Most people would agree that one of the best things about Beijing’s international community is the wide range of cultures and languages you come into contact with. Being part of this community positively impacts our children’s development, helping them to grow into internationally-minded global citizens. However, since international schools in Beijing teach primarily in English, adapting to this new language environment can be a challenge for students from the international community who didn’t grow up in a primarily English-speaking household. 

In the distance past, some international schools teaching in English avoided or reduced the use of students’ home languages. However, research has increasingly shown that drawing on students’ home languages and cultural background can help to validate and enforce their personal identities, while also providing a strong foundation for learning other languages. 

CISB’s BML program includes one-on-one and small group instruction and co-teaching

This concept is at the core of the Bilingual and Multilingual Learners (BML) program at the Canadian International School of Beijing (CISB). “CISB has had a language support program since the school opened in 2006, but in 2019, our elementary school decided to change the name from English as an additional language to BML. We wanted to change the way we view BML/EAL students from a deficit to a strengths perspective, one that emphasizes competencies and potential, and focuses on resilience and empowerment,” Rose Muralla, BML department head, says. “We also wanted to create an environment that celebrates diversity in language and multilingualism.”

The goal of the BML program is to reach each child’s full language potential by making authentic links to their Homeroom class’s curriculum and providing a differentiated approach for each student. Data from in-class and formal assessments (including WIDA and MAP assessments) are used to determine a student’s needs, and the BML teacher designs targeted instruction in speaking, listening, reading, and writing using leveled texts and materials.

“I had a hard time writing sentences before joining the BML intervention program. Doing the different activities we do every day, now I feel more confident in writing sentences and trying to spell words on my own.” — Martina, grade 2

For example, for new students at CISB, the focus will be on building functional language to ease their transition. This might include building a bank of classroom vocabulary, such as classroom objects, and teaching phrases and sentence stems that will allow them to communicate with teachers and classmates. Sentence stems, in particular, can be useful for bilingual and multilingual learners, since they give children the tools to focus on what they are trying to say rather than how to say it. Grade 5 Chinese student Harry told jingkids that “in BML we can learn many things to use in my homeroom class. We use many materials. For example, we have tiny phones to hear yourself reading in a quiet voice. We also have A to Z blocks to make words.”

Regular BML support might include BML teachers supporting students in small groups or one on one, and co-planning and co-teaching with Homeroom teachers. “Having more than one teacher in the room creates multiple perspectives or ways of teaching a concept and gives another set of eyes for assessment or feedback about students that can contribute to meeting a student’s needs and recognizing gaps,” Rose explains. 

Students taking part in CISB’s reading intervention program

This year, the BML Department has also started a reading intervention program where students get extra support from CISB’s interventionists to develop reading, vocabulary, phonics and comprehension skills aside from the support they are regularly getting from the grade level BML teachers. At the end of the six weeks, the BML teacher, the homeroom teacher, and the intervention teacher determine if children need to continue in the intervention program. “BML intervention helped me learn reading strategies like sounding out the words (phonemes and graphemes) so I can read and write words and also to make a picture of what the words mean in my head,” grade 2 student Oskar says. 

“I struggled with phonics but now my phonics is good. I like my BML reading because I can find a lot of funny things in the stories.” — Cedrick, grade 5

Beyond simple English language proficiency, CISB’s BML program is about recognizing that although a student might come to CISB needing support in expressing themselves in English, they might already have the background knowledge to understand the concept they are learning in class in their mother tongue. As Rose concludes, “BML at CISB is different because we are not just supporting our BMLs with their English language skills but also empowering them to embrace and celebrate their mother tongue and culture.”  

Images courtesy of CISB

Thank you to the whole of the BML department for their invaluable contributions to this article

In an increasingly globalized world, an international, multicultural education plays a vital role in shaping leaders of the future by promoting a better understanding of, and appreciation for, other people, cultures, religions, languages, and geographies. Yew Cheng International School of Beijing (YCIS Beijing) offers the world-renowned IBDP and IGCSE curriculums, both of which are built upon the ideals of global-mindedness and respect for cultural and social diversity.

