Bilingualism for children, a great asset in life.
Transcription
Bilingualism for children, a great asset in life.
Bilingualism for children, a great asset in life. In Brittany, children don’t always call a cat, un chat! Information for parents of children aged 0 to 4 in the Finistère region New! You can view this brochure on your Smartphone. www.cg29.fr www.divskouarn.fr www.bretagne.fr In order to read the QR codes download the free application bookBeo, available on iPhone and android phones. Alternatively, type the address at the bottom of the QR code into your web browser. Summary Which language should we choose? p. 5 Bilingualism, p. 7 a real asset Scan this code and post your comments on the Divskouarn website directly from your mobile. Language development in children p. 9 Tips p. 17 for becoming bilingual in everyday life! Practical information Editors : Finistère General Council, Breton language mission – Regional Council of Brittany – Divskouarn Photo credits : ©Augural – BananaStock – Iwerzhonphoto – Juice – PhotoAlto – P. Sicard-CG29 Design, realisation : Finistère General Council, Communications Office Translations : BTU (UBO) (University Translation Bureau) – Skrid Audiovisual productions : Lionel Buannic Krouiñ – France 3 Printing : Imprimerie du Commerce - Quimper Date : January 2012 PEFC/10-31-1283 p. 23 Encouraging bilingualism at a very early age As trade and Europe have become internationalised, there is no doubt that it is beneficial for young children to master several languages. From a scientific point of view, researchers agree that building balanced bilingualism is closely related to the age at which the languages are acquired: Early bilingualism is both an asset for learning several foreign languages and an opportunity for the child’s personal development. In Finistère, the use of the Breton language from an early age is encouraged by the General Council, because it stimulates children’s early learning, provides them with the skills to learn other languages and prepares them for multilingualism. Learning Breton is part of a process that uses bilingualism not just to provide a linguistic asset, but also as a way of preserving this regional language that belongs to our shared heritage. Encouraging children to learn Breton from an early age will help to preserve Finistère’s cultural and linguistic diversity. I hope that Finistère families will get more involved in transmitting a second language, whether it is Breton or a foreign mother-tongue. By doing that, they would be participating in the promotion of our regional language, the backbone of Breton culture, and in the construction of a Finistère where diversity brings reciprocal, collective enrichment. Pierre MAILLE President of the Finistère General Council Through its language policy, the General Council of Brittany is committed to an ambitious approach for supporting and promoting the lifelong transmission of the Breton language. Although adult learning and bilingual education are essential for recovering the Breton language for everyone, in recent years there has been a trend towards promoting early learning of the language. The Finistère region wants to provide the best possible support for this new sector. Attracting very young children to the Breton language in fact serves to stimulate early learning, facilitates the subsequent learning of other languages, gives them a better understanding of the culture around them and opens them up to other cultures. It is a valuable asset, for their well-being and their development. This short guide will help parents to seize this opportunity for their child(ren). Jean-Yves LE DRIAN President of the General Council of Brittany If you are a parent and you want your child to know a language other than French, then this brochure is for you! If you work with very young children then this guide will also be of interest. This brochure will help you understand why it is important for your child to speak or learn several languages in the first few years of his or her life. In these pages you will find information and advice on bilingual or multilingual education for your children. Two local authorities promoting bilingualism The first few years in a child’s life are an ideal period for language acquisition, because babies and young children have a significant ability to assimilate the sounds they hear. This ability gradually decreases, so it’s best to start as soon as possible! This brochure is a result of the interest expressed by the Finistère General Council and the Regional Council of Brittany, the two local authorities developing early bilingualism in the context of developing the region’s potential. Did you know? Bilingual education for children does not just affect parents in Brittany! More than 50 million Europeans speak a regional language, excluding people who have emigrated and speak a mother tongue which is