“Him did it mummy!” my almost 3 year old says to me as he tries to put blame on his younger brother. “He did it, did he?” I say in return. I emphasise the ‘he’ not only to confirm whether he really wants to blame his brother for the wrongdoing, but also to show him the correct pronoun he should have used.
Pronouns can be very confusing for children and is a language skill that continues to develop until around four years of age. Continue reading “Pronouns = professional nouns?”
SoundPLAY is just as the name suggests…..playing with sounds! Not on a piano, your i-phone ring tones or beats from Spotify but playing with the sounds from the English speech sound system. Educators and parents who understand the value of SoundPLAY for their children and its relationship to early reading success are a speech pathologists’ dream. This SoundPLAY skill is known as ‘phonological awareness’ and is best described by Fitzpatrick (1997) as the “ability to listen inside a word”.
“It is widely recognised that phonological awareness is a strong predictor and prognostic marker of early reading success (Gillon, Carson, Boustead, 2007).”
Continue reading “SoundPLAY. Sounds fun.”
I often overhear my son, Nathan saying this to my mum in Cantonese “我喜歡吃 watermelon” (“I like to eat watermelon”). My mum has often commented to me, “He says a bit in English and a bit in Cantonese.”
Have you heard people say this about their bilingual children or even said it about your own? The child is switching back and forth between languages in a conversation, often even mid-sentence.
It is often misunderstood as the child being ‘confused’ or that they are not proficient in either language however this is not the case. In fact, this is a typical characteristic of a bilingual user allowing them to draw on the resources of both bilingual codes at once (Palmer, 2009).
Continue reading “Should my bilingual child be switching between languages?”