YCIS Beijing’s commitment to nurturing international-mindedness is further driven by their unique ‘East meets West’ philosophy. One of the main pillars supporting this philosophy is the school’s emphasis on bilingualism.

Bilingualism is at the core of YCIS Beijing’s philosophy

YCIS Beijing offers a distinctive bilingual programme in the Early Years and Primary School (ages 3 to 11), where English and Chinese are given equal value, and where, from their earliest years, children learn simultaneously in these two languages. 

It is common knowledge that dual language programmes aid literacy development and bridge cultural gaps. However, a growing body of research also indicates that bilingualism helps build problem-solving skills and enhances other areas of cognition. It paves the way for collaborative learning, helps cultivate life-long learning skills, and leads to higher focus and an improved ability to adapt to change. 

According to Ms. Segolene Ekoto, a primary co-teacher at YCIS Beijing, students recognize early on that both teachers are equally responsible for their learning. “…it’s really rewarding to see them [the students]develop pride in their own native language as well as showing great interest in learning another language”, she said. “During assemblies and cultural events, they get input from the co-principals and teachers in two different languages.”

Ms. Segolene Ekoto and Ms. Rachel Li

YCIS Beijing is home to students and staff from over 40 different countries, making it a truly multicultural community. “Many of our students even speak a third language and they are encouraged to maintain their native language”, said Ms. Ekoto. Ms. Rachel Li, another Primary co-teacher and Secondary Chinese teacher at YCIS Beijing, commented that “being surrounded by so many cultures and languages at an early age helps students broaden their vision, improve their language skills, and gives them a great competitive advantage by the time they are ready to apply for college.”

The two co-teachers then went on to describe how the YCIS Beijing libraries cater to this multicultural community and play a key role in the immersive bilingual experience. In addition to its growing collection of books and learning resources, the Primary school library has a section dedicated to bilingual books. “Culturally diverse stories can teach children both the importance of accepting others and the beauty of difference”, said Ms. Li.

Encouraging good reading habits is an essential part of all-round development

However, how does the school encourage reading for a generation that looks to Google for instant answers? Ms. Ekoto gave an example: “Students were recently introduced to graphic novels and were given the chance to create their own graphic novels. Through such projects, we introduce them different kinds of books that might be interesting to them.” “We also offer various incentives, for example, students are sometimes able to score points for their house upon completion of certain books,” Ms. Li explained.

To promote diversity in the library program, YCIS Beijing conducts a range of events such as their annual ‘Literacy Week’. The theme of the last event was ‘One World, Many Stories.’ English and Chinese Authors were invited to take part in writing workshops and special story-telling sessions. During the Literacy Week, students especially enjoy an activity called ‘DEAR’, where at any point in the day, teachers may instruct students to ‘Drop Everything And Read’ for a short while. “Occasionally, we have special 20-30 minute reading sessions where students find a comfortable spot to read – they bring a cushion and a blanket or even put on their pajamas. Sometimes they get to enjoy a quick snack of milk and cookies!” Ms. Ekoto explained, laughing.

Just a few of the many books on offer in YCIS Beijing’s library

When asked if books would make a good gift for children during the upcoming holiday season, Ms. Ekoto had an enthusiastic response: “Books make great gifts, but always try to make sure the book is about topics that are of interest to the child – especially if they are not a natural reader.” She went on to recommend an interactive series titled Santa Is Coming To _______, (for ages four to eight) by Steve Smallman. Ms. Li recommended the Better Chinese bilingual series that is based on stories about Chinese culture and helps improve Chinese language. In her opinion, bilingual books especially, would make good gifts, but even though they speak volumes and last lifetimes, “kids might expect something else along with books, so better be prepared!” she joked.

Cultural diversity and bilingualism is thus an integral part of the effectiveness and YCIS Beijing’s identity as an international school. Through a range of initiatives, YCIS ensures that each student is able to communicate effectively using two or more languages to be well prepared for the challenges of an ever-changing world.

This post is sponsored by YCIS Beijing. 