different to the national and regional languages of the place where they live. 4 Which language should we choose? It is quite reasonable to wonder which language to choose in addition to French. Depending on the family, the choice will be a natural, obvious one or a considered choice. Breton? You live in the Finistère region, so why not Breton? This language is spoken by 110,000 people in the Finistère region, and 6,000 of them are children and teenagers in bilingual education. It is a living language which helps to build relationships. Intergenerational encounters are also encouraged by the General Council and Regional Council because they promote the solidarity of proximity. Effective learning will naturally take place in a warm and friendly environment! And when children use Breton in addition to French, they are able to learn other languages quickly by using their intellectual flexibility and their knowledge to build “bridges”. Breton is not a foreign language in the Finistère region. It is this authentic character which makes it the ideal tool for raising your child as a balanced bilingual in a relaxed, reassuring environment. Subsequently, this ingrained bilingualism will be the best possible opening to multilingualism! And what about other languages? It is important not to forget the diversity of languages spoken in Finistère, such as Arabic, Turkish, Wolof or English. When your mother tongue is not French, it is normal to wonder about speaking it to your baby. The mother tongue is the language of affection, of shared communication at home, of attachment to parents and the precious ties with family and the community of origin. It is therefore irreplaceable! Furthermore, differences in languages contribute to the cultural richness and diversity of humanity. Therefore, it is up to us to bear witness to this by speaking our mother tongue, without fear, with conviction, whenever the opportunity arises; and, above all, by transmitting it to our children. When you communicate with your child in your mother tongue and, more generally, in everyday family life, the child must feel that the language is important to you and that it is valued. In order to transmit your language successfully, give your child a positive image! 5 Breton at heart! Most Breton people are aware that if the regional language dropped out of use, it would be a great loss. Many people from Finistère are attached to the language and culture because they help to build the identity of the child and the future adult. This identity also affects parents originally from Brittany as well as Bretons by adoption, eager to learn about the local culture. Although family transmission of the Breton language is on the rise, the majority of parents in Finistère are in unable to use Breton at home. That does not have to be an obstacle to language transmission! Throughout this brochure, you will see that there are a number of aids that parents – Breton speakers or otherwise – can use to help them offer the Breton language to their children! Their bilingualism, they talk about it! Families talk about bilingualism in their daily lives in Finistère. Find them as you read! 16 year-old Maxime Rohart divides his time between Berlin and Douarnenez Ich spreche Deutsch und Französisch! 16-year old Maxime chats away in perfect French, with a slight German accent, because he grew up on the other side of the Rhine. When he was little, his mother spoke to him in German and his father in French. Quite naturally therefore and thanks to a real commitment from his parents, he received a bilingual education in Berlin. By the time he was six he could already speak both languages fluently and learned English without any difficulty. “I’ve been learning Spanish for 2 years and I can see that it’s easier for me than for those who only speak German,” the teenager explains. “Also, being bilingual has opened me up to the world; I have lots of friends who come from other countries”. His hopes for the future: To work in the field of law and “go to the United States to improve my English”. This is a path that his father, who lives in Douarnenez, is envious of. He is “rubbish at languages”! 