When I have a little friend who is bilingual or multilingual in the classroom at the daycare……..

This September, I welcomed a new group of 3 year-olds in the classroom at the daycare. Two of them are from China, with no or little English exposure at home. Luckily, Mandarin is my first language so they have been told if they need help, they could come to me. It actually eased the anxiety from their parents. Interestingly, it does not seem to matter to these two new kids. When they experienced the anxiety of separation, they didn’t run to me or ask help from me. Even though I spoke the same language as they do, it still took a few weeks for them to settle down. A month later, I had another boy who has been raising in three languages at home joining the program. He does have a very limited English foundation but not enough to express his needs. 

What are the barriers?

Having young children from not only different cultural backgrounds but also the language barriers has brought me some challenges and reflections. Since they are only 3, their vocabulary and sentence structures are still developing. Also, two or even three languages they have been learning are mixed and confusing. The studies have shown that it takes probably five to seven years for a child to sort out the languages and use them in situations or social conversations. So, I am not surprised that  their fear and frustration comes from misunderstanding or no understanding at all. Therefore, crying or screaming become the way to express their needs. For example, one day, one of the boys was exhausted because of lack of sleep. I did not know that. Around lunch time, this boy started having a huge tantrum, crying and screaming on the top of his lungs. I had to put him on the carpet, letting him get out his emotions for a few minutes. Then, I had him sitting on my lap, asking if he was tired. Finally, He said “tired.” After he said that to me, he quieted down because he felt safe again since I “understood” what he was trying to say. 

TPR and language support 

Because of these observations, I have tried to come up with some approaches to help these boys. I added TPR, total physical response, showing them what to do while giving verbal instructions. For example, when I tell them to put the water bottle on the shelf, I would also take them to where it should be. I still use English as the main language for communication but speaking both languages when it is necessary. The reason I am doing that is because language support is significant. Young children can quickly pick up the words, even sentence structures. Then, they produce the target language after receiving enough “input.”

Read the “cues”

I also try to be more mindful about their behaviors, responses, body language and emotions. Take those hints and adapt their cues. I remembered one of the boys stopping eating in the middle of lunch time but still holding a spoon. I noticed it but thought he just got distracted. A few minutes later, he still held the same position. I asked him if he was full in English but he looked puzzled. I closed half of his lunch box and told him if he was full, he could pack up his lunch. With my demonstration, he understood immediately. He said yes and then put his lunch away. 

It is never easy to create an inclusive environment for all of the little ones but it doesn’t mean we do not try. Once  the little ones feel safe and being loved, that’s when and where the bonding and connections start.