�a�hospital�and�Iknow�her�interactions�with�patients�utilizeboth�languages.�She�recognizes�that�caringfor�someone�includes�speaking�theirpreferred�language�–�both�forunderstanding�their�medical�care�and�forbuilding�relationships.�My�elder�son�is�ina�job�that�requires�good�customer�relationsand�he�uses�both�languages�for�thatpurpose.�The�younger�son�uses�Welsh�inhis�social�and�love�life�in�University,�andEnglish�in�studying�mathematics.

Despite�them�knowing�that�I�studybilingualism,�I�don’t�think�any�of�themhave�read�a�page�of�what�I’ve�written!�Sotheir�valuing�of�bilingualism�is�gainedthrough�experience�rather�than�lectures.

Are�the�children�Welsh�or�British�orEuropeans�or�what?

I�think�they�are�all�of�these,�andsometimes�differ�according�to�who�theyare�with�and�what�they�are�doing.�Isuppose�one�thing�I�am�proud�of��is�thatthey�are�not�anti-English�or�anti-British.They�value�different�languages,�differentcultures�and�different�lifestyles.�Thatseems�to�be�an�important�aim�in�raisingbilinguals,�that�they�become�tolerant�ofdiversity,�even�non-racist,�due�to�themoperating�in�different�cultures.�Becausebilinguals�have�different�languages,�atbest�they�appreciate�difference�in�others.Our�children�can�potentially�be�blessedwith�more�than�bilingual�brains,�as�theirlanguage�experience�can�affect�theirvalues�and�viewpoint.�Bilinguals�ownmuch�more�than�two�languages.

Continued�on�Page�6

Colin�Baker�is�one�of�the�leading

experts�on�bilingualism.�His�books,

including A�Parents�and�Teachers

Guide�to�Bilingualism and�the�new

fourth�edition�of Foundations�of

Bilingualism�and�Bilingual

Education are�available�at�20%

discount�from:

www.multilingual-matters.com

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is�the�language�for?�Trying�to�answerthese�questions�will�make�any�Saturdayminority�language�school�both�moreenjoyable�and�more�effective.

At AZBUKA School we have beendeveloping a structured Russian languageprogramme for bilingual kids. Theprogramme is designed to keep up anddevelop all levels of language – bothspoken language and reading and writingskills. We run teaching blocks thatincorporate different methods (theatre,games, internet, new media, music, dance,movement, game based projects etc.). Theprogramme is content based. It means thatif a child is interested in the content (whatthe lesson is about) and methods (how thelesson is taught) their language will bestimulated and they will want tocommunicate spontaneously. Ourprogramme also incorporates projects forthe children to do at home – languagesupport during the week, not just for thefew hours on Saturdays, is essential.

AZBUKA�Russian�Club

Language�is�linked�to�a�culture.�Themore�you�are�interested�in�the�culture,the�more�you�wish�to�speak�thelanguage.�Many�second�generation�kidsbecome�detached�from�the�culture�andhistory�of�their�parents,�through�no�faultof�their�own�of�course.�Often�they�arejust�unlucky�not�to�have�access�to�astimulating�language�school�or�a�club�orany�other�cultural�environment�that�isn’tdominated�by�English.�This�is�why,�inaddition�to�the�education�programmesabove,�we�run AZBUKA�Club which�putson�cultural�events,�theatre�productionsand�celebrations. AZBUKA�Club is�foreveryone�–�children�learning�Russian,their�parents,�Russian�languageenthusiasts,�teachers�and�other�peoplewho�have�an�interest�in�bilingualism.�Itis�also�there�to�share�knowledge�onbilingual�education�with�parents�throughthe�events,�our�library�and�newsletter.