6 Bilingualism, a real asset There are two main situations: • native French-speaking parents want their baby or young child to acquire a second language; • the mother tongue of at least one parent is not French. As a general rule, it is important to encourage a child’s language development as soon as possible, whether the family speaks one or several languages and whatever languages are spoken. Why? • Language skills underpin children’s images of themselves, of their identity and their cultural roots and are used in all interactions. Being able to communicate contributes to a child’s well-being. Learning several languages allows the child to feel involved and discover the surrounding environment in a fun, natural way. • Studies point to the positive effects of bilingualism on children’s linguistic and educational development. Dealing with information in two languages enables children to acquire more flexible thought processes. For this to happen, the child has to develop in a stimulating environment. Bilingualism contributes to this openness when children develop in a specific context: the mother tongue is dominant in the child’s immediate environment and he or she learns a language which, although less used, is valued. Such is the case with bilingual education in Brittany today. How is it done? Studies suggest that families who speak more than one language should think before the birth of their child about the way they want to transmit this heritage. One possibility would be to make each parent responsible for one language. Another possibility would be to use the second language, such as Breton, as much as possible at home. 7 Their bilingualism, they speak about it! Spontaneous bilingualism Erell, Jean and Mona live in Mahalon 15 month-old Mona is sitting in her highchair ready to eat mashed peas. “Humm, ar piz-bihan” her dad says to her, raising the fork up to her mouth. When the baby was born, Jean, a musician, sang Breton songs to her: “It was obvious to use both languages!” But it had not really been planned beforehand with Erell, who uses Breton everyday at work. Now the family (living in Mahalon, in the Cap Sizun) is an excellent example of bilingualism, switching effortlessly from one language to another. “When we both go out for a walk, I talk to her in Breton, but can switch over to French if someone wants to join in our conversation,” explains Erell. The situation is the same for Jean. He has always been interested in Breton, and now he is taking classes. “If I don’t manage to make a sentence or express an idea in Breton, I prefer to switch to French, because the main thing is the exchange, communication.” “We want things to be natural. Should we have been more radical? We don’t want Mona to feel that it’s a great effort or sacrifice, we just want her to enjoy it, with us and no hang ups.” The couple also wants other people to speak in Breton to Mona. Jean asked his father to speak to his young daughter in his lovely Bigouden Breton, which he didn’t have time to do with his own children. And it works! Early bilingualism helps to recreate the chain of language transmission, which has been interrupted for a generation. Did you know? Parents who are not very proficient or are hesitant in French are advised to speak to their baby in their mother tongue, the language that they have mastered perfectly (vocabulary, sentence structures, pronunciation). That would give their child every opportunity to acquire the language in optimum conditions. If the mother tongue is not French, don’t worry, the child will learn French from neighbours and friends, in the neighbourhood and at school. 8 Language development in children Some children hear several languages being spoken at home; others learn new languages at school or nursery school. These languages become the basis for learning new languages. Whether you are a Frenchspeaking parent wanting your child to acquire a second language or if you have a mother tongue other than French, in the following pages you will learn how children acquire language. There are also some suggestions on how to put theory into practice! Don’t forget that the pace of learning can vary from one child to another. 9 Before birth During the last three months of pregnancy, the foetus can already hear certain noises, the mother’s voice of course, but also the voices of her close friends and relatives. In this way the child registers the rhythm of the language spoken in the surrounding environment. Some studies have even shown that the mother’s voice has a calming effect on the unborn child! Suggestion Even before babies are born, it is worth talking to them! And start to think about the languages which you want to transmit, especially if you speak several languages. Warning! Just because you are bilingual doesn’t mean that your children will be too! You must transmit your languages to them. At birth Newborns are very quickly attracted to the musical elements of speech. They can already differentiate between a human voice and other sounds. After 10 days, they can recognise their mother’s voice and her mother tongue. Around 3 months A baby’s first smile, known as “social smiling” is directed at a smiling face. This is also when babies begin to produce cooing sounds, a preliminary to babbling which delights the baby’s family circle. Thus babies understand that vocal production is associated with an exchange. They repeat the sounds, improve them and associate their cries with arm and leg movements. 