Principal’s Message
By Mrs Kath Boyd
Dear Parents, On Wednesday evening, 27 parents and 10 staff members from our ELS Community attended a workshop led by Lois Cho (Speech Pathologist) and Celeste Ashcroft (Occupational Therapist). My thanks to Miss Grace (3E Core Teacher) for assisting with the organisation of this educational opportunity. Lois is the Director at Kairos Speech Therapy & Learning Bilingual Speech Pathologist. She speaks both English and Korean. Lois has almost 10 years’ experience working in private and public community health. At the end of Term 1 this year, Lois screened a number of our Stage 3 and 4 children on the ELS Campus. Lois explained what Speech Pathologists do, outlined the Milestones for Communication, addressed 'When should my child see a Speech Pathologist?' and discussed red flags for communication, speech sounds, social communication, stuttering, voice & feeding difficulties. Lois asked the question “Does bilingualism cause language delay?”. Her answer was a definitive “No!”.
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A bilingual child’s vocabulary in each individual language may be smaller than average but their total vocabulary should be the same size as a monolingual child.
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First words may slightly come later, but still within the normal age range (between 8-15 months). Proficient first language = should pick up second language. Development of grammar should follow the same patterns/timelines as monolingual children. A bilingual child demonstrating significant delays in language milestones could have a language disorder and should see a speech pathologist.
Lois explained that there are several strategies that nurture bilingualism, including: 1. Person-based One-person-one language: e.g., Mother speaks English, father speaks Chinese. 2. Location-based: Use one language at home, one language outside of the home. 3. One language first: Use one language for the first 3 years and then introduce the second language. 4. Individualised: Do what is functional for the family! Lois’ tips to build language learning
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Narrate EVERYTHING! “Blow the bubbles.” “Pop all the bubbles.” “The water splashed everywhere.” “Pat your body dry with the towel.” “Carefully come out of the bath …It might be slippery!” Model rich language and use descriptive words & concepts.
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Add book reading to your daily routine. Describing the images in picture books without text can be as beneficial as reading a variety of interesting (and/or humourous) stories to your child.
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Create a language rich environment Build a learning space purposefully designed to provide the necessary stimulus to develop children's language skills.
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Set aside 20 - 30 minutes of undisturbed play/activity with your child each day.
Pictured above: Sophie introducing the provocation table to Miles and Livia (1R).