English language learning challenges for Aboriginal children in early childhood education

English Language Learners, Specifically Aboriginals

English language learners, i.e. those learning English as a second language, have many struggles they face (Casper & Theilheimer, 2009). That is especially true when they attempt to learn English in an Early Childhood Education (ECE) capacity (Learning, n.d.). These people have been chosen for this study because they are a population that is often underserved in Canada and throughout the rest of the world. If they learn English they can lose the ability to use their first language effectively, but if they do not learn English they can find that they are not able to communicate appropriately for education and employment (Learning, n.d.). English is the power language in Canada, and it is something that can and should be learned, especially at an early age (Learning, n.d.).

English language learners are the group that will be addressed here, but there is a subset of that group that the study will be narrowed down to: Aboriginals. Many aboriginal people speak their native language at home, but there are not many teachers in the schools who also speak those languages. With that in mind, a child who is speaking Inuit or another type of aboriginal language must learn English in order to succeed in school, but can quickly lose the ability to speak his or her native language as English "takes over" (Learning, n.d.) Instead of only learning one or the other, it is important for the child to learn both. If that does not take place, the child could have a serious disadvantage in school or could lose the ability to communicate with his or her family (Learning, n.d.). Both of those outcomes would be tragic, and could affect not only the child but the family and the rest of society. Because there can be such a serious affect on such a large number of people, it is very important that ECE and English language learning be addressed properly.

Overview

The main cause of the diverse ability is simply culture and geography. Many aboriginal people live more rurally or in villages or groups with others like them (Epstein, 2009). They speak their own language and have their own culture that is not completely separate from the more common societal culture but that is still different enough to be significant (Kato & Ozaki, 2002). These aboriginal individuals also realize, in most cases, that they put their children at a disadvantage when they keep them sheltered or do not teach them English from an early age (Epstein, 2009). Despite that, however, there is a reluctance to teach them English because of the fear that they will not be able to communicate with them properly (Learning, n.d.). The parents who are very committed to the proper care of their children and who understand these children must get a good education will generally be willing to speak English at home if it benefits the children to do so (Learning, n.d.).

The current intervention is to send the children to an ECE school where they can start learning English as early as reasonably possible (Learning, n.d.). As these children get a little older, though, they may realize that the English their parents speak is not "correct" and not as good as the English spoken by their teachers (Epstein, 2009). That can lead to a lack of respect for their parents, and this kind of problem has to be handled carefully in order to make sure the children can learn properly and the parents are not going to experience too much familiar fallout because of it (Epstein, 2009). For the most part, it is best to have these children learn in a bilingual ECE environment, so they use their native language (L1) and English (L2) together (Learning, n.d.). By doing that, the children will be more likely to learn proper English but also continue to be successful and communicative in their native, aboriginal language at home with their family (Learning, n.d.).

Inclusive Curriculum

There are many ways to help a child who is in ECE and who needs to learn English as a second language. These ways include guidelines, physical adaptations, social curriculum adaptations, and temporal adaptations, all of which can be used in ECE settings to help aboriginal children succeed. Guidelines can include requiring children to ask questions in English, playing games where children must answer in English, setting goals for a number of English words to be learned each week, learning about the culture in a way that blends a child's L1 and L2, and requiring teachers to speak the students' native language and/or belong to their native culture. Any guidelines that are put in place should be clearly designed to help students in an ECE setting learn English as a second language (Epstein, 2009). These guidelines also need to be universal, enforceable, and something that can be expected of both children and teachers (Epstein, 2009).

Physical adaptations are important as well, as these children need to understand their world from the standpoint of both of their languages. These adaptations can include providing play objects that come from various cultures, labeling the physical environment with both English and other languages, and playing physical games that have a language component (Epstein, 2009). These all work to help students associate words in another language (English) with physical objects. The more a student learns to provide an English word as well as a native word when looking at a particular object, the more the student will begin to make connections between the word and the object (Learning, n.d.). While it can take some time for children to be able to do that, the practice they need is not something they can get without physical representations they can use. Just assuming they will "pick up" the language is no longer acceptable or logical (Learning, n.d.).

The social curriculum is equally important when it comes to making sure aboriginal children are able to learn English in an ECE setting without compromising what they already know of their native language (Epstein, 2009). In order to become more social in their L2, children can play games where they must ask or answer in English, and they can be required to interact in English through simple scenes or plays. Many children love to dress up and play characters or others that they find important or fascinating, even at a very young age. By working this into the curriculum, children learn to become more social in the English language, which will make learning more fun to them and help them begin to see how the language "fits" in specific situations (Epstein, 2009). Another way to make adaptations for children to socialize in English is to create specific times of the day, week, etc., where all interactions must be in English. The teacher can help keep the conversation moving, but the children will have a chance for socialization that does not involve any of their native language.

Temporal adaptations are important for ECE situations and English language learning, as well. These relate to time, and the most logical adaptation is to teach children to tell time in their L2 (Epstein, 2009). This can be done through singing and playing games that involve time, through counting, and through clocks and other devices around the classroom that provide children with time information in both their L1 and L2. The more children learn about time and how to tell it, the easier it will become. However, teaching them in their native language and in English is very important in order to make sure they do not fall behind in one language or the other. Children can learn to be truly bilingual, but it is much easier if they begin young and are taught correctly. Failing to teach them in the right way will result in a loss of ability in one language or the other. Fortunately, there are many ways to provide bilingual learning to children who need it.

Resources

For ECE children and their families, there are many resources that can help them learn English and have a bilingual ECE experience. These include:

Child Care Canada http://www.childcarecanada.org/

Manitoba Education http://www.edu.gov.mb.ca/k12/childhood/links.html

Canadian Paediatric Society http://www.cps.ca/en/issues-questions/early-childhood-development-resources

Government of Canada https://www.ic.gc.ca/eic/site/pmaece-ppmepe.nsf/eng/h_wy00146.html

Conclusion

Early childhood education can be a difficult process, and it is made more complex when children do not speak English as their native language. Because it is very important to learn English, these children should learn it in an ECE setting as soon as they are able. However, they also have to learn it correctly, or it can lead them to lose touch with their native language. If that occurs, they will have trouble communicating with parents and other family members who may not speak English or who may not speak it very well. Having a child lose his or her connection to family and culture would be an unfortunate experience. Equally unfortunate, though, would be a child who grows up not speaking English well enough to get a good education and a good career. Children of aboriginals are at risk of these things, but many aboriginal parents realize the value of learning English. They are willing to speak it at home if it will help their children succeed, and they focus on ensuring their children are capable of learning English properly. The importance of this cannot be overstated, and should be more carefully considered to give all aboriginal children the best chance at a good future.