CHCFC506A: Foster children’s language
and communication development
Support the child’s skills in their own (nonEnglish) language as relevant
Contents
Introduction
3
The importance of language in our lives
4
Identify the family’s language and use bilingual practices as
relevant whilst supporting the child to maintain their first
language both in the childcare and home environments
6
Supporting and maintaining home languages
6
Meeting the needs of children with English as a second language
7
Respond with respect to children’s language
9
Respect children’s use of their home language
9
Integrate materials in the child’s language into experiences
10
The inclusive environment
10
Encourage parents and family members to maintain their own
language and participate in activities with the children
2
12
Developing partnerships with parents
12
Working with Aboriginal and Torres Strait Islander families
13
Encourage parents to inform worker of key words and phrases
15
Integrate child’s cultural experiences into language development
opportunities
16
Language opportunities
17
Ideas for Aboriginal and Torres Strait Islander cultural experiences
18
What about celebrations?
20
Seek specialised assistance and use wherever required and
available
21
Diploma of Children’s Services: CHCFC506A: Reader LO 9317
© NSW DET 2010
Introduction
Within this learning topic the following abbreviations have been used. You will
need to familiarise yourself with them as they are not only used in this written
material but are widely used within the children’s services profession.
ESL: English as a second language
NESB: Non-English speaking background
SUPS program: Supplementary Services program
CALD: Culturally and linguistically diverse
LOTE: Language other than English
Diploma of Children’s Services: CHCFC502A: Reader LO 9317
© NSW DET 2010
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The importance of language in our
lives
Language is a part of culture which is common to all human societies. What
language do Australians speak? You may have said English, which is true, but
many Australians speak other languages as well—the languages of their cultural
background. Along with a hundred or more 'imported' languages such as Italian,
Greek and Vietnamese, there are also over 200 Aboriginal languages still spoken
today. Some are spoken by small groups of 20–30 people, while others are spoken
by thousands of people.
We often don't think about the language we speak because it is so much part of
us, especially if we belong to a group which speaks the same language as we do.
How important is language in our lives? Here are a few ideas for you to think
about.
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Language is the tool for creative thought: it helps us to formulate ideas
and concepts and to organise our thoughts. For example, it is not
necessary for a dragon to exist for people to know what a dragon is. With
language we can explain, describe and even ask more questions about
dragons. Through language we add to our knowledge and understanding
of dragons.
We can express ideas particular to a profession or group. For example,
workers in the early childhood field use language about programs and
child development and many other aspects of their profession. Such
terminology is readily understood by all members of the profession.
We can share our thoughts, our feelings and information with other
people.
Language can give us a sense of belonging and identity (eg to a race, a
family, a group). Families often have certain words or phrases which are
used by family members and passed on to succeeding generations.
Children in middle childhood, especially those in the upper primary years,
sometimes create and use secret languages of their own so that they can
be part of a special group not understood by others.
Through words we are able to pass on our culture to our children, not just
by what we say but in the way we say it.
We tell stories about ourselves and our past and, through language, we
get to know ourselves and our place in history.
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© NSW DET 2010
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Language can be used to learn to understand others, or it can act as a
barrier if we don't speak the same language or speak differently within
the same language.
Many children worldwide are exposed to two or sometimes more languages. This
is usually because their parents speak more than one language or because a child
and their family move to another country. When children from NESBs come into
centres whereby the prominent language spoken is English, it is our duty to
provide them with a program of inclusion and diversity, displaying both respect
and recognition of their home language and culture, while also exposing them to
the English language and culture.
For many of you who have had very limited experience, if any, in children’s
services, supporting a child’s non English language may seem rather intimidating.
Don’t worry, it is not nearly as difficult as it may initially seem and after some
experience you will become more comfortable with the concept of inclusion and
see it as essential in your everyday planning and programming. As well, you will
see culture and difference as valuable learning areas.
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Identify the family’s language and use
bilingual practices as relevant whilst
supporting the child to maintain their
first language both in the childcare
and home environments
Supporting and maintaining home
languages
In 1987 when the National Policy on Languages was published by the Australian
Government, the recognition and encouragement of LOTE increased dramatically.
Subsequently, the need for children to be supported to maintain their home
language was more widely recognised.