Photos: Uni You

“I don’t remember how to speak Chinese,” my 4-year-old daughter whispered to me while video chatting with her Nainai before we boarded the plane. I heard myself translating. I encouraged my daughter to try, but she stumbled and got frustrated. My mother-in-law laughed awkwardly but shrugged it off. “You’ll remember as soon as you come back,” she told my daughter, who understood with a nod.
I always spend summers back in Canada, but when I finally landed in Toronto, returning to a mainly English-speaking environment feels strange at first. Speaking to the taxi driver in English even though he’s clearly not a first-language English speaker, I feel complicit in English’s status as the “bully language.” English has coerced so many language groups into submission. That is, except Mandarin.
I admire this about Chinese. A language made strong by sheer numbers thus retains power over the bully. English is studied in China, of course, but still only a small percentage can speak it well enough past simple pleasantries like “hello” and “thank you.” If you visit China, you’ll need some Chinese.
In the first three weeks of our vacation this summer, I happily noted that the kids spoke to each other exclusively in Mandarin. And while Mandarin was their play language, they spoke to the Canadian family members exclusively in English without a second thought.
But, I was alarmed when in less than a month, they were using English to communicate. Then two months later, my daughter claimed to have forgotten her Chinese. Is that all it takes? Just two months away where the second language is not supported within my side of the family (except through me), and English gained dominance. Even Mandarin — the resilient linguistic opponent that may become the world’s ascendant language in the future — was no match for an English-speaking external environment.
When we officially move back to Canada, will my kids lose their Chinese? Will I be forced to put them into Chinese schools, compelled to engage weekly in Chinese community events or actively have to reach out and make Chinese friends with kids who also speak Mandarin who, for now, may be easily convinced to use Chinese as a play language… perhaps, at least, for a reward?
This strikes me as grasping at straws rather than winning a battle. And, I don’t know the answer. Keeping them in China maintains their both languages because I am always with them and introducing them to other English speakers. Moving them back to Canada may prove a linguistic mistake. Yet, in light of free schooling, free health care, and a perfect air environment, is there really any other option?
I can only hope that my kids will come to value their bilingualism if for nothing else than the ability it offers them to speak with all members of their extended family, whether in person or by video chat across the world.

About the Writer
Ember Swift is a Canadian musician and writer who has been living in Beijing since late 2008. She and her husband Guo Jian (国囝), who is also a musician, have a daughter called Echo (国如一) and a son called
Topaz or “Paz” (国世龙).

This article originally appeared on page 41 of the October 2016 Issue of beijingkids magazine. Click here for your free online copy. To find out how you can obtain a hard copy, contact distribution@truerun.com.

I have a quiet son.  Ever since he turned 1.5 years, I have been concerned with him reaching his language “milestones” and speaking in general.  It seemed that up till a few weeks ago all he could do was make animal-like sounds to protest, gain attention, and point out things.  He could sound out more “words” when he was a year old than he could now (at 22 months), and I wondered if he had forgotten the words, if they just didn’t register as “words” to him, or if he’s just extremely confused with all the languages we have at home and that he’s been exposed to with his grandparents.

To explain, my husband and I decided that we would share the language teaching responsibility with me focusing on English (since it’s my native language), and him focusing on Mandarin (since it’s his native language).  We speak both languages at home, and my Mandarin isn’t too shabby, but I do have an accent and my vocabulary is rather limited. A good example is how a friend had bought our son a cricket last night after dinner, and I put the little straw cage in my son’s hand and said “cricket”. Then, my husband asked me to teach him the Chinese equivalent, and all I could think of was the Disney version of Mulan and how I’m pretty sure there is a word for Cricket, but what was it again? Didn’t it have a pinyin-like name? If you wondered, it turns out they’re called guo guo (which he proceeded to confuse us with by teaching a dialect version, qu qu). This is exactly why Trish Hull from Beijing LIH Olivia’s Place Pediatric Clinic does not recommend teaching your child a language that is not your native tongue. You’re just not that good at it.

