Frequently Asked Questions

According to current studies, the earlier a child begins learning a second language, the more effective is the acquisition.

Younger children tend to worry less about making mistakes and are more likely to initiate communication with others, regardless of the linguistic code.

Most children are able to learn a second language. Bilingual children exhibit the same range of mental abilities and mental processes as monolingual children. In today's world being bilingual is not a rare situation. In fact, latest studies estimate that half of the world population is bilingual or even multilingual. Developing bilingualism does not mean, however, that at various stages of development of language skills are the same in both languages. Although it is difficult for experts to specify which language is dominant in terms of performance, researchers agree that in the cognitive aspect one of the languages is always dominant.

If a child has learning difficulties, the cause is probably not bilingual education. However, all learning problems must be treated carefully and professionally. At Maple Bear™ schools it is recommended that learning problems be appropriately monitored and managed with assistance of educational professionals.

Children in immersion programs operate in a culturally enriched environment. They learn very early how to manage in two languages and to respond in culturally appropriate ways to the school environment. Children learn to be flexible in their responses to different teaching styles and learning materials.

Research indicates that there is a consistent sequencial development in acquiring a second language by children. First there is a period in which the child continues to use their native language in situations when they may use the second language. Then, most children enter a non-verbal or "silence" period. After that, the children begin to use "telegraphic" phrases and "comon expressions" in the second language. Finally, children begin to produce more complete sentences in the second language.

During the period of "silence" they are actively working on the understanding and meaning of the second language. They observe and listen carefully to the teacher and other children who use the second language. The teachers from Maple Bear™ schools, then, establish routines and plan activities of construction and repetition, so that the child can gradually become familiar with the second language.During the "silent" period, children also use non-verbal language such as gestures and mime to communicate in a second language.Gradually, they begin to "investigate" the second language, repeating the sounds they hear around them.

Just as when they learned their first language, children use the "telegraphic" language when they begin using the second language. Such utterances tend to contain a series of words that the child has learned. Common examples of telegraphic language include identifying objects from the class and naming the letters of the alphabet.

"Common expressions" appear after the children have memorized whole phrases that they heard from their schoolmates or teachers. These "common expressions", are very helpful in enabling children to interact in playing situations with the second language speakers. Phrases like "I want to play with you" or "May I have a..." are examples of how children understand and gain meaning to communicate in a second language.

After the period of common expressions, a more elaborated language begins, when the child begins to develop an understanding of the language syntax and grammatical structure (which does not mean that at this stage the child knows the rules of syntax or grammar nomenclature, but that they already established a method to use them). Through the comparison and extension or abandonment of the common expressions and, along with the development and application of the rules of syntax of the language, the children of Maple Bear™ schools, gain better control of the new language. Then they begin to use the second language creatively while expanding their use of vocabulary and grammatical structures.

The Maple Bear™ schools provide a meaningful environment in which students realize the importance of using the second language. Thus, it is of great value to get your child to start the use of a second language as early as possible in order to increase the level of proficiency.As in any learning process, there are individual differences in how each child progresses through the sequential development of the second language acquisition. When a child realizes that they cannot or should not speak their native language during the second language class time, this is the point at which they will decide to make an effort to acquire the second language. Motivation plays an important role in the second language acquisition, but only exposure is not enough. Wanting to communicate with people who speak that second language is crucial for the acquisition.

However, there are huge individual differences among children, and also among adults, and on how much and in which way the second language learning is achieved. These differences are based on how each learner incorporates a new language, the strategies employed and the characteristics of the individuals involved. In general, children who are truly interested in learning how to communicate in a second language, who look for opportunities to listen and use the new language and that feel comfortable in situations of social interaction, tend to progress more easily and quickly in learning a second language. On the other hand, children who reject the second language and isolate themselves from the second language speakers, won't make similar progress in their acquisition. Thus, valueing the second language, providing opportunities for children to use it, is the priority in Maple Bear™ schools.Likewise, providing opportunities for such use, also in their environment outside school is very important.

