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幼儿语言学习的发展阶段初探 - 英语教学法原著选读88（恢复家长指南，谈谈幼升小的语言问题） 原创不易、公益翻译，请随手转发，感谢！ 导读 本篇讲的是儿童在婴幼儿期（出生到学前）同时接触两种语言，一般都能以和母语学习相仿的进度学会第二语言的情况。这里所说的“双语”可以指多种情况，比如父母各说一种语言、官方语言和方言、本族语言和官方语言等。“同时接触两种语言”，不一定是从出生后就同时接触到，可以是从两三岁甚至四五岁开始接触第二语言。 从文中可以看到，两种语言的发展不一定均衡，一般来说使用更多的语言会得到更快、更好的发展，而且会有一种语言会占主导地位。实际上，与其过于追求第二语言的发展，倒不如先学好第一语言，促进孩子的思维发展，在此基础上学习第二外语，才能事半功倍。 ----------------------- 家长指南 这篇文章里所说的“双语”，是指孩子有不同的场景可以应用两种不同的语言，比如在家里就说“家乡话（the family language）”，在学校就说主流语言（the majority language）。我知道很多朋友看到本文标题就想到孩子能否算是“中英双语”，但抱歉，这很难，因为主流语言是中文，在家、在学校都是这样，那么英语就没有具体的应用场景。 不过，这并不意味着孩子就一定发展不了自己的英语——作为第二语言。实际上，只要能够创造条件，充分模拟应用场景，就能靠近这个目标，帮助孩子以较快的进度发展英语能力。比如，前面我们说过，可以给孩子划定固定的地点，每次到那里去，就跟孩子说英语，而不是每天划定一个时间段说英语，因为对年龄比较小的孩子来说，固定时间段的概念没有固定地点的概念好理解；再比如，可以和孩子用英语讨论所看的图片、动画、视频等，这样既有了语言输入，也有了语言互动。 总之，要想孩子学好英语，家长是不能当甩手掌柜的。越早支持孩子——而不是要求孩子！，就越能取得良好的成效。 ------------------------ 以下英文原文取自上海外语教育出版社引进出版、授权转载的“外语教学法丛书”之九《语言学习机制》第一章“Learning a First Language”： 原文（作者：Lightbown & Spada） 译文（翻译：武太白） Heading: Early childhood bilingualism Many children, perhaps the majority of children in the world, are exposed to more than one language in early childhood. Children who hear more than one language virtually from birth are sometimes referred to as ‘simultaneous bilinguals’, whereas those who begin to learn a second language later are referred to as ‘sequential bilinguals’. 很多儿童，也许是世界上大多数儿童，在童年时代早期都接触到不止一种语言。从出生一开始实际上就听到两种语言的孩子有时也称为“同时双语”，而那些后来才开始学习第二语言的称为“顺序双语”。 There is a considerable body of research on the ability of young children to learn more than one language in their earliest years. The evidence suggests that, when simultaneous bilinguals are in contact with both languages in a variety of settings, there is every reason to expect that they will progress in their development of both languages at a rate and in a manner which are not different from those of monolingual children. 关于年幼的儿童在早期学习一种以上语言的能力，有可观数量的研究。证据暗示，当同时双语者在多样化的环境中都能接触到两种语言时，完全有理由相信他们两种语言发展的速度与方式都能够与单一语言儿童无甚差别。 Naturally, when children go on to have schooling in only one of those languages, there may be considerable differences in the amount of metalinguistic knowledge they develop and in the type and extent of the vocabulary they eventually acquire in the two languages. Nevertheless, there seems to be little support for the myth that learning more than one language in early childhood slows down the child’s linguistic or cognitive development. 自然地，当儿童进展到仅使用一种语言的学龄阶段，他们在两种语言的元语言知识的发展方面和最终习得的两种语言的词汇类型与程度方面都会有可观的不同。不过，似乎没有什么证据支持这种传说：在孩提时代早期学习一种以上语言会减缓孩子语言和认知的发展。
There may be reason to be concerned, however, about situations where children are virtually cut off from their family language when they are ‘submerged’ in a second language for long periods in early schooling or day care. In such cases, children may begin to lose the family language before they have developed an age-appropriate mastery of the new language. This is referred to as subtractive bilingualism, and it can have serious negative consequences for children from minority groups. In some cases, children seem to continue to be caught between two languages: not having mastered the second language, they have not continued to develop the first. 然而，有理由感到担忧的是，在一些环境下，儿童完全和他们的家庭语言切断了联系，他们在早期上学或入托的时候被“浸入”在第二语言中。在这种情况下，儿童可能在形成合乎他们年龄的新语言的掌握之前就开始丢失家庭语言。这种情况被称为“减法双语”，可能对少数族群的儿童产生严重的负面影响。在一些情况下，儿童似乎持续“困”在两种语言之间：尚未掌握第二语言，也没有继续发展第一语言。 Unfortunately, the ‘solution’ which educators often propose to parents is that they should stop speaking the family language at home and concentrate instead on speaking the majority language with their children. The evidence seems to suggest that the opposite would be more effective. That is, parents who themselves are learners of the majority language should continue to use the language which is most comfortable for them. The children may eventually prefer to answer in the majority language, but at least they will maintain their comprehension of their family language. This also permits the parents to express their knowledge and ideas in ways that are likely to be richer and more elaborate than they can manage in their second language. 不幸的是，教育家们经常向家长提议的“解决方案”是在家里也不要再说家庭语言，而是转而专注跟孩子说主流语言。证据似乎暗示反过来会更有效。也即，家长自己还在学习主流语言的，应该继续说让他们感觉最舒服的语言。孩子可能还是选择用主流语言来回答，但至少他们能够保持对家庭语言的理解。这也使家长能够以很可能更丰富也更详尽的的方式来表达他们的知识和想法，而不是用第二语言去将就。 There is no evidence that a child’s brain has a limited capacity for languages such that their knowledge of one language must shrink if their knowledge of the other one grows. Most minority language children do eventually master the majority language, but second language acquisition takes time. It may take several years for children to know the language well enough to use it for school learning with the same ease as children who have learned the language from birth. 没有证据表明儿童的大脑学习语言的能力有何种局限，以致一种语言知识增长另一种语言就一定会萎缩。绝大部分少数族裔的孩子最终都能掌握主流语言，但二语习得毕竟需要花费时间。可能需要好几年，孩子们才能把（主流）语言掌握到能和出生就在学这种语言的孩子一样轻松地进行学校学习的水平。 Eventually, however, it is likely to become their preferred language. Demographic research shows that minority languages are usually lost in the second generation after immigration. Children who have the opportunity to learn multiple languages from early childhood and to maintain them throughout their lives are fortunate indeed, and families that can offer this opportunity to their children should be encouraged to do so. 不过，最终主流语言很可能就成了他们更喜欢的语言。人口学研究表明，少数族裔语言在移民的第二代通常就湮没了。能够从孩提时代就学有机会学习多种语言并将其保持到成年的孩子实在是幸运的，而能够给孩子提供这种机会的家庭应该得到鼓励要这样做。 |
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来自： 昵称70926123 > 《待分类》