10 From 3 to 6 months Children babble, mimic the sounds that they hear, listen and communicate. The family circle, especially mothers, mimic, in turn, their babies’ vocalisations in the form of an exchange which already appears to be a “conversation”. At around 6 months, babies’ babble has many sounds, including ones which do not exist in their language environment. Suggestions It is important to listen to your children and answer them to introduce dialogue. Sing and speak to them! Use words to describe people, the objects that they see, and their emotions: “Oh! Are you happy? Are you scared?” Speak to them regularly in both languages to familiarise them with the sounds and the melody of the two language codes. Smile and express yourself clearly whilst looking at your child and give them time to answer. Sometimes it may take time, but the response will come in the form of a look, a kick or a smile. When you meet with other parents, share your experiences! From 6 to 12 months Children react to their first name and understand the difference between a statement, such as, “Yes, it’s a book, that’s good” and a question such as, “are you hungry?” This period is important for the “shaping” of the initial babble to the melodic contours and sounds of the mother tongue. Babies integrate the specific features of the languages they have to deal with. 11 Around one year “Daddy, Mummy”. These are often the child’s first meaningful words, to which intonations are soon added. The language or languages being spoken are already recognised. Children at this stage understand more than they can speak. When children grow up in a bilingual environment, their first words often belong to the language spoken by the mother. Suggestions Speak, sing, describe to your children everything they see. They will also enjoy games such as “peek-a-boo”, hand games, nursery rhymes, that help children to develop their language. Give them books written for their age group, with clear, contrasting pictures. Let them look at the books and even put them in their mouths! Talk about the pictures together. Choose books that you like too and don’t hesitate to read them in both languages if you are able to do so. Around 18 months Children start to make phrases like “no bed” or “daddy, clap hands” with meaningful intonations, which enable them to diversify their speech. They increase their vocabulary by pointing: children point to objects and the people with them say what they are. A young child growing up in a bilingual environment will immediately grasp the arbitrariness of language: Two words can be used for one object. Bilingual children may take longer than monolingual children to talk. For a little while he or she will come out with phrases which are a mix of words from both languages, before really being able to distinguish them. This contributes to a more flexible way of functioning that they will be able to apply in other situations. 12 Suggestions Name things which interest the children and give them simple explanations. Repeat the words they say and reformulate them by completing the phrases. Read them little illustrated stories regularly and in both languages where possible. It is a good idea to encourage the second language. Will your children have enough opportunities to hear it and express themselves in this language? 2 years old The spoken language is becoming increasingly important, but body language is still used to support communication. Among themselves, children use non-verbal communication, exchanging gestures of affection or intimidation. Those close to the child understand what is being said and the fact the child is speaking is more important than the form the expression takes. Children understand longer phrases than before, answer questions that have been asked and share what they have seen. They become aware of the influence and even the control that can be exercised through language. 3 years old Children can make themselves understood more easily: They make longer sentences, fewer mistakes with pronunciation or syntax and require less help from adults in conversations. Bilingual children can distinguish the two languages more easily and understand which language they have to speak according to the speaker. Soon they will also master both languages, of which one will naturally be used more spontaneously. 13 Suggestions Repeat and complete what your children are saying. According to the situation, or how they feel about it, your children will speak one language more than another. They may appear to mix the languages up because they are not fully proficient in them. In fact, they are just experimenting because they are in the process of learning. Have you thought about enrolling your children in a bilingual pre-school? Your children could complete the learning of the second language outside the family. 