Bilingualism and bilingual education
By James Olsen, Ph.D. August 15, 2008 San Miguel de Allende

We know a lot about bilingualism mainly because of the many language research studies that have been carried out here and in the US on our immigrant populations. We know that when two languages are introduced early and more or less at the same time, there will be few speech problems. There is also a greater probability of problems if children are introduced to the second language during the preschool years after their first language was used exclusively. Indeed, one theory says that if the second language is introduced before the first language has been fully developed, then learning the first language may be slowed. The child may even regress in the first language. Apparently it all depends on the child. 

That’s an important consideration for parents in San Miguel. A professional bilingual teacher, someone who not only speaks English and Spanish but also has also been trained and licensed in diagnosis and methodology, can provide the answer quickly and cheaply. That person can evaluate the child’s skills in both languages. 

It is normal for children to mix the oral vocabularies and verbal grammatical structures of the two languages. Over time, children will separate the two languages. There will be times when one language is used more than the other. No problem. There will also be times when the social context will elicit one language rather than the other. For example, a Mexican child at home may speak Spanish to his parents and siblings while he will use English in the classroom. Or a North American youngster here will speak Spanish to his friends and peers but English at home.

In a school setting, however, it’s not only a question of speaking the language, it’s also the ability to read and write it. Understand that when a child goes to school, say for three or four years, he is also receiving instruction and practice in a given language in reading, grammar, spelling and writing approximately ten to fifteen hours per week. After four years, that’s 1500 to 2000 hours of reading and writing instruction.

That means that your fourth grader may be able to “pick up” a lot of spoken language on the one hand or even be fully bilingual, but on the other still not be able to do the school work because he lacks the hours of instruction needed for the additional mastery in reading and writing at a given grade level. The policy of some schools here is to put the youngster back a grade level. Others suggest tutoring. Others just won’t accept the child.

How you handle that issue is important and depends on your particular situation. If you are going to be here for a year, for example, I would avoid the reading and writing issues and go to a school where the language of instruction is English and Spanish is the language on the playground. 

If you are going to be here for some years, however, I would go to a school where Spanish is the language of instruction. Bilingual instruction is also possible. Many years ago, I taught in a Greek school where English was the language in the morning and Greek in the afternoon. That works for most children, but it’s demanding.

Don’t assume that because kids live here, they will “pick up” the language skills they need. Some kids won’t and almost all require instruction.

The Olsens have worked in the field of education for 95 collective years. They can be contacted at 154-4374 or email sml 154-4374@prodigy.net.mx.