Bilingualism will be promoted as a positive value to individuals and
society. It will be advocated that children who are potentially bilingual
ought to be assisted to develop this potential. (Lo Bianco, 1987, in Maken
et al, 1995. p 59)
Encourage bilingualism. Note the use of Chinese written language on the corner
of the table
Activity 1
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Meeting the needs of children with
English as a second language
The languages which children bring to the centre should be maintained and
developed. Bilingual families and bilingual staff working with monolingual families
and staff can, together, ensure that the languages that children bring to the
centre are not lost.
Bilingual children have specific language needs and individual approaches to
learning languages.
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Children initially develop ‘survival’ language, where they can interact with
their peers, join in group experiences and demonstrate social confidence
and competence. However, language learning is an ongoing process and
we should not overestimate what children understand.
Learn and use key words and phrases and simple songs and rhymes in the
child’s home language.
Expect single words at first.
Ensure that the child is actively involved in experiences with English-speaking
children. Ensure the child does not become socially isolated.
Positively acknowledge all attempts at using English made by the child. Emphasise
words and labels when speaking and use non-verbal cues like touching and
pointing when communicating with the child to help with understanding.
Expect some delay in language development as well as language mixing and silent
periods.
Finally, demonstrate respect and collaboration with families.
Being multilingual or bilingual is beneficial for all children. In order for children to
be bilingual, they need the home language to be continually supported and
developed. If the home language is well supported in the home and in the care
setting, learning the second language is facilitated more readily.
Go to the NSW Curriculum Framework at http://community.nsw.gov.au and
refresh your understanding on p 58–59.
Use of home or culturally relevant resources during
language experiences
It is essential that the environment of the children’s service reflects the families
and children using it. Earlier, we briefly discussed the use of posters, photos,
books, etc, depicting cultural differences and fostering an inclusive environment.
A program of true diversity and inclusion incorporates resources of many cultures,
not just those of the service community.
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Activity 2
A fine example of depicting other cultures
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Diploma of Children’s Services: CHCFC506A: Reader LO 9317
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Respond with respect to children’s
language
Respect children’s use of their home
language
Children’s attempts to speak, whether in English or their home language, can
often be seen as funny in the eyes of the child not experiencing learning a new
language. Many children who have not been exposed to difference often
unfortunately see difference as amusing. Along with this, we as adults are often
intrigued and enchanted by the sound of other languages and the accents they
bring to the English language.
You must take care not to shame or embarrass young or old bilingual learners.
Any level of bias demonstrated by other children needs to be challenged
immediately, prior to any prejudice forming at such an early, vulnerable and
impressionable age.
Strategies which show respect:
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Both staff and children can learn simple words and phrases frequently
used at home.
Learn simple songs and rhymes in the particular language.
Provide opportunities for the child, or members of their family, to come in
and speak their home language with the children, thereby encouraging
interest.
It is vital that the child’s name is pronounced correctly, with correct
intonations, etc, rather than simply how it looks in writing. This
demonstrates respect for the child and their culture.
Correct pronunciation can prove to be difficult for some, particularly if you have
had limited experience with other languages. Self-consciousness can suddenly
appear! Some languages have such different articulation sounds that it can seem
virtually impossible to say the word, or name, in the same way that a fluent
speaker does. A sense of humour is an asset, along with empathy. If you are
having such difficulty with specific sounds, chances are so are those learning the
English language!
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© NSW DET 2010
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Integrate materials in the child’s
language into experiences
The inclusive environment
When we think of the environment, we often think immediately of the physical
aspects—the things we can see—as well as the need for stereotypical materials to
be removed. In the physical sense, an inclusive environment includes things
depicting the different cultures of the children attending the service, such as:
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posters
books
charts
dolls of different nationalities
materials
creative mediums
photos.
Creating an inclusive environment involves not only addressing the physical
aspect of the room, but also fostering social harmony for families, parents,
children and staff members, portraying a trusting environment and encouraging
discussion of concerns and questions (as well as general interest matters), without
the feeling of judgment or discrimination.
Notice board with different languages displayed
Respecting and appreciating differences in all of us, not only in those with a more
distinctive difference, will best achieve social harmony. We also need to
remember to see the similarities, ie all children and families have similar needs
which need to be met accordingly.
Implementing a ‘hidden curriculum of diversity’ is also essential to the
environment, where the environment reflects diversity not only when children
from NESBs are attending the service but at all times. Diversity needs to be
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incorporated into the program continually so children are aware of a wide variety
of cultural differences from the start, rather than just when a child with a
significant difference enters the room.