For�me,�to�be�bilingual�and�enjoy�morethan�one�culture�is�a�gift�that�is�way�tooimportant�to�lose.�Bilingual�children’sacquisition�of�languages�is�so�differentfrom�their�monolingual�peers,�andunderstanding�the�nature�of�thesedifferences�is�everything�in�developingsuccessful�educational�programmes�witheffective�methodology�that�keep�thesecond�language�alive.�Has�anybody�metan�adult�speaking�two�languages�whowas�not�grateful�to�their�parents?

www.AZBUKA.org�–�Ofsted�registerednursery�and�Saturday�school�Club

If�anyone�is�interested�in�joint�projectswith�AZBUKA�(for�any�other�minority

Taking�Your�Language�Home�–Teaching�the�Minority�Language�in�School�Time

Ann�Giles

We�are�a�family�of�four�living�in�England.My�husband�is�British�and�I�amSwedish.We�have�a�son,�Ian,�who�is�17and�a�daughter,�Helen,�13.�Ever�since�Ianwas�born�we�have�used�the�OPOL�method,and�it�seems�to�have�worked�fairly�well.Ian�now�speaks�Swedish�fluently�andwithout�much�of�an�accent,�reads�a�bit�andwrites�very�little.�He�said�nothing�inSwedish�to�me�until�he�was�seven�when�hesuddenly�switched,�having�first�“practised”it�on�my�mother�for�a�few�months.

Helen�started�saying�things�a�lot�earlierand�with,�initially,�a�much�better�accent,but�after�a�while�it�became�clear�shewasn’t�progressing�much�from�there�on.However�she�has�always�been�able�tomimic�my�accent�very�closely.�It�took�usyears�to�work�out�that�Helen�has�AspergerSyndrome�(AS)�and�we�had�a�long�periodof�fighting�her�primary�school�for�a�bit�ofsimple�sympathy�and�understanding.�Themove�to�secondary�school�was�a�good�oneand�she�has�now�grown�much�calmer.

Language�wise�Helen�has�been�far�behindher�brother�in�Swedish,�but�I�havepersevered,�with�only�some�words�beingreinforced�with�a�translation�into�Englishas�well.�Helen�has�also�been�more�cautiouswith�English�and�sometimes�uses�phrasesthat�sound�like�those�a�non-native�speakermight�use.�She’s�clearly�intelligenthowever,�and�does�very�well�at�mostsubjects�at�school,�as�long�as�languageisn’t�allowed�to�get�in�the�way.

Last�year,�in�Year�7�at�school,�she�startedGerman.�This�went�quite�well,�perhapsbecause�of�the�similarities�with�Swedish,and�Helen�seemed�confident.�This�was�incontrast�to�her�attempt�at�French�in�an�afterschool�club�where�she�simply�got�toobewildered�and�gave�it�up.�Helen’ssecondary�school�starts�pupils�on�a�secondforeign�language�in�Year�8,�which�in�her

case�would�be�French.�For�Y9�she�wouldthen�be�required�to�drop�one�of�thelanguages�again,�and�it�felt�obvious�itwould�be�the�French.�It�appeared�pointlessto�start,�struggle�with,�and�stop�a�fourthlanguage�when�her�energies�could�be�betterused�on�the�three�she�wanted�to�be�good�at.

I�was�inspired�by�something�I’d�readseveral�years�ago�in�the�BFN�about�a�fatherwho�had�claimed�the�right�to�teach�theminority�language�during�school�hours.�Ifelt�this�might�be�the�way�forward�for�us,as�Helen�is�generally�so�exhausted�after�hernormal�school�day�that�I�couldn’t�just�addmore�for�her�to�do.�I�approached�Helen’sschool�referring�to�the�parent�from�theBFN�and�asked�to�be�allowed�to�teach�herSwedish�during�the�three�one�hour�lessonsper�fortnight�when�the�rest�of�her�formlearnt�French.�They�agreed��and�inSeptember�2005�we�got�started.�I�have�adegree�in�English�and�Swedish,�but�verylittle�experience�of�teaching.

We�started�with�Swedish�pre-schoolexercise�books,�to�learn�colours,�numbers,food�and�so�on.�Previously�Helen�hadalways�resisted�being�taught�anything�anddidn’t�listen�to�much�I�tried�to�tell�her.Now�that�Swedish�had�turned�into�a�schoolsubject�I�got�a�lot�more�attention.�Fromearly�on�we�also�tackled�magazine�articlesin�Swedish,�either�on�subjects�relevant�tous�or�on�fascinating�topics�like�BritneySpears.�I�started�reading�aloud�from�a�childdetective�type�of�novel�and�Helen�listenedto�Harry�Potter�on�cassette�in�Swedish.

