Back-To-School-Picture

6 Essential Back-to-School Tips

6 Essential Back-to-School Tips

That’s it- holiday time is over and the carefree days of summer have come to an end. For many, September is synonymous with stress and apprehension: children have to make new friends and meet new teachers while parents struggle to coordinate new routines, to manage a myriad of activities within the limitations of a timetable. VivaLing would like to help you to approach this time of the year with confidence and serenity, by offering you 6 tips.

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  •  Get everyone to bed on time.

During the summer, your child’s bedtimes are understandably variable. However, proper rest is essential for a healthy and productive school year. Help your kids get back on track sleep-wise, by having them go to bed earlier and wake up earlier at least a week in advance of the new school year.

  •  Get to know new teachers. 

There will be open days, orientation meetings, and other meet-and-greet options at the beginning of the school year, but none of these will give you the chance to spend some quality time getting to know your kids’ teachers. Try to find a few minutes before or after school to connect one-on-one with the teachers or at the very least, send an introductory email outlining how you can help during the year, in however big or small a capacity.

  •   Make homework a special moment.

 Within your child’s schedule, plan a daily slot for their homework. Set aside a quiet and comfortable place in the house where he can work, (a bedroom, a study etc.) and equip it with all the necessary study supplies: pen refills, paper, notebooks.  A special time and a special place for homework will help to ensure that your child remains motivated and works well throughout the year.

  •  Plan a daily reading time.

Reading is a key factor in academic success: it enriches your child’s spoken and written vocabulary. It develops your child’s imagination, stimulating creativity and enhancing his inner world. It is also a unique moment that allows you to explore possibilities and go on new adventures together. Try to spend 20 minutes reading with your child every day.  He will savour the pleasure of this intimacy even into adulthood.

  •  Encourage and motivate.

The beginning of every school year poses a new challenge for your child. Whatever the past results have been, let your child know that you support and believe in him throughout the months to come. Encourage your child to do his best, play down failures and remind him that he can always count on you for help.

  •  Choose the right activities.

Each child has different tastes and abilities. Take the time, early on, to sit down with your child and understand his needs and requests. Work out what can reasonably be fit into his schedule. Learning a new foreign language is one activity that will provide your child a tremendous asset in the future, both personally and professionally. VivaLing offers you the possibility of giving this wonderful gift to your child. Totally customized, interactive lessons with a qualified and experienced tutor provide the optimum conditions for a new language to flourish and your child doesn’t even have to leave the comfort of his home!

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The Future of Language Learning

Three mega trends are currently shaping the future of second language learning.

 

  • The digital leap

 

The advent of digitalization came with a three-fold promise from the very onset: increased reach, decreased cost, and enhanced learning outcomes. The first two were pretty obvious. By going online, learning content could reach anyone with an internet connection and would be accessible at a fraction of the cost of traditional education. MOOCs (massive open online classes) were born – although the great initial expectations would later give way to some disappointment.

But even greater was the revolution leading to enhanced learning outcomes. Its basic principle laid in personalization: teaching to the learner’s individual needs. Long gone was the age when personalization merely amounted to choosing subjects and electives or to self-pacing one’s progression. In its most sophisticated form, powered by a heavy dose of technology and science, personalization came to be known as adaptive learning: when a machine could identify the learner’s strengths and weaknesses along the journey and subtly adjust the learning pace and content accordingly. Elusive at first, it is slowly rising to stardom due to its elegance and considerable impact on learning effectiveness.

 

  • The comeback of (great) teachers

Amidst the initial craze for education technology, many were quick to herald no less than the end of teachers. This notice of termination was at best very, very premature – and most likely completely erroneous. Within a few years, emerging from the hangover, technology resumed its role as a very valuable supplement to teachers, rather than a replacement of them. Teachers are indispensable in their ability to guide and motivate their students. In the case of language learning for young learners, research has shown that social interaction is a prerequisite to learning.

Teachers will remain central in providing social interaction until bots powered by artificial intelligence can deceive language learners in this new avatar of the Turing test. This leaves teachers, say, at least one generation. However, emerging tools are already replacing teachers for increasingly sophisticated tasks. To stay on top, teachers need to embrace a continuously evolving role, reinforcing their strengths in “humanness” to establish a strong rapport with their learners, mastering new technologies and tools, upgrading to higher value-adding tasks, and seizing new opportunities at their disposal. In a word, teachers will need to reposition. Less skilled teachers will disappear and great teachers will thrive. Interestingly, very little is done to guide teachers through this transition, whereas they should be cherished by their employers for the determining role they play in education and the irreplaceable value they bring to the table.