At the MOPS talk, Hull also dispelled the myth that bilingual or multi-lingual children acquire language at a slower pace than mono-lingual children–a belief I’ve always been dubious about given how how I had acquired three languages by age three.  The dispelling of this myth did mean that I no longer had a valid excuse for my son’s grunts and yelps.  Luckily, the talk did end with ways parents and caretakers can assist children in better developing language.

Takeaways on bilingualism or multilingualism:

• Multi-lingual children do not normally experience language development delays. You’re supposed to add up the words from each language to total the number of words a monolingual child can say.So, in my son’s case, by age 2 he should be able to say 50 words, but he might only be able to say 10 words in English and 40 words in Mandarin (let’s face it, Mandarin words are shorter and thus easier to learn).
• Children don’t just “pick up” a second or third language through immersion, but they have to be taught with interactive in-person methods, e.g. a play teacher rather than a television show.
• Mixing languages in one sentence or phrase is completely normal for bilingual and multi-lingual children.
  
  I can attest that it’s probably not something you “grow out of”.
• Bilingualism does not automatically mean “native proficiency” in both languages.
  
  I have been called trilingual since I was a child, but since I only “studied” two languages in school, the third language (Mandarin) remains at a pretty low level. Of course with practice, my accent has been reduced, I’ve learned more idioms, and I’ve improved my vocabulary, but it’s still not at the same proficiency level as my English and Finnish.
• The one parent, one language method (which is basically what we are trying to do) is not the only, or necessarily the best, method to teach your child many languages.  In the end, it’s more important that parents talk to children in a natural way and feel comfortable conversing with their kids.
• Families who live in a third culture should not worry about speaking the “majority language” at home to train their children.In California, for example, I have many American born Chinese (ABC) friends with parents from Taiwan who try very hard to keep the “home language” English, even though English is a second, or even third language for them.  In the end, studies show that your child benefits more from your native language, and will learn the majority language at school regardless. I, for example, took up Finnish almost completely at school (well, I had my grandparents) since my dad spoke English to me.

Once we had established that bilingualism and multi-lingualism does not cause language delays, we learned about simple tips and tricks for parents and caretakers (including your ayi) can help your child’s language development:

1. Talk to your kid–a lot! Interact with him and explain what you’re doing while you’re doing it!
2. Sing nursery rhymes and simple songs as the repeating words and rhythm and rhyme help with language learning.
3. Follow your child’s lead and mimick his language rather than trying to enforce your own.
4. Read books aloud, even if he only lets you read two pages!
5. Teach new words by pointing things out, reading signs aloud, etc.
6. Aim language at your child’s level (don’t forget to increase the level as he grows!)
7. Speak naturally.
8. Have daily routines in place and teach the words for them.
9. Be an “in tune parent” (more on this later).
10. Learn your child’s communication style (and your own) to better understand how to communicate with him (more on this later).

If you have concerns that your child is not meeting his or her language milestones, trust your gut feeling and seek out a speech therapist.  Olivia’s Place (previously called Elliot’s Corner) provide pediatric therapeutic services and educational outreach. They often host workshops and presentations for parents raising children with developmental challenges.

For me, our son returned from his grandparents with an arsenal of sign language commands that took me days to decipher. Luckily, he’s been picking up the spoken equivalent, especially in Chinese, now that he’s not confused by the various dialects he was exposed to from my husband’s family (Chengdu/Sichua/Chongqing dialect…).  He can now say at least 20 Mandarin words, and he understands when I confirm what he wants in English (he can now say “yea” and “no”).  It’s been such a relief for us since good communication means he’s a lot less frustrated, we are a lot less confused by what he wants, and it’s a lot easier to teach him new words and concepts when he’s able to communicate that he doesn’t know or understand what we’re saying (he asks “A-ah?!”)

MOPS is a faith-based community group for moms of preschool aged children, hosting international (English language) meetings twice a month, a bilingual English-Chinese group meeting once a month, and Chinese group meetings once a month.  The meetings often have speakers give talks/presentations or host workshops, followed by a discussion session in small groups, and often end with arts and crafts.  MOPS events have childcare available with RSVP and a small fee (RMB 20).

 Photos: courtesy of Olivia’s Place