All�in�all�we�did�both�far�more�than�herfriends�did�in�French�and�also�less.��All�thelessons�were�in�Swedish�and�a�lot�of�thevocabulary�was�at�anything�but�beginner’slevel.�At�the�same�time�we�did�very�littlegrammar�and�spelling,�unlike�a�“proper”school�lesson.�My�emphasis�was�always�inimproving�Helen’s�spoken�language�and�tomake�it�possible�for�her�to�read�occasionaltexts.�I�wanted�to�make�her�feel�more�partof�Swedish�life�and�less�like�a�Martiandropped�from�outer�space.�We�did�try

AZBUKA - Continued�from�Page�5

I was inspired by somethingI’d read several years ago inthe BFN about a father whohad claimed the right toteach the minority languageduring school hours.

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vocabulary�lists�and�writing,�but�even�inEnglish�that’s�not�really�her�thing.

After�only�a�few�weeks�Helen�started�usingmore�Swedish�when�talking�to�meprivately.�She�has�also�grasped�the�ideathat�it’s�fairly�handy�to�have�a�secret�codewhen�you’re�with�other�people.�This�wasalways�something�that�didn’t�work�in�thepast;�if�I�said�something�trying�to�bediscreet,�Helen�would�suddenly�get�veryhelpful�and�translate�into�English...

Next�I�introduced�Helen�to�my�family,�pastand�present.�We�go�to�Sweden�quite�a�bit,but�I�have�very�little�close�family�left.Apart�from�the�people�she�has�met�a�lot,Helen�has�always�found�it�difficult�toremember�people�and�to�understand�aboutthose�she’d�never�met.�We�drew�a�familytree�and�glued�photos�of�everyone�onto�alarge�sheet�of�paper.�Helen�now�knows�notonly�terms�like�cousin�and�second�cousin,but�who�they�are.�She�wrote�letters�to�thosewe�needed�photos�of�or�more�informationfrom,�and�had�letters�back�and�emailaddresses.

From�here�we�started�looking�at�the�atlasand�went�through�where�everyone�camefrom.�I�tried�getting�in�a�little�bit�of�history,made�more�relevant�because�of�thepersonal�connection.�I�started�writingstories�from�my�childhood,�using�the�exactlanguage�I’d�have�used�then,�and�with�noallowances�for�a�learner.�My�hope�is�thatboth�the�language�and�the�memories�willbe�useful.�I�can�now�point�to�a�spot�and�say“this�is�where�the�ice�cream�fell�off”�andshe�knows�what�I�mean.�For�someone�whohas�had�such�difficulty�with�anythingabstract�that’s�a�giant�step�forward.�Wealso�listened�to�some�songs�by�one�ofSweden’s�most�successful�pop�groups(Gyllene�Tider)�that�are�set�in�“our”�part�ofSweden.�She’d�heard�them�before�but�forthe�first�time�she�could�now�take�in�the�factthat�her�grandmother�had�known�the�boys’parents�and�that�was�exciting.�One�songdescribes�the�road�to�where�we�spend�oursummer�holidays,�and�she�can�nowvisualise�it�when�she�hears�it.

My�next�idea�was�to�ask�permission�tomake�a�school�trip�to�Sweden.�We�go�oftenanyway,�but�in�the�company�of�Englishspeaking�daddy�and�older�brother�who�willalways�speak�English�to�Helen.�The�schoolhas�a�week�in�July�earmarked�for�specialactivities,�so�this�year�Helen�and�I�will�goto�Stockholm�for�a�week,�at�our�ownexpense.�The�aim�is�to�enable�her�to�haveconversations�without�me,�and�for�her�toask�for�things�in�shops�and�restaurants.

We�have�already�tried�some�of�this�bystaying�longer�after�the�May�half�term�inorder�to�see�the�Studentexamen,�orschool-leaving�ceremony,�of�my�friend’sdaughter.�For�me�this�is�part�of�my�culture,but�it�always�happens�during�English�term

time,�making�it�impossible�to�share�withthe�children.�We�also�met�up�with�a�fewnew�(for�Helen)�relatives�and�she�chattedso�much�I�didn’t�know�how�to�stop�her.