 

  • The rise of outsourcing

Ask any school principal and they will tell you at length how difficult it is to recruit competent language teachers, especially outside of large, sought-after urban centers. Once recruited, it is equally difficult to keep their skills current and equip them with the right tools. To top it all off, after proper training comes the biggest challenge of all retaining them. This should not come as a surprise. Teaching languages to young learners requires scale, expertise and resources that are easier to attain for a limited number of global-expert providers than for a large number of schools. This is why the outsourcing of language learning has already started amongst the most progressive schools on all continents.  We foresee that it will develop into a massive trend.

Sound unlikely? Look around. Until the late 90’s, all IT departments were entrenched within the walls of companies and it appeared to be the only way.  Yet over a relatively short period of time, it became apparent that many things could be done more effectively and efficiently outside than in-house. This led to massive outsourcing of manpower and services, culminating in large-scale web services.

 

We will be discussing these three topics and their repercussions further in our upcoming posts: the digital leap, the comeback of the great teacher and the unstoppable rise of outsourcing. In the meantime we want to hear your thoughts!

 

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Why Children Learn Better: Science Is Shedding Light

The man on the street has noticed it and science has confirmed it: children are more able to learn foreign languages and achieve high proficiency than adults. What are the reasons? All else being equal, neurology and psychology will provide us with the answers.

Neurological explanations address the state of the brain and its ability to carry out a given task at a certain stage of its development. Several hypotheses were explored as early as the 60ies. One dealt with brain maturation: the brain was thought to be like a slate of clay which, once carved with the mother tongue, could neither be erased nor re-written nor complemented by a foreign language. Another explanation, focusing on native language interference, claimed that once the mother tongue had been acquired, the learning mechanism itself was completely dismantled in order to reallocate neural tissues – a scarce resource – to other tasks. It is known today that some of these extreme explanations are wrong and others, incomplete and oversimplifying.

However, other age-related phenomena affecting foreign language learning are now much better known. The first one is the decrease of brain plasticity over time. Brain plasticity, also known as neuroplasticity, refers to the changes in neural pathways brought about by environmental or experiential stimuli. Each new learning (be it knowledge or skill) triggers new brain circuitry creation so as to transfer and process the information. Conversely, unused connections are disposed of in order to optimize the brain functioning and performance. At birth, each neuron (and there are about 100 billion of them) has 2500 synapses enabling neural connections. At age 2-3, the number of synapses per neuron increases to … 15000, that is to say twice the average adult number. In fact, by neural pruning, synaptic density progressively decreases from mid-childhood and teenagehood onwards, at a pace specific to each brain area. In addition, myelination (the sheathing of axons) reinforces the effectiveness of existing neural connections but is detrimental to the brain’s flexibility to set up new neural pathways. Specialization of brain areas to specific and precise functions carries on. Neuroplasticity inexorably decreases with brain maturation. Processes like language learning enjoy a privileged window of opportunity after basic sensory functions and before higher cognitive functions.

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Based on brain plasticity, learning goes through successive sensitive periods focused on: senses during early childhood, language and motor functions during childhood, and later higher cognitive functions (maths, critical thinking, etc…) (credit : adapted from Hensch, 2005, Nature Reviews Neuroscience)

 

David Birdsong, one of the current leading researchers on effects of age of acquisition, identifies other sources as well. Firstly, the widespread decline of cognitive capabilities with age is a regular phenomenon that does not spare language learning. Secondly, interference of the native tongue probably increases with age – age being a proxy of usage of this language. Last, according to psycho-linguists, Chomsky’s Language Acquisition Device –giving access to Universal Grammar –, or any other language-specific acquisition mechanism, seems to disappear with age.

Socio-psychological reasons are completely different in nature but no less significant. Children do not feel embarrassed by novelty, since everything is new and consequently nothing is really abnormal. New sounds, even when very different from the mother tongue’s, are not frightening. Children utter them convincingly whereas adults might hesitate to stress them as strongly – they are so “weird”! More importantly still, children will not shy away from trying even if not completely sure, from having a go even if they are mistaken and must start again. Besides, other children will not be critical of the mistakes, at least not in the same proportions. As for adults, they might fear that their social status – which comes across so naturally in their mother tongue – could be degraded by an incomplete command of the other language. To make a long story short, social self-awareness sometimes plays against language learning by adults.

