你知道吗

学一门语言，就是多一个观察世界户。 (徐é yì 米é纽约ǔyán、 纪ù 嘘ì 杜ō yí 葛谷ānch公司á 嘘ì纪è 德楚ā学习一门语言就是多了一扇观察世界的窗口-中国谚语。

想想上面的谚语。你说的语言（或语言）是如何以你看待世界的形式？您的语言如何影响您与他人互动的方式？例如，您的语言是否有不同的问候或与不同人员使用的地址形式，根据您的了解情况？你有没有觉得你的语言有限公司？也许你找不到描述一种感觉或事件的话。现在想象一个孩子成长有多种语言。孩子有什么优势？

全美国有300多种语言在家庭中使用(美国人口普查局，2010年）。事实上，超过五分之一的美国家庭在家里说英语以外的语言。在这些家庭中，93%的人说英语。这些家庭有一个以上的窗口，或视角，从其中看世界。您还可以使用多个语言窗口。这是本课程将探讨的一个优势。

不管你说的是许多语言或一个,这是多人ikely that you will speak every language represented in your program or community. Spanish is the most common language besides English spoken in U.S. homes (U.S. Census Bureau, 2010), but a large number of languages are thriving in U.S. homes. The number of families speaking Vietnamese, Russian, Persian, and Armenian have more than doubled since 1980. Languages such as Malayalam, Telugu, Tamil, Punjabi, Bengali, Marathi, Amharic, Ibo, Yoruba, and Swahili also experienced growth of nearly 100 percent over the last 30 years. The U.S. Census Bureau expects the percentage of U.S. homes in which a language other than English is spoken to continue to increase.

Source: 1 Ryan (2013); 2 Paradis, J., Genesee, F., & Crago, M. (2011).

There is evidence that throughout human history most people have spoken multiple languages or dialects (Fan et al., 2015). Before industrialization, rapid travel, and instant communication, small communities frequently developed their own languages. They learned to speak the languages or dialects of other local communities, so they could trade, socialize, or do business. It is still true that remote or isolated communities, particularly in mountainous areas, are more likely to speak a wide variety of distinct languages. In Papua New Guinea, for example, more than 830 languages are spoken (CIA Factbook, 2017). Such exposure to multiple languages may enhance social development (Fan et al., 2015): speakers learn to notice details about how and when to use certain languages, and they learn to take on others’ perspectives.

军事家庭内的语言体验

军人家庭可能特别容易接触一系列语言。流利使用某些语言，如普通话或阿拉伯语，长期以来一直是战略重点。军人也可能生活在该国语言多样的地区。例如，现役军人人数最多的四个州（加利福尼亚州、德克萨斯州、佛罗里达州和夏威夷州）也拥有最多的多语种家庭（Ryan，2013；美国国防部，2016年）。

军事家庭也可能有经常在世界各地的美国军事装置中居住的机会。在您的计划中使用各种语言的有意义的体验可以帮助儿童对国际举措感到更加舒适。已经住在国际设备上或附近的儿童，家庭和工作人员将带回丰富您的计划的回报体验，语言和海关。

看：

儿童如何学习语言

你可能想知道孩子们是否能学会多种语言。简单的回答是：是的！事实上，婴儿的大脑是用来学习语言的。新生儿的大脑对语音的反应与对非语音的反应不同。甚至有证据表明，婴儿在子宫中接触的语言会影响婴儿出生后对声音的反应（May等人，2011）。一个6个月大的婴儿可以分辨出每种人类语言中的狗万app怎么下载所有声音（库尔，2010）。通过与他人的互动，婴儿逐渐学会关注周围语言中的声音。到12个月时，婴儿只对母语（或双语者的语言）中的声音作出反应。三岁以后，学习一门语言的过程发生了变化，需要学习者付出更多的努力。

对于同时双语，您可能会看到以下模式：

同时说双语的人在人生的头三年里同时学习两种或两种以上的语言。例如，一个孩子和两个说不同母语的父母住在一起。每位父母都会对孩子说他们的母语，孩子同时学习两种语言。

• During the first 6 months of life in bilingual households, infants coo and babble in ways that are very similar to monolingual children.
• 双语婴儿在1岁左右说出他们的第一个词，他们的第一个单词可能来自任何一种语言。在双语婴儿之后，第一个单词可能略微出现，而不是单林婴儿。
• By 2 years, bilingual toddlers may use one- or two-word phrases from both languages.
• By 3 years, bilingual children combine words from both languages into phrases and sentences (“mi mama is at work”).
• By 4 years, bilingual children are able to use both languages in different situations (e.g., speak French with mother at home and English with teacher at school).

