For my American readers I should explain that I am a Canadian by adoption and especially proud of the bilingual, multicultural nature of our country. I believe these facets have encouraged an attitude of tolerance and courtesy in Canada. It isn’t perfect, but it is a heartening tendency in a world too often intolerant and xenophobic. As a Canadian I do have a bias on this topic.
First, as someone who will never be bilingual, but can read, write, listen and speak with modest success in my second language, French, I have observed, as others have, that speaking another language creates another mindset. It is hard to explain to someone who is monolingual, but it is as if a lightly coloured cellophane overlay of another culture has been settled on your own personality. Part of it is the style of the language, part the vocabulary, part the literature you read in acquiring the language and part a certain “je ne sais quoi”. Seeing the world and engaging with it from another perspective is always an experience to be valued.
The years when we were living in France the most bilingual of our children came to us and proposed that we speak French at home. It opened a window into how immigrant parents in our country must feel as their children relinquish the language of their roots. We were shocked by his dismissal of the language we loved.
Fortunately, we knew we were returning to Canada. As a second language teacher, I knew the importance of maintaining the mother tongue as well; we pointed out to him that speaking English at home and French in school and the village gave him the advantage of knowing two languages. People who spoke two or three different languages peppered our village so our family was relatively normal for that small corner of France. That was enough for him.
French has allowed me more understanding of my fellow citizens in Quebec and the francophones of our other provinces. The difference in vocabulary and accent between France and Quebec has given me more insight than any political writing about the relationship between these two francophone groups.
It has also given me a slight competitive edge when I was trying to find a job in a tight market. Knowing our second language and being willing to use it was an asset.
There are claims that learning a second language improves cognitive skills and not just verbal skills; there is some research to support the claim. It is certainly true that learning a second language, particularly one from a similar language group, does expand vocabulary. I suspect that when we ask our brains to take on a new direction and a challenging task and persist in it over a period of time, there are skills gained beside the obvious ones needed to go in the new direction. Perhaps they are related to the ability to look at things differently, take risks and persist in spite of perceived failures. Who knows?
So a second language may enhance the learner’s cognitive skills in other areas, give them a competitive edge in the job market, give them insight into another’s perspectives and allow them to communicate with other human beings. What’s not to like?
The only question that remains for me is what is the most effective way to teach children French in English Canada? I will address this in another post where I will start by addressing the question: what do we hope to achieve by teaching French to our children? What is our goal? When they graduate with a high school certificate what do we expect them to be able to do in French?
Let me know if you have answers or comments on those questions.
For further reading on these topics:
1. The Effect of Second Language Learning on Test Scores, Intelligence and Achievement: An Annotated Bibliography Prepared By Elizabeth L. Webb, Program Specialist for Foreign Languages and International Education Georgia Department of Education
2. Studies Supporting Increased Academic Achievement, bibliography assembled by American Council on the Teaching of Foreign Languages www.actfl.org/i4a/pages/Index.cfm?pageID=4525
Please note that the quality of the sources in these bibliographies may vary greatly. Magazines such as Better Homes and Gardens and PTA are not peer reviewed, nor are the articles necessarily written by experts. Most of the articles in the first bibliography are at least ten years old; that being said, some are by respected researchers in this field.
Finally, one has to question how researchers determined academic achievement or intelligence. It could simply mean that the students do better at taking tests.
2. The Brain That Changes Itself by Norman Doidge
© Sheila Diane Scaiff and Teachers Outside the Box, 2008. Unauthorized use and/or duplication of this material without express and written permission from this blog’s author and owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Sheila Diane Scaiff and Teachers Outside the Box with appropriate and specific direction to the original content.