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VivaLing featured in The AsiantParent : 5 myths about raising a multilingual child

Asian Parent VivaLing

Did you know that more than half of the world population actually grows up speaking more than one language? However, this doesn’t mean that raising a multilingual child is an easy task!

When considering giving your child the opportunity to learn 2 or more languages, whether you’re bilingual or not, you may wonder:

  • Am I doing the right thing for my child?
  • Is all this really worth it?
  • Will this have an impact on his/her well-being?
  • Am I asking too much from him/her?

Here are the Top 5 Myths you should know before launching into the fantastic adventure of multilingualism!

10 Good Reasons to Learn Foreign Languages

  • Discover Oneself

There is often a language that plays a special role in a family’s history. This language is that of the local land, forefathers and roots, culture or religion, or even in-laws. You may have come across this little child whose family immigrated one generation ago. For lack of a common language, she cannot communicate with her grand-parents who stayed back in their country. As she grows older, more and more questions come to her mind. By learning her parents’ language, she will also discover the culture and the country of her ancestors, and better understand where she comes from.

  • … and discover the Other

You may be in a large city or a small village, in the desert or the jungle, in an office or on the beach, abroad or in your own country. When the Other sees how you make the effort to address them in their own language, they will turn their head towards you, stare at you and start smiling. Whether your accent is barely detectable or clearly audible, whether your grammar is already perfect or still perfectible, the Other is moved by your respectful behaviour. They relax, open up, ready to share more personal thoughts now that a psychological filter has been removed. Language knowledge is an invaluable gate-opener towards the Other.

Nelson-Mandela-on-Language

Nelson Mandela on Language

 

  • Go on a trip

Be it for holidays, a stopover or a business trip, knowing the local language can change drastically your experience. Not knowing the language, have you ever been hostage to the exclusive grip of a guide monopolizing all exchanges with the outside world? Have you ever seen foreigners fall prey to a complete misperception of the host country because they could not communicate? Conversely, has the local language never made contact with locals, planned or not, much easier? It will sometimes enable you to find your way, have dinner at night, even get your passport back or go through customs.

  • … or go for good

Between 1990 and 2010, about 160 million migrants changed countries. Do you happen to be one of them? Whatever the reason to migrate, it is life-changing. Having a good command of the host language is a pre-requisite to social and economic integration. In some countries being granted a visa –let alone citizenship- is subject to a minimum level in the host country’s language. Parents sometimes struggle and prior knowledge of the language is a decisive advantage; children usually adjust much quicker and soon surpass their parents.

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Global Migrations 2005-2010 (credit Abel, Sander et al)

Global Migrations 2005-2010 (credit Abel, Sander et al)

 

  • Be successful at one’s career

As globalization increases, there are few jobs and positions left that do not require at least one, maybe two or even three foreign languages. English has become the unchallenged lingua franca of science. In business, one of the job interviews could take place in a foreign language. Language skills will enable the applicant to stand out from multiple candidates with similar résumés, if she manages to put forward her knowledge of Japanese, Spanish or Bahasa at the right moment. As for incumbent employees, some see their career development hampered by their weaknesses in international communication.

  • … and start by succeeding in one’s studies

The role of languages at school increases as that in life. In Singapore for instance, pupils take one of the two most important exams of their lives at the end of Primary School; half of the subjects are languages –English and their mother tongue. Elsewhere in the world, language level might decide which high school students will attend, impact significantly the matriculation results or give a huge edge in a University application file.

ScreenHunter_136 Mar. 30 21.43

The language section of a resume found on LinkedIn, exceptional yet increasingly common

 

 

  • Live better, live longer

Language practice shares cerebral mechanisms with those involved in old-age neurological diseases. Thus it has been noted that Alzheimer’s disease sets off on average five years later for bilinguals than for monolinguals. Do your linguistic gym and live better!