4 years old If children have been faced with a structured language from birth, from here on they will master the basics of the language and understand the majority of what is said. They find it easy to comment on what is happening and their conversational skills improve. They are also interested in the letters of the alphabet, colours and numbers, which they can start to learn in both languages. In linguistic terms, children are no longer limited to the present. They also speak about the past or about what is going to happen in the near future, and gradually expand their range. They will need concrete benchmarks to understand timescales: “Three sleeps till we go on holiday!” Suggestions Show that you are interested in what your children are saying and offer additional information. They like to answer questions and ask them, carry out small tasks as well as games with silly remarks, nursery rhymes or riddles. You can tell them longer stories: They will identify the characters and ask questions on the topic. To help them towards bilingualism, you can read them stories or listen to songs14in both languages. And afterwards? At 4 years old, young children have built up the essential skills which make turn them into young people, such as movement and language. And they continue to progress and, in particular, acquire a second level of language made up of word plays and humour. Capable of expressing themselves in two different language codes, they have an advantage that will help them on their way. You can consider a bilingual education for your child. In Finistère there are bilingual French-Breton schools, like the Diwan schools. Their bilingualism, they talk about it! A “Breton-ese” family, David, Aya and Lena Le Meur between Japan and Quimper We are a “Breton-ese” family and we speak to our daughter Lena (3 years old) in French, Japanese and sometimes even in English. After her birth in Quimper, we asked ourselves lots of questions about how best to proceed. When we went back to Japan for the first time with her, we realised how it important it was to have a dual-culture and bilingualism from the earliest age. Having fun with her cousins, chatting with her aunt and her grandmother without the need for translation, are also elements that enable her to understand her origins and build her identity, in order to be stronger in a society that is constantly evolving. Some will say that the child’s mother should speak in her language and the father in his, but in the end the important thing is for the child to be just as comfortable in one language as in the other just as we want for ourselves. 15 Their bilingualism, they talk about it! “You don’t have anything to lose by learning another language” Annaïck, Visant and Tivizio Rouxel live in Plogastel-Saint-Germain in the Bigouden region of Brittany At two and a half, Tivizio can already point to a spoon and say “loa” (Breton) to his father and “cuillère” (French) to his mother, because from a young age, he has been cradled by the Breton language. In 2004, his parents, Visant et Annaïck, started to learn Breton. When they knew they were going to have a baby, the couple looked for a Bretonspeaking childminder, but to no avail. “So we decided that I would take parental leave for 3 years” explains the father. “I made up my mind that I was going to speak to him in Breton, but without knowing all the advantages of early bilingualism!” During their research, the parents to be discovered that their child would learn other languages more quickly, find it easier to learn things at school and that it would be easier for him to find a job later on. When Tivizio was born, Visant and Annaïck spoke to him in Breton straightaway, but were somewhat anxious at first. “We wondered if we would be able to do it, but in the end it came naturally”. But for the adorable little child, Breton is more the father’s language, quite simply because he spends more time with him at home. He tells him stories, wrote a book with photos taken at home and captions in Breton. Visant even invents lullabies to make him fall asleep! Soon, the young boy will go to school all day. And even if he is educated at the brand new Skol Diwan in Plogastel-Saint-Germain, Visant is worried that he will forget or neglect his mother tongue. “We will have to spend time alone together, occasionally so that we can speak Breton together,” explains the young father. And why not with a little brother or sister? “That’s what we want, and we will carry on with Breton in the same way. In any case, you have nothing to lose by learning another language; it can only be a positive thing!” 