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Regardless of the quality of the learning environment – this topic will be addressed at a later stage –, children are more able to learn foreign languages  than adults  because of neurological and socio-psychological reasons. This is why one should make the most of sensitive period of childhood – it is so favourable !

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Chaos inside My Child’s Second Language – Should I Worry ?

Have you ever felt disconcerted by the unpredictable and chaotic progress of your child’s second language acquisition ? Dazzling progress seems to be followed by periods of slower growth, sometimes even laborious, not to mention times of regression. She seemed to master this notion, and all of a sudden she stumbles where she never would have in the past. Why does he now treat this irregular verb as a regular one ? And why does she no longer pick up any of these expressions that were so obvious to her previously ? But there are more twists to the story : soon afterwards, he will surprise you by unexpected expressions that will amaze you again.

Second language acquisition is as chaotic as, for example, the weather. Do you remember the butterfly imagined by Lorenz which modified the weather in Dallas by flapping its wings in Tokyo ? A seemingly trivial and barely perceptible action could have considerable consequences in a totally unpredictable fashion and far from where it originated. Even the simplest of complex systems, the double pendulum (or pendulum with two degrees of freedom) behaves in a way which is extremely hard to anticipate. Not that proper equations do not exist, but the system is so sensitive that any dynamic forecast becomes impossible. Look at the movement of the red ball of the double pendulum variant shown below when the main pendulum is made to swing. Forecasting its trajectory is just impossible.

 

Language learning is itself a complex process. It is remarkably well described by the Dynamic Systems Theory (DST) that was first introduced to linguistics less than twenty years ago. Second language acquisition depends indeed on a large number of cognitive and social variables : quantity of language input and output, feedback, the learner’s intrinsic or extrinsic motivation, the learner’s interactions with individuals, groups, or surrounding society, the learner’s first and second language knowledge, learning history and duration … and the list continues. These variables are not only numerous but also interconnected through rich and complex dynamics.

Learning is highly non-linear : the effects are not proportional to the forces applied. Consider now hiking as a metaphor for a linguistic journey. During the hike milestones will be crossed and left behind one after the other. As for language learning outcomes, they are not a nice orderly series of elements mastered one after the other. They are a dynamic set, the components of which sometimes overlap, scattered over a large “learning” surface area filled with pitfalls hard to avoid and overcome, or mountains hard to climb. Each new learning stage is the result of combined variables and influences applied to the previous stage. Lastly, the learning journey is closely linked to the child’s neurological, physiological and psychological starting point.

Are you now convinced ? The fine path of Second Language Acquisition is by and large unpredictable. In the case of children, however, the end state is statistically more likely to be a good command of the language. Chaos by itself is therefore not to be feared, but tamed. The key point to remember for the educator, as is well known, is to customize the teaching to the largest extent possible to the learner, their history, their present state ; to react with the utmost attention to each development and to guide them towards their ultimate objective. The main take away for the learner and their family is, once the right educator is found, to never get discouraged and conversely to always persevere. This is what you are already doing, isn’t it ? This will lead your child from chaos to actual learning, from struggle to success.

 

For more details :

De Bot, K., Lowie, W. & Verspoor, M. (2007). A dynamic systems theory approach to second language acquisition. Bilingualism : Language and Cognition, 10(1), 2007, 7-21.

 

 

Portrait of smart schoolgirls and schoolboys looking at the laptop in classroom

Will your child forget a language learnt in his early childhood?

Portrait of smart schoolgirls and schoolboys looking at the laptop in classroom

What will be left? This is the recurring – and a little anxious – question being asked by parents about the languages learned by their children during infancy or early childhood, especially when these languages are not practiced thereafter.

We already wrote a blog post on this topic that many of you read. The conclusion, based on a study of C. Landing from 2003, seemed clear: a language learned in childhood can be forgotten as quickly as it is learned if it is not used or at least kept after puberty.

And yet, the fine interpretation of the results of this study has been questioned by many other publications. At the end of 2014, J. Pierce of McGill University in Canada demonstrated for the first time that the neural representation of a language acquired in early childhood was firmly rooted in the brain, even if the subject had no conscious memory of that language after having no exposure at all for a long time.

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The demonstration was made with Chinese orphans adopted at the age of 13 months by French families, and completely cut off from their original language. 12 years later, although they had no conscious memory of their language, their brains responded to the tonal system of the Chinese language just as Chinese native speakers. Indeed, while listening to phonemes pronounced with different tones, their brain was using language centres located in the left hemisphere. In comparison, a control group of French children was using acoustic processing functions able to analyse non-linguistic complex signals in the right hemisphere of their brain.

