In a community where the minority language is French, many activities are conducted mostly in English, the dominant language. For example, television, tablets, social media, reading, recess and extracurricular activities. Furthermore, we are seeing more and more English dominant (ED) children enroll in French-language schools. These children are learning French (the minority language) in a French-language school all the while living in an English community. On the flip side, the French dominant (FD) children are also learning French in a minority context but they are increasingly exposed to English through their French second language (L2) learning peers. This significantly decreases their opportunities to hear and to use French and makes it more difficult for them to acquire and maintain the minority language.
Usually, a typically developing francophone child who starts school will use his or her previous knowledge to expand his or her vocabulary in the language of instruction. However, a typically developing Anglophone child will have little to no prior knowledge available to help broaden his or her vocabulary in the language of instruction (French). Learning new words can be done in two ways. It can be done explicitly, where the child understands the word with an explanation using familiar terms, for example “This is a buff. It is a type of clothing that we can wear in the winter to keep our neck warm.”. The child might use some of the familiar words such as clothing, winter and keep our neck warm to help him or her understand the meaning of the new word buff. It can also be done implicitly, where the child discovers the meaning of the new word from the familiar terms that surround it. For example, “The cold wind didn’t prevent her from playing outside because she was wearing her warm buff”. In this example, the child must use the words and context of the sentence to deduct the meaning of the new word. A child who doesn’t have a lot of vocabulary knowledge will find it difficult to use the latter method to learn new words. Therefore, for the most part, English-speaking children who attend a French-language school will need to learn new words explicitly!
We wanted to know if children living in linguistic minority communities were sufficiently exposed to the French language in order to acquire the French vocabulary. We compared the vocabulary test scores of 25 French dominant children and 35 English dominant children aged 5 to 6 to those of the monolingual norms. The results showed that when ED children were assessed in their dominant language (English), their performance was similar to the English monolingual norms on receptive and expressive vocabulary tests. When FD children were assessed in their dominant language (French), they were unable to achieve the monolingual standard on receptive and expressive vocabulary tests. The results also showed that in all cases, the children performed better in their dominant language than in their L2, which is to be expected. However, it seems that when the dominant language of the child is a minority language, the acquisition of vocabulary becomes more difficult in this language because of the minority linguistic context. This can be explained by several factors, but the one that stands out the most is language exposure.
We also looked at the languages used at home for each of the children in our study; one francophone parent and one anglophone parent, two francophone parents, two anglophone parents, etc. What emerged was that regardless of the languages spoken by the parents, French dominant children were always less successful on the French vocabulary test than their francophone monolingual peers. All children were less successful in their L2, but these results were even more pronounced among learners of French as an L2. This can be explained by the fact that not all English speakers speak French, but all (or almost all) French speakers speak English. In fact, in another study conducted on Franco-Ontarian participants, the performance of French dominant participants on tests assessing the language proficiency of five-to six-year-olds was weak compared to their Quebec peers. The performance of monolingual Franco-Ontarian and FD children seems to be strongly affected by the linguistic context in Ontario. Is there no hope for the promotion of French language in a linguistic minority context?
The questions that remain after this study are: "With more years of schooling in French, does the vocabulary of bilingual FD children resemble that of monolinguals’? Will the vocabulary gap between the ED and FD children diminish?" and "How many years of exposure and instruction in French are needed to ensure that ED children acquire a vocabulary comparable to that of Francophone or FD children residing in the same region?"
Gervais & Mayer-Crittenden, 2018
For more information on how to widen your child's vocabulary, click on the PDF below.
*** This post can also be found on Speech-Language & Audiology Canada's Blog: Communiqué by clicking here.
Have you ever heard an adult say “I used to speak French as a child but now I feel much more comfortable speaking English?”. This is a very common phenomenon called language dominance shift. It is seen most often in regions where children are exposed to the English community language more than their native minority language. For some, it’s a lifelong struggle to maintain proficiency in a minority language where one has to constantly seek out opportunities to practice that language. If you don’t use it, you lose it! What about those who have a developmental language disorder (DLD)? Can they maintain proficiency in their minority language?
What is DLD? Researchers agree that DLD is a neurodevelopmental disorder with genetic components. DLD interferes with a child’s brain development which, in turn, causes difficulties with language learning.
Children who have DLD have difficulty understanding language, learning language and talking. They may have a hard time putting sentences together, using the proper grammatical verb endings or even coming up with a word they want to use. Children with DLD often use simpler language than their same aged peers. Some may even omit certain parts of words and at a young age, might sound like they are mumbling. The latter usually improves with age, but many other difficulties persist.
