培養(yǎng)雙語(yǔ)孩子，看看德國(guó)雙語(yǔ)幼兒園的建議！

奮戰(zhàn)了半年，今天終于考完的德語(yǔ)B1，結(jié)果還要等一個(gè)月，一切隨緣。

從郵箱翻出一篇之前幼兒園發(fā)給家長(zhǎng)有關(guān)雙語(yǔ)能力培養(yǎng)的文章，仔細(xì)閱讀了一遍，覺(jué)得內(nèi)容很不錯(cuò)，條理清晰，簡(jiǎn)單翻譯一下分享給大家，希望大家對(duì)孩子雙語(yǔ)能力的培養(yǎng)有一個(gè)更全面更科學(xué)的了解。

這篇文章主要內(nèi)容包括：

雙語(yǔ)能力的定義培養(yǎng)方式

孩子學(xué)會(huì)的第一門語(yǔ)言的意義

什么是浸入式語(yǔ)言環(huán)境

雙語(yǔ)能力培養(yǎng)的優(yōu)點(diǎn)和面臨挑戰(zhàn)

從0歲到一年級(jí)階段語(yǔ)言能力發(fā)展的不同表現(xiàn)

Definition

Bilingualism describes the understanding or control of two languages at the level of mother-tongue. The bilingualism can be achieved in two ways:Simultaneous bilingualism and Gradual bilingualism.

首先要明確雙語(yǔ)的定義：雙語(yǔ)指的是和母語(yǔ)一樣理解或者掌握兩門語(yǔ)言，也就是雙母語(yǔ)能力。

雙語(yǔ)能力的培養(yǎng)有兩種方式：同步培養(yǎng)和漸進(jìn)式培養(yǎng)。

-Simultaneous bilingualismis the process that happens during the early childhood when the children learn two different languages at the same time, for example through two spoken languages at home. The longer this process is the better bilingual the children will be.

同步培養(yǎng)：是在孩子幼年早期就同時(shí)學(xué)習(xí)兩門語(yǔ)言，比如在家同時(shí)說(shuō)兩種語(yǔ)言。這個(gè)階段越長(zhǎng)，小孩的雙語(yǔ)能力越強(qiáng)。

-Gradual bilingualchildren is the process that happens when the children learn one language within the first three years, after that they’ll learn another language, for example in the kindergarten.

漸進(jìn)式培養(yǎng)：孩子三歲前只學(xué)習(xí)了一門語(yǔ)言，三歲后開(kāi)始學(xué)習(xí)另外一門語(yǔ)言，比如進(jìn)入雙語(yǔ)幼兒園。

Meaning of the first language

When the children are learning their first language, they will gain not only knowledge specific to the language (such as words or grammar), but also about the emotional and cultural background of their surroundings. The use of the own first language (or the one they’re comfortable with) by the parent is very important in building an intuitive and real relationship with the child. The first language imparts security, trust and comfort. If a child cannot express him- or herself in the first language, no other acquisition of other languages is possible.

第一語(yǔ)言的意義

當(dāng)孩子在學(xué)習(xí)他們的第一種語(yǔ)言時(shí)，他們不僅會(huì)學(xué)會(huì)語(yǔ)言的具體知識(shí)（比如詞匯或語(yǔ)法），他們還會(huì)理解周圍環(huán)境的情緒和文化背景。家長(zhǎng)使用自己的第一語(yǔ)言（或是說(shuō)起來(lái)比較順暢的語(yǔ)言），在和孩子建立直觀和真實(shí)的聯(lián)系中起到了至關(guān)重要的作用。孩子掌握的第一門語(yǔ)言，意味著安全感，信任和舒適感。如果孩子還不能用第一語(yǔ)言來(lái)表達(dá)自己，那另外的語(yǔ)言也不可能掌握。

What is immersion?

- It’s the concept of the acquisition of a second language through the use: What has been said is supported by actions, showing and gestures.

- The most successful language teaching: the continuous contact with the language over a long period of time (up to 6-7 years) is the requirement for that, as well as enough structural contact (such as finger plays, books, songs)

- The children decide themselves over the topics and the pace, so they will not be overexerted.