Note: Addressing cultural differences primarily by way of ‘cultural days’ is an
outdated approach and is now considered an inappropriate strategy for adding
diversity into a program. The exception to this is where important festivals and
holidays significant to children, families and others in the community of the
service (which take place on specific days/dates) are celebrated. If cultural items
are only displayed as a one-off event, they are often seen as a novelty and
subsequently easily forgotten.
Display written language
Just as it is important for children to see and use the written form of English, so it
is important for children to see and use written forms of languages other than
English and particularly their or their peers’ home language.
Now would be a good time for you to start forming a resource collection of
materials containing written forms of languages other than English, for example
number charts, alphabet charts, welcome posters, simple books, newspapers,
comics, etc. Remember, other languages include Braille and sign language.
When producing displays, posters, captions on photos etc put text in the
languages used by the families in your service.It is important to ensure that all
text materials displayed in your service do actually serve a purpose and are not
merely contributing to a confusing mass of written material, sometimes referred
to as visual noise!
Inclusive environments also include giving children opportunities to hear, use and
see various languages, including Braille, sign and spoken languages the same and
different to their own. Dependent on age groups, activities can be provided for
children which highlight the differences and difficulties children from NESBs can
experience.
Invite people from different cultures to tell stories from their culture
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Encourage parents and family
members to maintain their own
language and participate in activities
with the children
Developing partnerships with parents
Developing partnerships with the parents of children in your care is essential
regardless of what, or how many, languages the parents speak. However, there
are a number of additional strategies which need to be put in place to build
positive and supportive relationships or partnerships with parents speaking a
language other than English.
These unique parent–carer partnerships need to focus on:
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supporting and respecting the home language of the child
ensuring both the parents and the children develop a sense of belonging
within the service.
Strategies to build positive partnerships with parents
Keep parents informed of what is happening in the centre by:
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having consistent and regular conversation, and using a support person as
a translator if necessary
using communication books for support people or family members to
translate
using their home language wherever possible.
Find out about the child’s home environment by:
encouraging photos to be brought to the centre
talking with the parents about specific routines at home
talking with parents about any changes the child is dealing with due to
their recent move (if appropriate)
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© NSW DET 2010
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finding out about any special occasions which take place in the home
(specifically cultural events which may then be shared at the centre and
utilised as a learning experience for others).
Invite parents to actively participate in the centre’s program by:
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encouraging them to share experiences from their culture, eg games,
celebrations, musical instruments, stories, art mediums
asking them to bring in things unique to the culture.
having the parents contribute to notices and charts in the centre to be in
both languages.
Maintaining partnerships with parents
Maintaining positive partnerships is equally as vital as initially building them. So
often we unconsciously let partnerships slip once we have developed them. As
with all relationships and partnerships, it takes a concerted effort to maintain
them, and partnerships with parents are no different, and in fact require ongoing
additional attention.
Maintaining partnerships with parents means we need to continue to carry out
the strategies listed above. We need to show genuine interest in the parents, the
family, the children, their culture and the differences and similarities, continually
and consistently. This ensures our partnerships continue to develop and are seen
as an asset for all involved.
Working with Aboriginal and Torres
Strait Islander families
Strategies:
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Work cooperatively with Aboriginal and Torres Strait Islander parents,
extended family and the local community.
Involve Aboriginal and Torres Strait Islander peoples in the decision
making and the planning of the learning environment.
Invite Aboriginal and Torres Strait Islander people’s participation in the
learning environment through demonstration of their skills and
knowledge.
Incorporate appropriate Aboriginal perspectives and Aboriginal Studies
experiences in the program, taking into consideration the target audience.
Seek to have Aboriginal membership on management committees.
Accept the use of Aboriginal English in the children’s service by both
children and adults.
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© NSW DET 2010
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Understand the bicultural and the bilingual needs of Aboriginal and Torres
Strait Islander children and the importance of self-esteem to success in
learning.
Demonstrate respect for all other peoples and their cultures.
Avoid stereotyping Aboriginal and Torres Strait Islander peoples.
Accept that some Aboriginal child-rearing practices are different to other
child-rearing practices.
Encourage all children and families to develop awareness, understanding
and knowledge of Aboriginal heritage and cultures.
Provide culturally appropriate transition programs from home to school.