Helen�found�herself�playing�with�a4-year-old�at�a�party�recently,�which�shewould�have�found�hard�before�this�year.�Itmade�me�think�that�she�could�do�withbeing�able�to�read�simple�stories�aloud,�incase�she�needs�to�entertain�young�onesagain.�I’ve�dug�out�some�younger�booksand�will�have�Helen�practise�her�readingskills.�Currently�I�find�that�translations�ofJacqueline�Wilson�and�Louise�Rennisonwork�better�than�the�homegrown�Swedishfiction�we’ve�tried.�Many�Swedish�booksfor�children,�both�recent�and�slightly�olderhave�a�very�“ancient”�style�that�make�themquite�inaccessible�to�an�impatient�learner.

All�in�all,�this�has�been�a�success,�althoughit�didn’t�quite�happen�as�I’d�imagined�it.�Ithas�taken�a�lot�of�time,�which�I�couldmanage�as�I�am�a�housewife�with�freedomto�use�my�time�as�I�like.�It�has�cost�money,but�with�care�I�could�easily�have�spentless.�There�are�obviously�drawbacks�to

having�your�teenager�being�able�to�ask�formore�chocolate�cake�or�buying�shoes�inanother�language,�but�I’ll�happily�put�upwith�that.�I’ll�even�get�Helen�a�copy�of�oneof�the�rather�dreadful�gossip�magazines,now�that�I�can�see�a�deeper�meaning�infinding�out�about�Crown�PrincessVictoria’s�boyfriend.

I can recommend this to anyone who feelsthe need to do more. We can’t all haveaccess to Saturday school and, contrary towhat many would have us believe, not allbilingual children are perfectly bilingual.Whereas my main aim was to easeconversation with my daughter, as a parent Ican’t help dreaming further afield. There areno longer GCSE type exams in Swedish. Wehave searched for some form of paperqualification in order to formalise what isactually quite a bit of work on the childen’sbehalf. Most of our admiring bystandersseem to believe it just happens. Some evenbelieve that it happens without us talking tothe children in the second language! Somemonolinguals are horrified that I take mychildren out of school on occasion “becausethey already speak Swedish”. I’ll soon haveto produce a written statement explainingwhat I do and why, as I rarely can think ofsuitable retorts.

Helen�still�can’t�always�tell�her�Tuesdaysfrom�her�Thursdays,�but�we’ll�work�on�that.She’s�now�much�more�tolerant�of�beingtold�things,�so�hopefully�the�teaching�cancontinue�during�everyday�life�from�now�on.And�some�of�her�classmates’�parents�wouldbe�shocked�to�know�that�their�childrenasked�if�they�could�learn�Swedish�too.

There�are�obviouslydrawbacks��to�having�yourteenager�being�able�to�askfor�more�chocolate�cake�orbuying�shoes�in�anotherlanguage,�but�I’ll�happilyput�up�with�that.

Foundations�of�Bilingual�Education�and�Bilingualism�-4th�Editionby�Colin�Baker (University�of�Wales�Bangor)

“I�remain�awed�by�Baker’s�ability�to�represent�allpositions�and�include�all�viewpoints,�while�remainingsimple�and�straightforward.�It�is�its�scholarlyexhaustiveness�and�complexity,�coupled�with�a�simplicityof�style,�that�makes�this�text�invaluable�for�students�andscholars�alike.” Ofelia�Garcia,�Colombia�University

The 4th edition of this best-selling bookprovides a comprehensive introduction tobilingualism and bilingual education. Writtenas an introductory text from across-disciplinary perspective, 19 chapterscover individual and societal issues inminority and majority languages; childhooddevelopment perspectives; the history ofbilingual education in the US, and recentchanges in US language and educationpolicy, dual language schools and other formsof bilingual education, the mainstreaming ofbilingual children, the achievement gapamong language minority children, classroomeffectiveness for bilingual teaching and

learning, literacy, biliteracy and multiliteracy,bilingual special education, the assessment oflanguage minority children, the spread ofEnglish as a global language, Deaf bilinguals,endangered languages, language planningand language revival, language identity andmultiple identities, the WWW andbilingualism, and political perspectives.

