Linguistic openness in preschool education: The difference between linguistic openness and language learning

Linguistic openness in preschool education: The difference between linguistic openness and language learning

Children tend to learn foreign languages ​​more easily than adults, who are often deeper in their mother tongue, especially when the foreign language differs significantly from their mother tongue.Therefore, it is essential to introduce language exposure activities from an early age. 

During early childhood, the brain forms more neural connections than in adulthood, and because the native language is still developing, they do not significantly interfere with learning a new language.Several factors contribute to the child's greater ability to learn foreign languages ​​compared to adults, especially in relation to early childhood cognitive and language development

- First of all, the child's brain shows a high level of plasticity, which allows it to easily absorb new information and new languages ​​due to the rapid formation of neural connections during this period.

- Second, children have not yet formed fixed language models, unlike adults who rely on ingrained linguistic structures and learning habits, which can be an obstacle to the healthy acquisition of a new language. 

- Thirdly, the appearance of the native language at this stage can be a useful tool to learn a new language. The child can use the similarities and overlaps between the two languages ​​to better understand the meanings and language rules.Given these factors, early exposure to the language is a key factor in promoting easier and more effective foreign language acquisition. By engaging children in language activities from an early age, we can take advantage of this critical period of language and cognitive development, laying a strong foundation for future language and communication skills.

The difference between linguistic openness and language learning: 

The difference between linguistic openness and language learning lies in the basic method and goal of dealing with languages:

- Language immersion is done through various activities involving different languages, but its main goal is not systematic memorization.

- It focuses on exploring the sounds and patterns of different languages to communicate, and can also include the language of symbols and gestures.

- It contributes to the acquisition of some cultural aspects associated with different languages.

- It does not necessarily require specific language skills, as it is mainly about recognizing and interacting with languages in general.

Language learning:

- It is about studying and learning a specific language throughout a period of study or adhering to a purposeful repetitive pattern aimed at memorizing and acquiring language skills.

- It focuses on learning language structures, vocabulary, grammar, and how to use them in speaking and writing correctly.

- It aims to enable the child to use the language fluently and better understand written and audible content.

In the end, language exposure focuses on discovering and experimenting with languages in general and exploring their cultural and communicative aspects, while language learning focuses on learning a specific language systematically and purposefully to achieve specific linguistic goals.

The appropriate activity depends on the educator's motivation and the goals he/she wishes to achieve in language education. In order for the educator to achieve the goals of language learning, he/she must first and foremost adopt an adapted educational language that helps the child to open up to different languages.

Adapted instructional language:

Educational language adaptation is an important modern method in modern education, as it helps to improve the quality of education and provide equal educational opportunities for all children regardless of their linguistic or cultural backgrounds, and educational language adaptation is an important and modern process in the field of education that aims to modify the language of education and teaching to suit the needs of children who speak different languages or face difficulties in understanding the language used in school, and the goal of this adaptation is to improve children's understanding of educational content and enhance their learning process, and in order to achieve this, simple, clear and easy-to-understand language is used and translation is provided for all

In addition, educational language adaptation can include the provision of multimedia learning materials such as pictures, videos and illustrations to enhance understanding of concepts and overcome language barriers, this helps children to benefit more from the lessons and instructions provided to them.

Educational language adaptation plays an important role in improving the quality of education and ensuring equal educational opportunities for all children regardless of their diverse linguistic and cultural backgrounds, as it helps overcome the challenges that can be faced by students learning in a language environment other than their native language.

In short, educational language adaptation is a powerful tool for achieving inclusive and equitable education for all children and enabling them to take full advantage of educational opportunities.

Interacting with children using languages:

Interaction between and with children using languages is important for the development of their communication and language skills. This interaction can occur in different languages and in many ways, including verbal, where children can communicate in their native language to interact with others, and non-verbal, such as gestures, facial expressions, and body movements, which can be effective in communicating despite the language difference.

Interaction between and with children using languages can be an opportunity to promote cultural understanding, friendship and cooperation between them, by focusing on their similarities and common interests, regardless of the language they use, and this interaction takes place during different periods of the school day.

Interacting with children using languages plays a vital role in developing their social, linguistic and cultural skills, here are some important points about interacting with children using languages:

1- Developing language skills: When children interact in different languages, they learn new vocabulary and how to use it in sentences, this opportunity can improve their ability to speak fluently and understand others.

2- Promote cultural understanding: When children from different cultures interact, they have the opportunity to understand some aspects of each other's cultures, this helps encourage tolerance and mutual respect.

3- Focus on similarities and common interests: Regardless of the language they use, children can discover what they have in common, such as favorite toys or shared interests, which contributes to fostering friendship and cooperation between them.

4- Stimulate creativity and imagination: When children find different ways to communicate, their creativity and imagination are stimulated, a game can be a fun way to interact between children in different languages and discover new things together.

5- Support language learning in children with language difficulties: Interacting with children from diverse linguistic backgrounds may contribute to providing support for those with language learning difficulties.

Ultimately, interaction between children in different languages should be stimulating and encouraging, and educators should encourage this interaction and provide a fun and supportive environment to foster communication and understanding between children.

The interaction can be through several activities that the educator works to program during the day, including:

Reception: During the reception, a range of interactions take place, such as greeting other friends, participating in reception activities such as drawing, coloring, singing and singing the national anthem, examples of sentences that the child can acquire during this period:

(Good morning teacher - can I go to the play corner?)

In the assembly area: During the assembly period, the educator is keen to ensure that all children participate and interact positively with the information and knowledge provided, taking care to use the language of learning so that children can open up to it.

Oral expression Story Posters are examples of sentences that a child can acquire during this period:

(The days of the week are seven / Today is Monday. I will count the children)

During sensorimotor activities: During sensorimotor activities, the educator participates with the children in doing a range of movements, as the closer the educator is to the children and keen to participate in the programmed activities, they generate a sense of security and lack of shyness, during this period the educator can create many opportunities for linguistic interaction through play.

Examples of sentences that the child can acquire during this period:

(jump in the ring, catch the ball).

During group work: This period can be used to improve interaction and communication skills with children by making sure that all children are involved in the learning process and listening to and expressing their suggestions, examples of sentences that children can acquire during this period:

(I finished my work... ---- write the letter M)

At recess: Group play contributes greatly to the development of children's interactive skills, thus opening them up to the outside world, examples of sentences that a child can acquire during this period:

(Play with my friends in the schoolyard. I want to drink water).

During the lesson: During this period, the educator can determine the level of each child and the extent of their ability to absorb and concentrate during the learning process, as well as the ability of children to present their ideas in a sequential manner, and the extent of their ability to move from the mother tongue to the language of learning during the outcome period.

Examples of sentences that a child can acquire during this period:

(Today we learned about the letter M. I arranged the tools).