  • … and increase your cognitive capabilities

Knowing several languages is the ability to switch from one to another by focusing on the language used while ‘inhibiting’ the others. Multi-linguals resort to this capability even in non-linguistic fields. They demonstrate a bigger intellectual flexibility, a better ability to deal with ambiguity or apparent contradiction, and can cope with information while ignoring unnecessary or spurious signals.

factorial-task (credit dimensional-overlap.com)

Bilinguals are more successful than monolinguals at classical Strimulus Response tests where the stimulus contains conflicting elements to be processed or ignored (credit dimensional-overlap.com)

 

  • Marvel at other languages

You may be amongst those passionate people for whom discovering any new language triggers jubilant amazement. What sounds has this new language produced? What ingenuity will it come up with to convey such or such concept? Will it be isolating, flectional, agglutinative? How will it address, for instance, the possessive, given that some languages will alter the possessor and others the possessed, or both, or neither, some resorting to an affix, others to a particle, and others still elegantly doing without any grammatical appendix? Isn’t it extraordinary that the French version of this post should have 5368 characters in 1006 words, the English one 4978 characters in 980 words, and the Chinese one only 2174 Chinese characters?

  • …and understand better one’s own language

One’s mother tongue remains for very long the obvious response, the one found without having to look for it, the only possible option that no one even thinks of challenging. But opening up to a second language puts things in perspective. Without a doubt an additional language enables to further one’s native language knowledge. The language structure that such and such language has adopted becomes more palatable when compared to others: the origin of words is unveiled, roles in the sentence take shape and the meaning of words is refined. If shadow and shade have the same translation in French, does it not prove blatantly that ombre has two distinct meanings? Even the infamous agreement of the French past participle when used with the avoir auxiliary can be better understood if one is introduced to the Hindi ergative.

Levels of language structure (credit glogster.com)

Various levels of language structure : Phonology – Morphology – Syntax – Semantics – Pragmatics (credit glogster.com)

 

And what are YOUR reasons?

To Read Chinese One Must Start Early

In any written language, words are subject to a triple association: sound, spelling and of course meaning. For example, the English word horse refers to the working and racing animal, is pronounced /hɔː(ɹ)s/ and spelled h-o-r-s-e. Anyone knowing how to read will be able to pronounce the word relatively correctly even if they have never seen it in writing before, as English is written in the Latin alphabetical script.

As explained by S. Dehaene, the reading process takes place here through the so-called phonological route: graphemes are mechanically converted into phonemes without resorting to deeper semantic representations.

cheval

The situation is quite different when it comes to Chinese. All Chinese languages are written in the unified system of Chinese characters. These Chinese characters are pronounced differently in each of the languages of the Chinese linguistic branch, for instance in Mandarin, the most widespread. Non-Chinese speakers often claim that the mapping of a Chinese character and its pronunciation is completely arbitrary; therefore it is said to be impossible to pronounce a character, even when knowing its meaning, unless its pronunciation has been learnt by rote beforehand.

The reality is slightly more subtle. Indeed, it is often necessary to learn simultaneously a word’s character and its pronunciation. But it must be stressed that 80% to 90% of Chinese characters are actually compound characters. They often consist of at least two subcomponents: a phonetic root (there are about 200 of them) and a semantic root (there are about 1000 of them). The phonetic root, often on the right side of the compound character, may give clues as to the pronunciation of the character. The semantic root, often on the left, tells about the word’s meaning, or at least the lexical category it belongs to. For instance, the Chinese character for a horse is马in simplified Chinese, and is pronounced  (third tone) in Mandarin.

The word for mother is pronounced mā ma (ma is doubled, the first one is pronounced with the first tone); the compound character for each ma has the semantic root of woman on its left and the phonetic root of horse on its right.

ma ma English

In a paper dated 2007, Bao Guo Chen and colleagues proved that the more arbitrary the mapping between meaning and sound or spelling, the higher the effects of the Age of Acquisition (AoA) on Chinese reading (for native speakers). Characters acquired early would be read with ease; characters acquired at a later stage would be more difficult to read if the correspondence between writing and sound or spelling was difficult to predict.

In other words, the more difficult it is to deduct meaning and spelling by reading a character, the more detrimental late acquisition is to quality and speed of reading.

Thus, within Chinese language and for native speakers, the impact of the Age of Acquisition increases with the arbitrariness of the mapping between meaning, pronunciation and spelling. What is the situation for alphabetical languages? By definition, reading an alphabetical language gives a very valuable clue as to what the pronunciation is going to be*.