什么是浸入式語(yǔ)言環(huán)境？

從應(yīng)用角度來(lái)定義對(duì)第二種語(yǔ)言的掌握：所說(shuō)的內(nèi)容要融入動(dòng)作，演示和手勢(shì)。

最成功的語(yǔ)言教學(xué)方式：要求持續(xù)長(zhǎng)期浸泡在這種語(yǔ)言中（6-7年），同時(shí)要有足夠并且體系化的熏陶（比如手指游戲，讀物和歌謠）。

孩子自己決定主題和學(xué)習(xí)的節(jié)奏，這樣才不會(huì)壓力過(guò)大。

Advantages of a bilingual upbringing

-Higher abilities of communication: The children have the vocabulary of two languages and are able to cover linguistic gaps with the other language or can communicate in two languages

-Cognitive abilities:Children who grow up bilingual are able to memorize things better and are able to find different solutions for any situation.

-Other languages:for bilingual children it is easier to learn other languages, because they are already in contact with another language system.

-Social abilities:Because of their bilingualism it is easier for these children to get in contact with other people. They are also able to understand the view of others.

The

雙語(yǔ)養(yǎng)育的優(yōu)點(diǎn)

更好的溝通能力：擁有兩種語(yǔ)言能力的孩子可以了解不同語(yǔ)言的差異，或者可以用兩種語(yǔ)言溝通。

認(rèn)知能力：在雙語(yǔ)環(huán)境中長(zhǎng)大的孩子記憶力更好，同時(shí)對(duì)于不同的情況可以找到不同的解決方案。

多語(yǔ)能力：雙語(yǔ)孩子更容易掌握其他的語(yǔ)言，因?yàn)樗麄円呀?jīng)隨時(shí)準(zhǔn)備好去接觸其他的語(yǔ)言體系。

社交能力：因?yàn)殡p語(yǔ)能力可以讓孩子更好的去其他人接觸，所以他們可以更好的理解其他人的觀點(diǎn)。

The challenges of bilingualism

-Language-delays:Because of the different language systems (grammar, words) it is sometimes possible, that bilingual children are slower in the development of the language than monolingual children. In this case it is not a learning deficit; it is just a delay of the language.

-Mixing of both languages:Bilingual children often mix the use or the grammar of the two languages (?I ate an Apfel!“ or I like it not). This phenomenon occurs because the children are able to make a difference between the two languages, only by the age of three. It is also possible that they do instant translation of word by word from one language to the other.

-Preference of one language:Some children prefer one language over the other, especially the one that they are more in contact with. This happens because they are able to express themselves better in the language that they have a longer and more frequent contact. Sometimes this preference is not easy for the parent of the other language, especially if the child avoids speaking in this language at all.

雙語(yǔ)培養(yǎng)面臨的挑戰(zhàn)

語(yǔ)遲現(xiàn)象：由于不同語(yǔ)言系統(tǒng)（語(yǔ)法，詞匯）某種情況下有可能雙語(yǔ)孩子的語(yǔ)言發(fā)展會(huì)比單語(yǔ)孩子慢一些。但是這種情況并不是學(xué)習(xí)能力的缺陷，這僅僅是語(yǔ)言能力的延遲。

兩種語(yǔ)言混淆：雙語(yǔ)孩子經(jīng)常會(huì)把兩種語(yǔ)言的使用或語(yǔ)法混在一起，比如I ate an Apfel（Apfel是apple的德語(yǔ)）。這種現(xiàn)象的發(fā)生，通常在孩子三歲左右，他們可以發(fā)現(xiàn)兩種語(yǔ)言的不同之處。很有可能他們?cè)趯?duì)兩種語(yǔ)言的詞匯進(jìn)行即時(shí)翻譯。

偏好其中一種語(yǔ)言：有些孩子會(huì)更偏好其中的一門語(yǔ)言，特別是他們接觸的更多的。這種情況的發(fā)生是因?yàn)樗麄兛梢愿玫挠眠@種語(yǔ)言表達(dá)自己，因?yàn)樗麄兘?jīng)常接觸并使用。有時(shí)這種偏好對(duì)家長(zhǎng)來(lái)說(shuō)并不容易處理，特別是當(dāng)孩子完全不想說(shuō)他不喜歡的那門語(yǔ)言。

0歲到一年級(jí)的語(yǔ)言能力發(fā)展表