Is having a brain that seems to keep memories of a past language of which the subject has no conscious recollection really useful? Yes, as Leher Singh from the National University of Singapore wrote in 2011. She was also interested in orphans, this time from the Indian subcontinent, adopted in their infancy by American families and completely cut off from their original language. Indian languages contain phonetic contrasts on “t” and “d” that are imperceptible to the ears of Americans. Many years after their change of continent, these little adopted children didn’t seem to be able to perceive these contrasts. At least initially. However, after one month of exposure, the adopted children had made considerable progress in the discrimination of these sounds, in comparison to a control group of young Americans.

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So here is what science teaches us to date:
• around the age of one year, the infant’s brain loses forever the ability to discriminate sounds (consonants, vowels, tones) absent from its own language or its linguistic environment. To perceive contrasts from other languages, a child must be exposed to them during this critical “Phonetic period,” around the age of one year.
• Not being exposed to the language of origin does not mean that this language will be completely forgotten. Its traces remain unconscious, neurologically, which significantly facilitate the learning.

Consequently, one should not hesitate to expose his child to one or more target languages while still a baby, even if these languages are not used immediately or intended to be relearned later. This is an investment that can be made only at this critical period of life. Almost all parents ignore that. Not you.

For more information:

Lara J. Pierce, Denise Klein, Jen-Kai Chenc, Audrey Delcenseried, Geneseea and Fred (2015). Mapping the unconscious maintenance of a lost first language. PNAS, 112, February 2015.

Leher Singh, Jacqueline Liederman, Mierzejewski Robyn and Jonathan Barnes (2011). Rapid reacquisition of native phoneme contrasts after-disuse: you do not always lose what you do not use. Journal of Developmental Science. 14(5), 949-959.

Pallier C, et al. (2003). Brain imaging of language plasticity in adopted adults: Can a second language replace the first? Cereb Cortex 13 (2), 155-161.

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7 Tips to Help Your Child Learn a New Language

Here are some tips to encourage and support your child in his learning journey. And you’ll see, you can do a lot to help!

Schoolgirl researching online

1- Show interest in your child’s Language learning experiences and encourage him or her to share them with you

2- Encourage your child to learn through meaningful language games

3- Read newspapers and books together, starting with books with attractive illustrations

4- Bring your child to the library or bookshops to cultivate a reading habit

5- Watch quality television programmes in the target language together

6- Make use of objects in your environment such as road signs and advertisements to engage your child in conversations in the target language

7-Build up your child’s confidence by not correcting his or her mistakes excessively

 

* Tips from “The new Chinese language curriculum for primary schools” by Singaporean MOE

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Your Child’s Journey with VivaLing

Start early, learn well, don’t forget : these are the very simple stages of your child’s Journey with VivaLing. Find out more below about the theoretical framework developed by VivaLing and how it is implemented in order to achieve results. You can also read the related posts throughout our VivaLing blog.

 

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VivaLing - SLA Learning drivers for children

3 Key Drivers of Second Language Acquisition for Children

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Take a child at any given stage of development. All else equal, three key drivers will determine the effectiveness of the child’s foreign language acquisition: quantity of language activities, motivation, and social interaction.

What is summarized here as language activities covers in fact several concepts, distinct but complementary, perfectly well introduced by Shumei Zhang (2009) of Dongguan University. These concepts are : input, output and feedback. Input describes the amount of target language that the learner is exposed to and that is processed by their brain. Input is indispensable, but not sufficient by itself. Feedback (sometimes called interaction) is necessary for the learner to grow aware of their mistakes and correct them. Last, output, or language produced by the learner, enables them, amongst others, to test their target language hypotheses and develop automaticity in language production. Our brain being “a supercomputer (…) equipped with powerful and rigorous statistical inference mechanisms”, as Stanislas Dehaene (2013), Professor at the College de France, puts it, input, feedback and output will be all the more effective as they come in large quantity and at the required level of quality.

It is thus necessary to speak abundantly to the child in the target language, if possible regularly, and with the right language level (that is to say without mistakes, in a way that is clear enough to be understood and sophisticated enough for the child to progress). The child must be strongly encouraged to speak in the target language, even if they have to take a leap of faith without any guarantee of success. Finally, one should not refrain from providing feedback to the child in case of mistake: it is not blaming or scolding but genuinely a necessary stage in the learning process.