Most children who are in the early stages of learning of a second language start using telegraphic language and common expressions after a few months.A more elaborate production, resulting from several opportunities to use the language, appears during the end of school year and in the next year after the child starts in the Maple Bear™ program.However, the level of acquisition varies among children.

It is normal for children who are becoming bilingual, to occasionally mix the two languages.This is known as "code switching”. This occurs naturally and depends on the audience and purpose of communication. The "code-switching" generally occurs when a child is trying to clarify an idea or resolve an ambiguity. It is also used to attract or retain the listener's attention or to elaborate and statement. Children sometimes mix two languages when attempting to communicate a word or phrase that is not immediately available to them in the second language. Like monolingual children, bilingual children also play with their two languages, making rhymes, inventing new words and using certain words out of the appropriate context.
"Code switching" and language mixing are temporary phenomena in acquiring a second language. As the children become more familiar with their two languages, there is no need or desire to combine them. Children understand that each language has its own vocabulary and syntax. They also understand that certain people with whom they talk do not speak two languages, as they do. Consequently, they learn to use only one language with certain people.

It is quite understandable that some children show signs of anxiety when learning a second language. Children in second language immersion programs are sometimes placed in situations in which they have some difficulty and may find they are failing to learn.The teachers at Maple Bear™ schools understand that children sometimes need to use their native language to communicate, but they always try to connect this communication in any way with the second language. The teachers at Maple Bear™ schools use a variety of strategies surrounding the use of language, such as using gestures to give clues about the meaning and connect communication with something that children already know and understand.It is very important that children understand why they are learning a second language. It is important for parents to encourage this learning process.

Translation is seldom used in Maple Bear schools. Translating slows the learning process and should be reserved for situations where there is a strong need to communicate in the child’s mother tongue.

Children learn a language through social interactions and build their linguistic system from the language they hear from adults and other children. They will learn a second language by using it. At first, they will memorize a few phrases and words in the second language. Some children begin to talk quickly, making mistakes as part of the construction process. Others take some time before they can express themselves in the second language, but once ready, they talk and make fewer mistakes. The parents expect to wait a few months for the child to exhibit signs of language production.

Children learn to read only once, preferably in native language, that is, for them, the dominant language. Reading is not simply an act of decoding but also giving meaning to what is read. It is true that children need to associate certain phonic mechanisms to improve their performance in reading and writing, but the words only have meanings in sentences and texts that give meaning to situations. Through the process of contact with written language, children begin to understand how the graphic representations of the written language represent the sounds and meaning of a language.

Although not all aspects of a language, like grammar rules and word formation, are transferable from one language to another, we know that the system of meanings, concepts and skills that students have can be readily transferred between languages. Once the child has a certain vocabulary and certain language structures, there will be no problem to transfer the concepts learned in one language to another.

During the process of bilingual education of our program, there will be times that our students may be ahead, slightly behind or at the same level with those who are not in the immersion program.Research indicates that any differences are only temporary and must be viewed in the context of the many, that come from learning a second language, advantages that include improvement in self esteem, cognitive ability as well as competence in the second language itself.

At Maple Bear™ we do not assume that parents speak the second language. Hence we provide the environment at school to support the strong acquisition of the second language. Parents can help by asking questions to of the children, showing interest and becoming involved in their learning. It is important that parents are not too demanding and not expect too much of their children's skills in the second language. Each child has his or her own time and ways to learn. For this reason comparisons with other children should be avoided.

Recent research indicates that bilingual students develop better skills in cognitive areas. This is perhaps the explanation why these students often perform better on tests of verbal intelligence, in conceptualization, in global thinking and solving problems. The bilingual child uses language to communicate meaning as opposed to focusing on linguistic forms. Thus, at Maple Bear™ schools, learning has meaning for the child, as they apply this knowledge in their daily lives and can immediately benefit from this acquisition.