Taken as a whole, the Chinese language is significantly more arbitrary than alphabetical languages in terms of mapping from character to sound and meaning. One can therefore assume that for Chinese even more so than for other languages, there is benefit in learning the language early so as not to be negatively impacted by the enhanced effects of the Age of Acquisition on reading.

 

 

 

 

 

To learn more about Chinese learning :
Chen, B. G., Zhou, H. X., Dunlap, S. and Perfetti, C. A. (2007).Age of acquisition effects in reading Chinese: Evidence in favour of the arbitrary mapping hypothesis. British Journal of Psychology, 98: 499–516. doi: 10.1348/000712606X165484

Stanislas Dehaene (2007). Les neurones de la lectureEditions Odile Jacob

 

Note : * The situation varies quite significantly from language to language. Italian or Turkish, for instance, are very easy to pronounce when reading a text, while a given spelling in English can be read in multiple ways (refer for instance to  toughthroughthorough, etc…)

For Victor and Aude, the World Tour Is a Family Project

Victor, Paris entrepreneur and founder of (soccer center company) Urban Football, and his wife Aude, manager at BNP Paribas, decided to take a year out  to  travel the world with their 4 children: Candice 8, Georges 6, Maxime 4 and Emile, 1. They packed a few bathing suits, travel guides, toys and … VivaLing!  Staying in Singapore for a few months, they  share the story of this fantastic family adventure with us.

Victor Augais VivaLing

  • What was the trigger and what is the purpose of your World Tour?The arrival of our last son, Emile, and the Victor’s decision to start a new entrepreneurial adventure, gave us the occasion to take this year-long trip.We wish above all to live a different year, together as a family, and to discover cities that we believe are nice, staying for a few months in each of them. This is the opportunity to do homeschooling for our two eldest children (year 1 and 3), to take time to have a break and think about our priorities in life. This journey is also an opportunity to discover different cultures, and to educate our children in this cultural diversity. We hope that our children will make progress in English, and will want to speak several languages ​​in the future. For Victor, the trip is an opportunity to find  innovative ideas for the launch his a new business when we return to France.

Victor Augais VivaLing

  •  What is your itinerary?We are alternating short stays in different countries, with longer stays of several months in large cities. Our program includes traveling the West Coast in a camper van, San Francisco, Mexico, Singapore, Bali, and finally New York.
  • Why did you decide to go as a family on this adventure?Because neither of us could imagine travelling the world alone :). The adventure with the whole family is the real goal of our journey

Victor Augais VivaLing

  •  What events and / or encounters have affected you most so far?We’ve liked everything: seeing the beautiful West Coast landscapes by campervan, the fireside evenings in the national parks, the energy of San Francisco and its provincial appearance, the calm of the Yucatan beaches and the perfect organization of Singapore in a green environment. Everywhere we’ve been, we’ve  been warmly welcomed by families settled there.
  • How is your children’s schooling going on during this year?Victor gives classes to our 2 eldest kids in the morning, via remote education courses while I take the 2 little ones out –  otherwise there would be no possibility of concentrating at home.
  • What is the importance of languages ​​in your journey?We try to educate children in speaking English and different cultures.  They also take lessons, especially with Vivaling. In San Francisco, we enrolled them in a public “afterschool” to meet young Americans, and we will do the same in New York in the spring.

Victor Augais VivaLing

  •  Why did you choose VivaLing for your children?The service proposed by Vivaling seems to me to be excellent, and very suitable for a year of roaming.  With online courses, there’s the possibility of keeping the same teacher and the children can also take advantage of our  trips to review the language.
  • What do you like most about VivaLing?Children are able to review the language taught in the sessions, and parents are able to check the children’s progress.

Victor Augais VivaLing

  • What qualities do you think children and young people today will need to succeed in their professional lives tomorrow?They’ll need to be curious and adaptable, to take nothing for granted, to have the discernment to make their own choices and the courage to put them into practice. And to speak English!
  • “And after the tour of the world?”Back in Paris, for a new entrepreneurial adventure for Victor.