 

L’input est indispensable à l’apprentissage de langue … mais pas suffisant

Input is indispensable for second language acquisition – but not sufficient by itself

Rebecca Oxford (1994), with the University of Alabama, mentions it: “research shows that motivation directly influences how often students use L2learning strategies, how much students interact with native speakers, how much input they receive in the language being learned (the target language), how well they do on curriculum-related achievement tests, how high their general proficiency level becomes, and how long they persevere and maintain L2 skills after language study is over”. Indeed, motivation is one of the most powerful language learning drivers. Motivation can make up for certain aptitude or quantity deficiencies; conversely, without motivation no learning can take place.

Typically, children will want to learn a language to integrate in their environment and have friends, or to succeed at exams; their motivation will be intrinsic, out of interest for the language or for the sake of achievement, or extrinsic, when driven with more or less success by their environment. Teachers play a pivotal role in their students’ motivation. Motivation also implies lack of demotivating factors. Parents, for instance, should not convey their own concerns towards a language that they think is too difficult; society should not make negative judgements on a language that is deemed inappropriate for one reason or the other.

 

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Motivation, a key driver for language learning, varies in nature and intensity from one individual to the other (credit termcoord.eu)

Social interaction is the third learning driver. There is a partial overlap with the previous two drivers: feedback is often given through a social interaction (and not by a machine), and motivation very often comes from someone’s positive action. But the phenomenon is much farther reaching. At the iLabs center at the University of Washington, Sarah Roseberry (2011) studied the linguistic learning of a group of 42 children aged below 3, in various experimental settings: first with an adult attending in person, then with an adult attending virtually through a Skype-like remote connection, last with an adult in a pre-recorded video.

The outcome is unambiguous: live adults, whether present in person or through an online connection, enable a similar level of learning whereas the pre-recorded video is much less impactful. Therefore, one can strongly question the pedagogical effectiveness, at least for infants and toddlers, of pre-recorded child programs, even when the main character asks a question and pretends to be waiting for the answer. The fact is that children are not fooled. For actual learning they need real social interaction wherein the other person effectively follows their gaze, reacts to their facial expressions and change of attitude, pausing or resuming, in a word to their behavioural and learning dynamics.

 

Les personnages de certains dessins animés populaires ne dupent pas les enfants, même lorsqu’ils posent une question et font semblant d’attendre une réponse

The characters of some popular cartoons do not fool children, even when they ask a question and pretend to be waiting for an answer.

For your child’s second language acquisition, make sure not to disregard any of the powerful learning drivers discussed above: quantity of language activities, motivation and social interaction.

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5 Myths about Your Child Learning Another Language

One day you will probably have to decide whether or not to encourage your child to learn another language. Here are 5 myths you need to dispel first.

  • Myth 1 : Most children are monolingual, so why bother ?

Well, no. More than half of the world population actually grows up speaking more than one language. To start with, quite a few countries are officially multilingual (for example, Singapore), and many others are functionally multilingual. In China, while Mandarin is the lingua franca, hundreds of millions speak other regional languages such as Shanghaiese, Cantonese or Hokkien. In India most people speak one or both of the national languages (English and Hindi), one official regional language (there are 22 of them), and a local or family language. Even in Europe more and more children grow up with several languages, so much so that multilinguals now represent 54% of the population.

  • Myth 2 : Leave the kids alone, they will learn when they grow up.

You wish. Unfortunately it does not work that way. True, adults can progress much quicker at the beginning thanks to their advanced analytical skills and their life-long acquired knowledge. But very soon they hit a wall. And how far that wall is varies greatly from one individual to another. Conversely, children might start slowly, but they – and only they – will eventually overcome pronunciation and proficiency issues. So keep this general rule in mind : age of acquisition is a very good predictor of ultimate nativelikeness. The younger, the better. Childhood is indeed a sensitive period when it comes to languages. Oh and by the way, learning too can be great fun for them.

  • Myth 3 : Multilingual kids are late in their language development.

Wrong. Children growing with two or more languages have by and large no delay in language development. Of course, their vocabulary knowledge in any of the two languages may often be smaller than that of a monolingual child ; but when taken together, the lexicons in both languages are at least of the same size as a monolingual child’s. There are also positive interferences, for instance metalinguistic knowledge acquired through one language and transferred to the other.

  • Myth 4 : Multilingual kids confuse their different languages

No they don’t. In fact, right from birth, infants can discriminate between different languages. What does indeed happen is that children speaking different languages may often mix them in a conversation (as in combine them or use them concurrently) – but it is no confusion. This is called code-switching. Why would they do so ? Usually because the right word comes first to their mind in the other language (and maybe they do not even know it in the first language). This happens only when they are aware that the person they are talking to also understands that language. In conversations with monolinguals or when required not to code-switch, multilingual children will stick to one language.