Simultaneous Bilingual

丹尼尔

1. 丹尼尔偶尔咕咕咕哝。还没说呢
2. 丹尼尔说，第一个单词稍后，丹尼尔说了他的第一个单词。
3. 丹尼尔uses one- or two-word phrases from both languages.
4. 丹尼尔combines words from both languages by saying “mi mama is at work”.
5. 丹尼尔在学校讲英语，但西班牙语到他家里的母亲。

Sequential Bilingual

Aaliyah

1. 第一语言中的语言开发遵循可预测的里程碑。
2. Second Language Introduced Aaliyah’s grandmother moves in, who speaks only in Arabic. Aaliyah’s parents incorporate it into their everyday conversations and interactions with her.
3. 沉默期Aaliyah已经停止使用任何阿拉伯语单词
4. 在说阿拉伯语时，Aaliyah有时会使用英语语法规则。

For sequential bilinguals, different patterns occur:

连续的双语者在3岁前先学习一门初级语言，然后再学习第二语言。例如，第二种语言可以从搬进来的祖父母那里获得，他们说的语言与最初在家里介绍给孩子的语言不同。或者，第二语言可以在早期儿童保育计划中引入。

• 第一语言中的语言开发遵循可预测的里程碑。
• When the second language is introduced, the child may first use nonverbal communication (pointing gestures) or simple phrases (“my turn,” “stop”).
• There may be a “silent period” of up to a few months when the child does not speak in the second language.
• The child may apply grammar rules from the first language to his or her second language.

看着这个孩子首先在他们的家庭语言中沟通，然后开始随着时间的推移开发和分享他们对英语的理解。

Soyul & Teacher Yvette... Beginning A New Language

By age 7, language learning becomes a conscious process — that is, older children, teens, and adults no longer learn language through exposure alone. Language learning after age 3 may involve more intentional teaching around vocabulary, grammar, and academic language.

在整个童年时期，双语或多种语言的孩子是常见的，以以有趣的方式结合语言或使用语言。这称为代码切换和代码网格。当子代码切换时，它们根据情况使用语言以不同的方式。他们可以与朋友和乌尔都语一起使用英语。当子代码网格时，它们会组合两种语言进行通信。例如，一首青春期前可能会写一个结合英语和斯瓦希里语的诗。他们可以故意选择言语代表他或她的经历（例如，“母亲”这个词可能在斯瓦希里语中，“智能手机”这个词可能是英文）。孩子们还可以在他们的写作中与多种语言混合书面字母或字符。

While it is possible for individuals to speak many languages fluently, most bilinguals have one language they consider their primary, or strongest, language. It is also common for bilinguals to have different areas of strength or knowledge in each language. For example, a child may be able to understand and speak a language without being able to read or write it. Alternatively, it may be easier for some bilinguals to make sense of written texts if the material is particularly complicated or they need time to translate or think.

Benefits of Language Diversity & Exposure to Multiple Languages

双语和多种语言都有许多好处。学习多种语言的孩子学会对他们的对话伙伴敏感;他们根据他们对他人的了解进行了单词和语言选择。这些都是复杂的社会决策，表明了高级社交技能。

Bilingual children also show stronger executive function skills (attention, flexibility, memory, self-control) than children who learn only one language (Bialystock, Craik, & Luk, 2012). Bilinguals must pay attention and respond to different sets of language rules, linguistic or cultural norms, and social environments. This seems to build pathways in the brain for greater executive function, and it may prevent diseases later in life, such as Alzheimer’s (Craik, Bialystock, & Freedman, 2010).

Exposure to multiple languages helps children build healthy cultural identities. Language is one of the defining features of a culture. When language is lost or undervalued, children may see their culture as lost or undervalued. For children in the U.S. whose home language is not English, it is essential that their home language be encouraged, valued, and reflected in child and youth programs. It is also essential to expose English-only speakers to the wide range of languages present in their community and the country. This supports healthy identity development for all children and youth as members of diverse communities.

以下视频提供了有关双语或多语种儿童的发展以及所有儿童语言多样性的重要信息。

Language Diversity: An Introduction

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完成本课程

有关本课程内部期望的更多信息，以及伴随的学习，探索以及在整个课程中提供的资源和活动的列表，请访问Supporting Language Diversity: Direct Care Course Guide。

Please note the References & Resources section at the end of each lesson outlines reference sources and resources to find additional information on the topics covered. As you complete lessons, you are not expected to review all the online references available. However, you are welcome to explore the resources further if you have interest, or at the request of your trainer, coach, or administrator.