Van Tay MediaThe Multilingual Language Program, run by Andrea MacLeod, a professor in communication sciences and disorders at the University of Alberta, uses research-backed methods to help nurture children’s first languages.
The program works with children between the ages of three and nine, and offers storytelling, crafts, and movement-based activities.
“The way we run the program is to really get children excited to use their language and excited to practice their language,” said MacLeod. In community settings, the program involves parents as active participants
Why the program began
Language loss among children is one of the reasons the program exists. According to MacLeod, there is pressure for children to assimilate and learn the language of their host country. Peer pressure and media also play a role as English dominates online spaces.
“So some kids can feel less excited or motivated to use their home language,” MacLeod explained.
Even though the program continues to be popular today, it initially started in 2016. As a mom and bilingual speaker herself, MacLeod noticed there were few language supports for preschool-age children. To prepare for the large wave of refugees from Syria, she took things into her own hands and provided support for families through a community centre in Montreal.
After receiving positive feedback, MacLeod expanded the program to include different languages. “We discovered that repeating a story and repeating a theme helps [children] better understand the vocabulary and the language,” she added.
Benefits of multilingualism
Feeling connected to culture is only one benefit of multilingualism. According to MacLeod, metalinguistic awareness means understanding that words are just abstract concepts for objects around us. Bilingual children realize this idea at a very young age because they have two different words for the same object.
“It takes [monolingual children] a bit longer because they’re not faced with that need to be flexible as early,” said MacLeod.
Multilingualism allows children to feel confident and comfortable when asking for help and guidance. This means they have more sources of support because they can directly go to members of their own cultural community.
Data shows that transmission of languages such as Mandarin or Spanish is often more successful than the transmission of languages like Tagalog or Arabic. It depends on how much a certain language is valued within the community, and what structures within the community are available to support language learning, MacLeod explained.
The Multilingual Language Program works with community members and leaders as an important source of information to ensure as much success in language learning as possible.
Supporting parents and teachers
Because parents participate in the program, they learn strategies they can implement at home to support their children’s language development.
Similarly, the program shares resources with preschool teachers. Music, books, and planning materials are given to preschool classrooms so teachers can feel more confident in fostering children’s language needs.
“We’re also doing workshops to help teachers start a program themselves,” added MacLeod.
As for the future, the program aims to become more inclusive for neurodivergent children and be more accessible.
Together with multilingual U of A students, the program will continue to use expertise from students and parents to strengthen its approach.