Diploma of Children’s Services: CHCFC506A: Reader LO 9317
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Encourage parents to inform worker
of key words and phrases
Just as it is important to any child that we are familiar with their keywords of
meaning, especially is it the case with a child who is new to English. Keywords not
only assist communication but also can give the child a sense of security,
acceptance and familiarity. Ask parents to tell you their child’s keywords of
meaning as well as teach you the correct pronunciation. You may also be able to
learn words that are constantly used in childcare such as:
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toilet
food
play
yes/no
thankyou
mum/dad
home
Value, respect and utilise the parents as a language resource by asking parents to
teach you and the other children basic words, phrases, songs, games, etc in their
home language, in particular songs such as ‘Happy Birthday’.
Activity 3
Children learning an Aboriginal word
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Integrate child’s cultural experiences
into language development
opportunities
An effective way to start the process of finding out about a child’s and family’s
cultural experiences is to ask the families in your service to bring in a photo (or
drawing) of who lives with their child. Talk about differences and similarities in
who lives together as a family.
Read children stories about families that include the cultural mix in your service.
Do lots of questioning.
Introduce persona dolls. Each doll’s family background can be different and an
interesting way to introduce children to the diversity of families.
Think about introducing topics such as cooking, sharing objects, artefacts and
ceremonial life, how families speak and how family members work. Similarities
and differences can be highlighted in each of these areas. Have families come in
and share significant cultural experiences with the other children in centre. But
avoid having ‘cultural days’ as this is tokenistic. Alternatively diversity and cultural
variety should be an everyday part of the program.
Suggested strategies for the children’s program:
The program:
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Will reflect appropriate diverse experiences.
Will support each child’s uniqueness, the staff recognising that each child
has something different to contribute to the centre from their home
environment.
Will provide opportunities for the children to explore other languages
through songs, labelling, posters, books, etc.
Will provide children with a diverse range of multicultural materials, e.g.
Books, dolls, games, clothes, food, songs, music, and instruments.
Support children’s first and second languages.
Diploma of Children’s Services: CHCFC506A: Reader LO 9317
© NSW DET 2010
Language opportunities
Dramatic play
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Use a variety of foods, eating utensils and dress ups, which reflect a range
of cultures.
Have multi-ethnic dolls.
Book/quiet area
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Use large floor pillows and cushions in ethnic prints in this corner.
Display books that emphasise diversity, ethnicity, different lifestyles and
co-operation.
Include alphabet and counting books from other cultures and languages.
Have the children make books about themselves and their families.
Include some stories that are written in two languages.
Visual displays
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Emphasize real life – use artwork and artefacts from existing cultures. To
do this you could use:
Photographs and magazine pictures.
Postcards and greeting cards.
Take your own photos of the children, families and people in the service
community.
Some great places where you can pick up some resources that are
inclusive include: second hand shops; galleries; Asian shops, etc.
Making your own resources using different languages. You can make your
own:
picture collection
card and matching games
books
stories.
As mentioned, before Persona dolls are useful tools for creating stories based on
individual family background or particular additional needs of children. Persona
dolls are dolls that are used for a special story telling technique that helps children
deal with issues such as conflict and diversity.
For more information on Persona Dolls see Jones, K, and Mules, R, 1997, Persona
dolls: Anti-bias in action Lady Gowrie Child Centre, Erskineville, NSW.
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Ideas for Aboriginal and Torres Strait
Islander cultural experiences
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Display Aboriginal and Torres Strait Islander posters.
Initiate excursions to sites and other places with cultural significance.
Play songs from Aunty Wendy’s Mob, or ‘Songs for Aboriginal Studies &
Reconciliation by Buck McKenzie or other appropriate children’s music CD
There may be Aboriginal and/or Torres Strait Islander people willing to
come in for storytelling.
Use Aboriginal symbols in painting and drawing activities or to tell a story
Common symbols of Western Desert painting
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Case Study—Implementing an Indigenous Program in
a Childcare setting
Implementing an Indigenous Program in a
Childcare setting
Written by Gisella Wilson for CHILDCARE AND CHILDREN’S HEALTH
Jenny King is a Koorie Preschool Assistant who provides an Indigenous Language
and Cultural Program in centres in the Wellington and East Gippsland Shires in
Victoria. The program is for all children, both Indigenous and non-Indigenous and
the experiences provided in the program can be used in any care setting, even if
there are no Indigenous children.
The program draws on the knowledge of local Indigenous people and helps
children (and their families) appreciate Indigenous culture and significant sites in
the local environment. Respect for and involvement of local Indigenous people
are strong elements of the program.