Colin�Baker�holds�a�Personal�Chair�of�theUniversity�of�Wales,�and�teaches�in�theSchool�of�Education�at�the�University�ofWales,�Bangor.��He�is�a�member�of�theWelsh�Language�Board�-�one�of�Europe’spremier�Language�Planningorganisations.

Hbk�ISBN�1-85359-865-8�������������������������US$79.95/CAN$99.95/£44.95Pbk�ISBN�1-85359-864-X�������������������������US$34.95/CAN$42.95/£19.95

Page 8: Growing˘up˘Bengali˘in˘the˘UK˘- editorial An˘Interview˘with˘Mona-Lisa˘Mukherjee 23-3... · 2018-11-07 · news and views for intercultural people editors: sami grover and

The�editors,�with�the�help�of�the�International�Editorial�Board,�are�happy�toanswer�any�queries�you�may�have�on�bilingualism�/biculturalism.�Wereserve�the�right�to�edit�any�letters�published.

Editors: Sami�Grover &�Marjukka�Grover

Editorial�Board:

Alathea�Anderssohn, El�Jadida,�Morocco.

Colin�Baker,�Bangor, Wales,�Great�Britain.

Suzanne�Barron-Hauwaert, Kuala�Lumpur,�Malaysia.

Jayson�Campeau, Chatham,�Ontario,�Canada.

James�Crawford, Silver�Spring,�USA.

Terry�Haywood, Milano,�Italy.

Christine�Helot, Strasborg,�France.

Carolyn�Letts, Newcastle-upon-Tyne,�Great�Britain.

Li�Wei, Newcastle-upon-Tyne,�Great�Britain.

Iman�Makeba-Laversuch, Zürich,�Switzerland

Anne-Maria�de�Mejíá, Cali,�Colombia.

Eugenia�Papadaki, Milano,�Italy.

Michael�Rosanova, Oak�Park,�Illinois,�USA.

Tracey�Tokuhama-Espinosa, Quito,�Ecuador.

Masayo�Yamamoto, Nara,�Japan.

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GermanyDr.�Kathleen�Rose����������������������������Tel:�49-89-70907784Chinese�(Mandarin)�playgroups�in�Munich�seeking�childrenbetween�2�and�8�years�of�age�to�join.�We�have�a�beginner�and�anative�speaker�group�which�will�meet�once�a�week�startingSeptember�2006�in�a�private�home.

USAOPOL�family�seeking�other�Spanish/English�speaking�familieswith�kids�in�the�US�(preferably�New�York�area).��Languagesspoken�English�and�Spanish.�Email:�[email protected]

Real�Book�NewsFor�adults�helping�children�learn�English�as�a�foreign�language�oradditional�language.�Each�issue�introduces�suitable�real�picturebooks�for�beginners�in�English�and�also�includes�a�Feature�Articleof�interest�to�parents�helping�their�children�learn�English.��Freecopies�available.tel:�+20-7359�8893e-mail:�[email protected]

Two�Language�or�MoreThe�National�Education�Agency�and�the�Rinkeby�Institute�ofMultilingual�Research�(Sweden)�have�published�a�veryinformative�28�page�booklet Two�Language�or�More in�Swedish,Albanian,�Arabic,�Bosnian,�English,�Finish,�Somali,�Spanish�andTurkish.�Price�10�Swedish�Kronor�(Swedish�Crowns/approx.£1.00�sterling�equivalent).�Available�from:Liber�Distribution�Publikationstjänst,�162�89�Stockholm,�SwedenTel:�+46�8�690�95�76email:�[email protected]

Glossary

Process�Approach�in�Language�Teaching: This�isparticularly�used�in�teaching�children�to�write�whereplanning,�drafting�and�revising�are�used�to�improve�writingcompetence.�The�process�rather�than�the�product�is�regardedas�an�important�learning�experience.

Process�Instruction: An�emphasis�on�the activity of�aclassroom,�rather�than�creating�a�product.�A�focus�onprocedures�and�techniques�rather�than�on�learning�outcomes,learning�"how�to"�through�inquiry�rather�than�learningthrough�the�transmission�and�memorization�of�knowledge.

Productive�Bilingualism: Speaking�and�writing�in�the�firstand�second�language�(as�well�as�listening�and�reading).

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