Victor Augais VivaLing

You can follow Victor and Aude’ s adventures on their blog ( in French) : https://ensemble-autrement.com/

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.

Hensch - Brain plasticity

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 !

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.

 

 

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.

 

The VivaLing framework v2.6 English Image

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 !

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.

Photo Ava G - (3) avec Olivia - Small

  • 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.

Photo Ava G - (1) Famille - Small

 

  • 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!

Photo Ava G - (2) avec Zelie - Small

  • 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!

 

For Fanny and Alex, the World Is about Exchange

Today we get to meet Fanny and Alex.

 

  • Tell us a little bit about yourselves.

We are a family from the South West of France, expatriated to Singapore since last year. We wanted to discover the world more than just by one-off trips!

Singapore is our first expat experience but Alex and myself (Fanny) have been on the road forever, going solo, or as a couple, then with our two kiddies as soon as they were a few months old. We have roamed over Europe, on the roads of Mexico and India, from Lebanon to Indonesia with stopovers in New-Zealand, Malaysia, Morocco, Japan, North America…

For us, travelling is essential to understand differences (and we experience differences in our daily lives with our younger son’s disabilities), to open up to others and to build today and tomorrow. More importantly, this should take place through the eyes of our kids on the world: they are the future and they must get sensitized from today.

Fanny et Alex, avec Nathanel et Eliaz

Fanny et Alex, avec Nathanel et Eliaz

 

  • What are your best personal memories of multilingualism?

The best memories, for Alex, are work-related : participating in trade shows, speaking in turn French, English, Spanish and Italian, to the point that, at the end of the day, he felt like a native speaker of each language !

We have numerous personal and family memories of all the opportunities granted by foreign languages: discovering more, going beyond barriers, understanding others better during each of our trips.

More recent memories are our requesting our son to teach us the basics of Mandarin – so that we can immerse ourselves better in local Singaporean life – and the smiles of Singaporeans when we talk to them in Mandarin!

DSC_5020

  • What is your children’s linguistic journey ?

Our kids had never studied English before coming to Singapore. In Bordeaux (France), they used to go to a school which had traditionally welcomed many immigrants of Hispanic origin. So they started their linguistic journey with learning Spanish from kindergarten onwards. In parallel, at home, we have spoken sign language for several years until our younger son was able to speak verbally.

Today, Nathanel (9 y.o.) studies English and Mandarin at school and with VivaLing. In spite of his difference, Eliaz (7 y.o.), is getting sensitized to English at school and with VivaLing with immense pleasure; he will very soon start attending a special needs school in Singapore.

VivaLing Blog (credit : Fanny and Alex) - DSC2246

  • What does it mean to you to see your kids learning languages ?

Nathanel had vowed never to learn or speak English or any language other than Spanish ;-)! Today, seeing him chat with Singaporeans, with a big smile on the face, switching between English and Mandarin, is a real treat! For our older son, learning Mandarin is first and foremost a desire, a pleasure and an deep interest in a language that he describes as so subtle and singing. Seeing him thrive with other words and open up to a new way of addressing “others” and communicating, to a different culture, is key in the upbringing that we have chosen for our kids.

As for Eliaz, even at the « other end of the world », with the notion of « different languages”, he can benefit from a schooling system that is suitable to his needs without language being an obstacle. He can thus give free rein to his every day indulgences in meeting others and exchanging.

Foreign languages are a personal and professional asset for them. For us, the world manifests itself through Exchange and language is one of its main channels. The more spoken languages, the less barriers to discovery and meeting people.

VivaLing - Blog (Credit : Fanny and Alex) - DSC 7867

 

  • What does VivaLing bring you ?

The opportunities given by VivaLing are great from all perspectives!! A customized organization (perfect when your kid’s agenda looks like the Prime Minister’s), the possibility of adjusting to the kid’s rhythm while complying with the parents’, the convenience of sessions at home and even the rates. The interactivity is easy and perfect.

But above all, beyond the language itself, VivaLing enables to cross borders again and put our kids in touch with coaches from all over the world and all walks of life! In addition to language, our kids also learn how it is to live elsewhere. In our case, conversations shared with their coaches take our kids to the Czech Republic and Texas, USA.

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