16 Good ideas for becoming bilingual in everyday life! These fun activities can be adapted to all the languages you want to transmit. You are a model! (at any age) As a parent, it is important to increase the opportunities for your children to hear and speak the second language. Take the time to speak to them! It is important to use a rich, varied vocabulary with your children and the other people you speak to! Remember that you and other adults around you are language role models for them. If you are in the process of learning, Breton for example, and you want your child to learn this language, you can use albums, CDs and DVDs to make conversations easier. Do not hide from your children the fact that you do not yet speak fluent Breton: Tell them that, like them, you are learning it too! They will understand and that will avoid your mistakes being interpreted as correct, and thus, reproducible constructions. Use photos to support conversations (from age 2) Take photos when you are out and about or on special occasions. You can then talk about them with your children and ask them what they think and they feel while looking at them. Then the children can put them on the wall or stick them to the fridge. Talk about these photos with them and ask them why they have chosen particular ones. It is useful to write at the side of the photos to help you remember what they said. You can then keep them in an album. It is not always easy for children to express their ideas, but photos can encourage them to communicate. 17 Create a character who can only speak the second language (from the earliest age) A toy or a lovable teddy bear that only speaks Breton or another second language. Tell your children this and if they talk to or play with it, conversations will be in this language. In nurseries in Wales, for example, children play with Dewin (the Welsh word for magician). He can do all sorts of magic tricks but sometimes he needs the help of his loyal friend, a little dog called Doti. You can make up a similar character at home, to help make the learning of the minority language easier and more interesting for your child. Use posters (from 2 to 3 years) Prepare a poster on a topical subject and put it where your child can see it. Write key words on it (adjectives, nouns, verbs…). Children like stopping in front of posters to ask questions or to tell their own stories in relation to the subject presented. The key words will help you to respond more easily to your child’s questions. This support can also encourage young children to play a game linked to the topic being dealt with. 18 Make your own postcards Make postcards with your children and decorate them with feathers, stars, crepe paper, leaves and dried petals… Your children can write their own messages. Go to the post office with them so that they can buy an envelope and a stamp. Help them to write the address of the recipient they have chosen, then post the card! Collaborate with daycare professionals and educators (at all ages) The work of parents and educators at pre-school and schools is essential for the child’s well-being. Thanks to the parents, the staff learn how to get to know the child better, while parents find out about their children’s day to day activities. This collaboration is also important for language development. 19 Language sponsorship (at all ages) It is important to create language ties between the place where children hear the second language spoken (nursery, school) and their home, their family. If you do not speak the target language yourself, you can find someone who is able to facilitate the creation of these language ties. A grandfather or a grandmother, for example. It is advisable to choose a speaker of the minority language who the child is fond of and who shows an interest in the child’s activities and is able to provide him or her with vocabulary and sentence structures in the target language. They must also have the time to spare (one or two hours a week over a long period). The speaker could also take part in activities at the pre-school itself and get to know the establishment’s daily routine. But don’t worry if you can’t find anyone in your circle of acquaintances. There are other methods such as parent-child workshops to reinforce language ties. 20 Make books (from age 1) In certain languages, the range of literature for young children is limited, so it is up to you to create a book in order to introduce the written word and read it together! Arm yourself with coloured paper, crayons, finished drawings, numbers and letters to make the process creative. You can write a story that you liked as a child, nursery rhymes or riddles, a childhood memory, a song or a topic that interests your child. When the pages are ready, you can laminate them and re-read them. Then, let your children choose the illustrations for the book and ask them to describe the drawings. Write down what they say. The size and the thickness of the book are not important: young children don’t need a lot of pages or words. You can carry out this activity with other families or at the nursery. It is a way of letting other people know about your children’s ideas, whilst showing them the link between the written and spoken language. Use a favourable context from your region It is important for children to find references and applications of the things they