  • Myth 5 : There are no worthwhile advantages to learning other languages

Really ? Incredibly, someone recently claimed to have calculated the return on investment of language learning by studying people’s salaries, and concluded that one should only learn English, if anything. But there is so much more to multilingualism than a higher salary. Being truly successful at school or at work, grasping the most subtle details. Opening up to other people and cultures, and speaking to their heart rather than to their brain. Reaping non-linguistic cognitive benefits, for instance, a higher ability to process conflicting information. And even, as recently discovered, delaying the onset of old-age related diseases such as Alzheimer’s.

Convinced ? Let us know !

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Ava the Little Mandarin Singer and Story Teller

Today we are hosted by Olivia and Simon who took some time out between two trips to share some of their multilingual life with us.

 

  • Tell us a little bit about yourselves.

Simon, my husband, our two daughters Ava (5 years old) and Zélie (2 years old) and myself have been living in Singapore for the past 18 months. Singapore is our second expat destination after Sydney where we spent two blissful years. We are originally from Paris but before we got kids, Simon, who works for a bank, used to live in London while I was living in Brussels, and before that, in Moscow during my studies.

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  • What are your best personal memories of multilingualism?

I have had the chance since I was 10 to be sent by my parents each year to a different country to finish my school year during at least one month (Germany, UK, US, Italy). Despite the fact that all my French friends were on holidays while I was still at school, thanks to my Kiasu parents (!), I have kept great memories of this time of my life. It helped me develop a sense of adaptability to understand other culture’s perspectives and build friendships with people from different origins.

Now it’s my turn to be a Kiasu mum 😉 so both of my kids are going to the Singaporean pre-school and I would like to send Ava to the local system for primary as well. After 2 years in Australian kindergarten hearing her saying to my neighbor: “Good day mate!” while heading to the beach, I now see her comfortable in speaking mandarin to her Lao shi or singing songs with her friends from school.

I am amazed by the ability and facility that kids of that age can have in learning new languages and adapting to new environments. Beyond the language, I wish for my kids to embrace all the cultural diversity they are exposed to in order to grow up, thinking outside of the box and having a tolerant approach to other cultures, religions and traditions.

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  • What is your children’s linguistic journey ?

Ava was born in France. Her first language is French and she started learning English when she was two after moving to Australia. In Sydney, we used to speak mostly English including at home, so when we left for Singapore, her English was already pretty good.

She then started Mandarin at pre-school at the age of 4. I didn’t realise the first week how many hours of Mandarin she had per day and I remember picking her up from school, asking: “So honey, what did you learn at school today?”. She was mumbling: “I don’t know”. She had given me the same answer every single day since she started pre-school so I started to loose patience and then she said: “The English teacher has been sick all week so we have had the Chinese teacher talking to us all the time” Oops….! Yes, I felt like a bad mother… The week after, the English teacher came back and put a little bit of balance in Ava’s mandarin learning curve. Now she is the first one to ask if she can tell me a story in Mandarin. She asks for Sunny Laoshe’s class every day and when her 25mn Vivaling class is over, she watches the video of her previous class with Sunny Laoshi. I feel relieved, no trauma in Chinese!

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  • Why do you want your kids to learn Chinese ?

To speak the most widely spoken language in the world, I guess!  Mandarin Chinese is a key language to speak with English and Spanish probably. One step at a time… 😉

  • What does VivaLing bring you ?

VivaLing is the perfect tool to help Ava develop her confidence in speaking Chinese. At school, she has very few opportunities to have a discussion in Chinese. She hears the teacher speak, repeats the words, writes them but is invited to speak mostly during the “show and tell sessions” while she has to present to her friends a 3mn story from a book she chooses and translates in Chinese. The gap is quite big for her, as she has no occasion at home to speak in Chinese contrary to many of her friends. Now, thanks to VivaLing and to Sunny, she has someone twice a week to talk to in Chinese, to tell about all this part of her schoollife that I am not always capable to follow. She also plays with Sunny, showing her her dollies, telling her princess stories… She is Ava’s Chinese friend from Beijing! Thank you Sunny! Thank you VivaLing!

Next year, I envisage enrolling Zelie. “Zelie, do you want to learn Chinese as well ? Yào”.

Many thanks to Olivia and Simon for sharing their experience. If you too would like to be featured in this series, do get in touch with us!