The language belongs to the Gunai/Kurnai* people who live in the area. Jenny has
had to gain permission from the Elders to teach the language in the different
centres that she visits. At Lakes Entrance they have a local Indigenous
language/art teacher who delivers the language to the children each and every
week. Over the year, the children learn greetings, animal names, sea creatures,
kinship terms, body parts, colours and counting, as well as a few songs. The Gunai
Language Program has an interactive CD Rom produced specifically for and
relevant to the Gunai/Kurnai people of Gippsland. It is delivered on the centre’s
computer and includes spoken word and listening activities, stories in language
and memory games.
The Lakes Entrance centre is very fortunate in having ongoing support from a local
elder, Uncle Max Soloman. Uncle Max visits the centre on a regular basis. He
comes to share his knowledge and culture by telling Aboriginal stories, showing
the children his wood burning skills and he also carves animals out of wood. In the
winter he comes and cooks Johnny cakes (like damper) on the camp fire in the
playground. Uncle Max is a living treasure to everyone who meets him and the
children adopt him like a grandfather. His involvement in the centre plays a big
part in keeping Aboriginal children and their families attending regularly and
bridges relationships between Indigenous and non-Indigenous people in the
community.
The year’s cultural program culminated in an excursion to The Knob Reserve. This
is anextremely significant place for Gunai/Kurnai people. It was the meeting place
for the 5 tribal groups for corroborees, marriages, initiation and trading of goods.
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The children, parents and staff were met by the Young Spirit Dance group who
welcomed everyone with traditional Gunai dancers. Uncle Max took them on a
cultural walk through the bush to look at scar trees, grinding grooves, traditional
bush foods and ochre rocks by the river. After lunch they participated in painting
and throwing boomerangs and traditional Koorie games. This excursion was a
“hands, ears and eyes on” approach to providing an insight into another culture
which mirrors the teaching methods employed by Aboriginal people.
Following the excursion parents and carers were surveyed about their responses
to the day and their attitudes to the Language and Cultural Program. The
responses were overwhelmingly positive. All parents agreed that the experiences
had been beneficial to their child. Parents and carers spoke of their appreciation
for the Program and what it has taught them and the children.
*Gunai and Kurnai are different ways of spelling the name of the clan groups of
the Gippsland area in Victoria. CHILDCARE AND CHILDREN’S HEALTH VOL. 11 NO. 1 FEBRUARY 2008
www.ecconnections.com.au Used by permission
What about celebrations?
Can celebrations be appropriately integrated into our programs as a means of
integrating a child’s cultural experiences? The answer is not clear-cut. If you talk
to early childhood practitioners about celebrations you will probably find that
there are varying degrees of support for the inclusion of celebrations in early
childhood programs. Whatever their views are on celebrations in early childhood
programs, most practitioners would probably agree that we need to be responsive
to the very sensitive issues that surround this issue.
Why are some services so reluctant to celebrate festivals and holidays such as
Christmas, Chinese New Year, Hanukkah, and Anzac Day etc? To begin with, we
are at risk of developing a tourist approach if we put a great deal of effort into an
annual celebration (say the Chinese New Year) then fail to acknowledge the
existence of Chinese culture for the rest of the year. There is also the chance that
we might trivialise the celebration if we celebrate without any depth of
understanding of the culture. However, this may be overcome to some extent, by
involving parents from that particular cultural background. We also need to be
aware that for some families there are celebrations that they do not wish their
children to participate in, e.g. Christmas.
On the other hand, if planned thoughtfully and in the context of the overall
program, celebrations may be a positive way to integrate experiences from the
child’s culture. Celebrations are a way of bringing families together and may
enhance children’s appreciation of other cultures. However, it is necessary to
avoid the tourist approach with celebrations in early childhood services. In other
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words, a celebration should naturally emerge from a program that has
represented that culture in many ways on a day-to-day basis.
There is no easy answer to the celebration dilemma. It is something that each
individual service will need to work out in consultation with the community,
families and staff.
Seek specialised assistance and use
wherever required and available
The Commonwealth government funds agencies, Australia wide, providing
support to children’s service workers requiring assistance in providing an inclusive
program and environment for children and families from NESBs.
Support agencies that you may be able to access are:
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interpreter services
multi-cultural resource centres
multi-cultural libraries
community language groups
Aboriginal elders.
Activity 4
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