Children with DLD might also have difficulties with their receptive language. However, this is much less obvious. Some might seem like they are not paying attention or like they are misbehaving or even lazy. When in reality, they might only be picking up odd words here and there, but not grasping the full message, making complex sentences a real challenge This can be due to a difficulty figuring out the meaning of words. Most longer words are not frequently used so those might be difficult to understand. The same goes for words that are difficult to imagine. If I say “apple”, a picture of an apple usually pops up in your head, but if I say “dimension”, that word is difficult to represent by an image and is often more difficult to grasp.
To Speech-Language-Pathologists (SLPs), these difficulties may seem somewhat obvious. To an elementary teacher, a daycare provider, a tutor, or even a parent, these difficulties sometimes go unnoticed. Disorders like dyslexia, ADHD or autism typically have much more obvious symptoms, which is why so many more people know about those disorders. DLD is a hidden disorder, making it that much more difficult to identify. It’s important to identify kids who have DLD at an early age. However, this is often difficult, even for a trained SLP when children are learning more than one language. Bilingual children who are at risk of DLD might appear to be having difficulty learning the second language, when in reality, their difficulties show up in all languages.
We know that solid first language development can have a facilitative effect on second language acquisition. In fact, difficulty learning the first language means that these children will end up with inadequate skills in both languages. It has been shown that insufficient abilities in the first language adversely affects second-language development. So how can we prevent this? The key is often language exposure and early identification.
For both typically developing kids and those who have DLD, most will have a dominant language and a non-dominant language. The dominant language is typically the language for which they have received the greatest amount of exposure. However, the dominant language can shift over time such that children who learn a majority language (i.e. English) as a second language often end up becoming dominant in that language.
The maintenance and continued development of skills in a minority first language depends on how much exposure they get in this language. Some experts say that children need to be exposed to a language 40% of their waking hours in order to become proficient in that language.
In these instances, studies consistently show that from early to middle childhood there is a shift to greater proficiency in the majority language. This is due to the rapid acquisition of the community language together with the slowing, stabilization or loss of the minority language, a consequence of different social experiences, opportunities and demands for the two languages. Note that this is not the case, however, for children who learn the majority community language at home (i.e. English) and attend French-immersion programs for example.
Studies have also shown that young children who have a minority language as their first language and who have DLD are even more vulnerable than typically developing bilingual children to lose their first language or show early plateaus if this language is not supported.
As a parent to a bilingual child with DLD, I battle every day with these notions. My daughter learned English at the age of about 4, making her a sequential bilingual. French is her first language, but we live in a predominantly English community. Even at her French school, children often converse in English in the hallways or in the school yard. She spends roughly 42% of her waking hours in English and 58% of her time in French*. I was stunned by these numbers because I always felt as though she was exposed to a lot more French than that. However, when I actually broke down her week, it made sense. My husband and I speak English to each other and she swims competitively for the local synchronized swimming team where all of the activities take place in English. Several kids in the neighborhood with whom she plays are Anglophone and she only watches TV (Netflix) or YouTube Kids in English. Minutes become hours and hours add up quickly!
I have always spoken to her in French and my husband learned the French language with the kids so he speaks to her mostly in French as well. However, I noticed during the summer break, and even more so over the recent Christmas holiday break that she seemed to naturally default to speaking English to myself and to her siblings. Whereas my other two kids continued to use French spontaneously. I calculated the hours of exposure for that week between Christmas and New Year’s Eve and the percentages changed drastically. For one, there were fewer hours of language exposure, which is to be expected because children often take on activities that require very little talking, ex. drawing. For two, she was mostly exposed to the English language due to family visits with my husband’s side of the family as well as time with friends and activities such as downhill skiing and public swimming. Overall, my daughter was exposed to the English language 85% of the time and to the French language,15% of the time. This change in language exposure seemed to turn off or dim down her French language switch and I had to constantly remind her to speak French to me and to her brother and sister. Once school resumed, this was no longer the case! Her French switch was turned back on, so to speak.
I find the analogy of a dimming light bulb fitting. Bilingualism is a continuum. Our brains can have two or more dimming light bulbs at any given time and languages are activated according to our environment. We can dim one language and have the other one on high ampere (amp) or we can have both equally activated at the same time. It might be that children with DLD have weaker amps but they are still able to learn and maintain two languages. One language might just get dimmed or turned off must faster than it would for typically developing children.
I found this fascinating and did a bit of research to see if this had been studied. From what I could find, nothing has been done on this topic. Is this an indication that her language dominance may eventually shift to the English community language? Are the cognitive demands too high for her to consciously use the French language when submerged in an English environment? Is this the case for most children with DLD? Food for thought. I hope to find out!
*In order to help parents make this calculation, I have created a form that can be used for this purpose:
Chantal Mayer-Crittenden, 2017