experience and learn in their environment. The Breton language is, thus, a pertinent choice for the people of Finistère. It is easy to find a “sponsor” fluent in the language and the everyday environment in Brittany often refers to the Breton language or culture. Breton names can be found on road signs and the signs for some businesses, associations and sports clubs. Several radio stations, television channels and Internet sites provide content in Breton. You can hear people speaking Breton and listen to Breton music, creativity in the Breton language is very dynamic! All of this means that the presence of the Breton language is palpable, even in an almost exclusively French-speaking environment. This situation, in fact, reinforces the consistency of French-Breton bilingualism. 21 Have you thought about bilingual education when your child goes to nursery school? Please refer to the list of schools at: http://www.ofis-bzh.org/upload/travail_ paragraphe/fichier/237fichier.xls To find out more and ask any questions you may have on these bilingual state, Catholic or non-profit schools, please contact: • Div Yezh, parents’ association for bilingual education in state schools: Judith Castel, Tel. 02 56 35 51 21 – http://div-yezh.org – E-mail: sekretourva@div-yezh.org • Dihun, parents’ association for bilingual education in Catholic schools: Yann Le Corre, Tel. 02 97 63 43 64 or 07 61 72 43 64 – http://www.dihun.com – E-mail: dihun. breizh@freesbee.fr • Diwan, a network of non-profit, independent schools incorporating linguistic immersion in the Breton language: Anna-Vari Chapalain, Tel. 02 98 21 33 69 – http://www. diwanbreizh.org – E-mail: diwan.breizh@wanadoo.fr The Programme for Native Language and Culture Instruction (ELCO) in the national education system Teaching of the native language and culture Teaching of the native language and culture is based on the principle of mother tongue fluency as a prerequisite for the successful teaching of a second language. The ELCO Programme is for primary and secondary schools. The courses are organised in all schools where there is demand from families. Aimed originally at children of the nationality concerned, or where one of the parents has or did have that nationality, these courses have now been made available to all children whose families want them to enrol, depending on the places available. For the Finistère region, instruction in native languages and culture is available in Arabic, with Tunisian or Moroccan teachers, in Brest, Morlaix and Quimper. Turkish is available in Brest, Briec, Guerlesquin, Landerneau, Pont-de-Buis and Quimper. Specific information on when and where ELCO courses are available can be obtained from national education inspectors (Brest Ville, Brest Nord, Landerneau, Morlaix, Quimper Nord, Quimper Ville). 22 Practical information Learning Breton in Finistère Childcare nurseries, drop-in centres and child-minder services P’tit Mousse Nursery 4 rue du Languedoc – BREST 02 98 03 40 55 – habasque.karen@9business.fr Les Mini Mômes Drop-in Ti Glaz – 4 rue J.-M. Pédel – PLOUGASTEL-DAOULAS 02 98 37 57 60 – minimomes@gmail.com Galipette - combined childcare Maison de l’enfance – 7 rue Kernigez – CARHAIX 02 98 93 79 64 – assogalipette@wanadoo.fr Parent and childminder networks in Plougastel Ti Glaz – 4 rue J.-M. Pédel – PLOUGASTEL-DAOULAS 02 98 37 57 34 irene.siche.jouan@mairie-plougastel.fr À la Rue Béole Day nursery (combined child-care) Les Ximenias – 12 rue des Frênes – Kerandon CONCARNEAU 02 98 50 66 20 – laruebeole@orange.fr Community nursery Rue Saint-Germain – PLOUGERNEAU 02 98 04 58 28 – creche@plougerneau.fr Dorn ha Dorn 13 rue du Vieux Bourg – GOUESNOU 02 98 37 92 86 Petits Korrigans Combined child-care Rue des Écoles – PLOUHINEC 02 98 70 89 93 – petitskorrigans@wanadoo.fr La main dans la main Drop-in centre Centre Henri Queffelec – Rue Reichstett GOUESNOU – 02 98 07 75 31 Ti ar Bugelig Drop-in centre Centre social Courte Échelle 1 rue des Myosotis – PLOUZANÉ 02 98 45 42 43 halte-garderie.plouzane@aliceadsl.fr Les Pitchouns Maison de l’enfance – 5 rue Jeanne d’Arc LESNEVEN 02 98 83 16 78 – crechelespitchouns@neuf.fr Childminders network in Cap Sizun ULAMIR – Rue Abbé Conan – POULLAN 02 98 74 27 71 – renevot.ulamir@orange.fr Childminders’ Association Nid d’Anges – Chez Mme Lamer 17 rue Guyader – LESNEVEN 02 98 21 09 51 – jblamer@orange.fr Les Petits Mousses 1 rue de Bretagne – Penhars – QUIMPER 02 98 55 25 33 creche.petits-mousses@mairie-quimper.fr Océane Nursery Rue Kerdiaoulic – MOËLAN-SUR-MER 02 98 96 58 92 maisonenfancemoelan@wanadoo.fr Network of childminders of COCOPAQ (Community of local authorities of the Quimperlé commune) Kermec – TRÉMÉVEN 02 98 35 13 57 – celine.dafniet@cocopaq.com Plabennec Combined childcare 25 rue de l’Aber – PLABENNEC 02 98 37 60 72 multi.accueil.plabennec@wanadoo.fr Network of childminders in Trégunc-Concarneau Trégunc town hall – TRÉGUNC 