Benefits of Bilingual Education

Balanced Bilingual Education results in cognitive, linguistic and social advantages

Parents considering a bilingual education for their child recognize that there are advantages of learning more than one language early in life. What many don’t realize is that children educated within balanced bilingual programs develop linguistic, cognitive and social skills that enable them to outperform their monolingual peers. The advantages observed are found in children who enjoyed 50/50 language-split education. Studies demonstrate that children exposed to a few hours a week of a foreign language did not develop the advantages observed in balanced bilingual children. As most parents can understand, true bilingualism can’t be taught; it must be experienced. Age-appropriate language acquisition requires broad exposure to a variety of situations within each language. Successful true bilingualism requires that both languages themselves be the medium of instruction, not just the subject of instruction.

The many advantages

Linguistic advantages of balanced bilinguals

Balanced bilinguals comprehend the complexities of language and can better correct errors in language meaning and grammar. They think more creatively than their monolingual peers do when compared using standard measurements, and they understand the subtle meanings of words and demonstrate a more highly developed ability to vary word-usage based on the needs of the listener. (Ianco-Worraal (1972), Ben-Zeev (1977a), Lauren (1991), Baker (1988), Bialystok (1987b), Genesee (1975))

Cognitive advantages of balanced bilinguals

Balanced bilinguals, the brains of which have naturally developed the ability to create simultaneous connections among many different symbols, demonstrate superior cognitive skills to those of monolinguals. In addition to a natural ability to understand the concept of numbers earlier in age ( Bialystok and Codd 1997), they are more highly skilled in special visual problem solving and analytical tests. (Balkan (1970))

Social advantages of balanced bilinguals

The social advantages of bilingual children are more difficult to measure, but are easier to understand intuitively. Bilingual children who have mastered the language of the community in which they live are invariably more deeply integrated in that community. As they move on in life, they maintain the ability to communicate at or above the same level as monolinguals in either language – whether the discussion be social, technical or political. Remembering how it is to learn another language, and learning from experiences with others who may speak less well, teaches the value of showing sensitivity to the social and communication needs of others.As could be expected, balanced bilinguals are more comfortable in a multi-cultural environment. They are more open-minded in general, and more sensitive towards other peoples, cultures and languages.

When considering a bilingual education

An early start

Although there is no “critical period” for language acquisition, as had been long believed, there is an advantageous period in which to learn a new language. (Bialystok & Hakuta 1999)It is easier and quicker for a three year old to reach an age appropriate command of a new language than it is for a 13 year old. Bachi (1956)

Age-appropriate language acquisition

One must allow two years for a child to acquire age appropriate language skills when starting at a young age. An older child (teenager) will require 3-5 years to acquire age-appropriate language skills. Basic social competence comes quickly, however reaching native skill levels in comprehension, command of vocabulary and expression, takes an increasing amount of time as related to age. Cummin (1981b)

Language mixing

Language mixing sometimes observed in early bilinguals is perfectly normal and does not indicate language confusion. Nor does it indicate that the “primary” language is at a disadvantage. In fact, adult bilinguals mix languages frequently – using the words that best fit the situation at hand as well as the communication needs of the listener. The child who mixes languages early during the process of becoming bilingual is using words that come easiest to his or her mind, without regard for the limitations of the listener. Assuming that parents and teachers speak one language each, the child will eventually learn to separate the languages and modify speech according to the communication needs of each person and situation. Grosjean (1998)

How does bilingual education work?

The best chance for success

The best method of bilingual education “immerses” the child in the languages without “submersing” the child in the languages. Typical rules specify the use of many contextual clues (pictures, body language), separation of languages, and excellent coordination and planning between teachers that includes careful repetition of key vocabulary in both languages. For new children starting later in age in such a program, some tutoring is helpful at the beginning in order to give the child a jump-start in the new language, and rigorous testing must be delayed for some time to allow the child a chance to catch up with the others (which, he or she certainly will do).

Individualized learning

Private bilingual schools give children the chance to learn earlier, and at a pace that suits their individual interests, ensuring that the love of learning thrives throughout the school career. Studies have shown that children successfully learn to read in two languages at the same time, as long as the two languages use similar writing systems (alphabetic or pictoral). (Bialystok lecture Feb 18, 2006).

Gradual language independence

In prekindergarten the bilingual experience includes near simultaneous translation of information and instruction, along with many songs, pictures, stories and games in both languages. Children may speak either language, but are encouraged to try new words and phrases. Songs, stories games, dance, music and theater play an important role in the pre-kindergarten experiences

In kindergarten, the separation between the languages will increase. A common practice is to conduct the first half of the week in German and the second half in English. The children are carefully introduced to new vocabulary in both languages in such a way that they can absorb information easily. Songs, stories games, dance, music and theater play an important role in kindergarten.

In the primary grades, language can be separated by whole or half weeks. Teachers carefully coordinate with each other to ensure a smooth transfer and continual progress.

At upper school levels, often due to the availability of teachers, the language of instruction varies by subject matter and can change perhaps each year. For example Mathematics might be taught one year in English and the next year in German.

Transfer at anytime

Studies and experience show that children leaving a bilingual school are able to continue without problems in a monolingual school. Studies and experience have also shown that the academic performance of balanced bilinguals can exceed that of monolingual peers, regardless of what final path their educational experience takes. In the Zurich area, it is possible to proceed through gymnasium in a bilingual environment — obtaining both the Swiss Matura and the International Baccalaureat (IB).