02 98 50 17 75 ram-tregunc-concarneau@orange.fr La Bambinerie Nursery Ti Glaz – 4 rue J.M Pédel – PLOUGASTEL-DAOULAS 02 98 37 57 36 – labambinerie@gmail.com 23 Practical information Learn Breton in Finistère Albums, books and CDs Non-exhaustive list - find out from your bookseller, or music store, or on the website www.klask.com Nursery rhymes and songs You can find traditional or new nursery rhymes, songs for the very young, lullabies, illustrated albums some with an accompanying CD, some educational and early learning books, picture books and games tailored to your children from the following publishers: • Éditions An Here A wide range of books, board books, picture books, albums, collections such as Spot, Nanarzh (teddy), Arzhur, etc. Order from www.Klask.com – E-mail: klask@bzh5.com • Coop Breizh, books and music publisher, distributor www.coop-breizh.fr – E-mail: contact@coop-breizh.fr • Éditions Bannoù Heol www.b-heol.com – E-mail: b-heol@wanadoo.fr Including the collections Leo ha Popi, Arzhig Du (little brown bear) • Éditions Dastum www.musiques-bretagne.com – E-mail: dastum@wanadoo.fr Collections of nursery rhymes – for example, Doub ha doub ha doup, rhymes and nursery rhymes for children, or Dibedibedañchoù • Éditions Emgleo Breiz www.emgleobreiz.com – E-mail: emgleo.breiz@wanadoo.fr Examples include: Rimadelloù hengounel (traditional nursery rhymes), Kanaouennoù nevez evit ar vugale (new songs for children) • Éditions Keit Vimp Bev www.keit-vimp-bev.info – E-mail: keit-vimp-bev@wanadoo.fr Examples include: Rimadelloù al loened (animal nursery rhymes), the Toupig collection, Lizherenneg al lutun glas (alphabet book)... and also a monthly magazine for age 3 upwards: Rouzig, available on subscription. Music CDs • Kalon ur vamm 2 – Y. Ribis and S. Le Hunsec – lullabies in Breton • Kanit bugaligoù! – M. Jaouen – Miroir Magique • Heitou! – M. Jaouen – Goasco Music • Fiñval – Child from Lannion Public School – Keit Vimp Bev • Pok-ha-Pok – Jakez Ar Born – Brennig ar C’hurnig 24 Audio-visual products and programmes on the television and Internet Audio-visual products • Breizh - VOD There are plenty of children’s programmes in Breton (magazines, cartoons) to rent or buy, by downloading from the new VOD (video on demand) portal in the Breton language. Link on the website http://www.dizale.org Programmes • Brezhoweb An exclusive online TV channel, where part of the programming is aimed at children – live everyday from 6.30pm to 10.30pm or by use free streaming to watch the programme of your choice – Internet website: http://www.brezhoweb.com/ • France 3: on TV: weekly programme Mouchig dall, on Wednesday mornings, or watch it online at: http://bretagne.france3.fr/mouchig-dall/?page=accueil&lang=fr • Tébéo: on TV: on TNT channel 21: Dibikouz, children’s programme. Broadcast on Wednesday mornings and at the weekend. www.tebeotv.fr And also on the radio The children’s programme “Deomp Dezhi”, songs, interviews, stories recorded in schools or on the spot, produced and broadcast by: • Radio Kerne: online and repeats: On FM radio: 90.2 (Quimper), 92.0 (Douarnenez, Crozon, Brest), 97.5 (Concarneau) On the Internet: http://radiokerne.antourtan.org: online and podcasts. • Arvorig FM On FM radio: 91.7 (Landerneau and Brest) and 107 (best frequency for Landerneau) On the Internet : http://www.arvorigfm.com VOCABULARY daddy and mummy = go to sleep, little one = tadig ha mammig kousk ma bihanig, da goukou ma sweet = madig poupig teddy = nanarzh 25 brother and sister = breur ha c’hoar let’s go = deomp dezhi eat = debr ‘ta Practical information Learning Portuguese in Finistère Finistère associations Lusitania Pen Ar Bed Association Specific courses, group courses in Brest 16 rue Voltaire Penhars – QUIMPER Tel. 02 98 55 20 61 3-8 year olds, 9-14 year olds, and adults provided by Natalia Nunes Bonnaud, fully qualified translator and teacher Tel. 06 21 86 91 50 E-mail: nataliabonnaud@gmail.com Casa de Portugal Association Le Portugais au Pays de la Lune Association 13 rue du Tromeur Lambézellec – BREST Tel. 02 98 46 70 56 From age 6, and adults 50 rue Théodore Botrel LANDERNEAU Tel. 02 98 21 98 18 From age 4, and adults Buy books in Portuguese Retail websites: Toca, Bebé - Livro das Abas www.abrakadabra.eu, www.attica.fr (foreign language bookshop), www.librairie-portugaise.com Publisher: Livraria Civilização Editora Date of publication: 2011 Números Espreita! Primeiras Palavras Publisher: Porto Editora Date of publication: 2011 Cartoons on the Internet Zigzag on www.rtp.pt, www.canalpanda.pt, www.junior.te.pt, www.iguinho.lg.com.br, www.cn3.cartoonetwork.com.br, www.leme.pt/criancas/, www.sitiodosmiudos.pt/sitio.asp Television channels received in France RTPi: www.rtp.pt or satellite Hotbird 8, SICi: package of channels, operator - Orange, TV Globo International: http://tvglobointernacional.globo.com or satellite Hotbird 6. VOCABULARY daddy = papá mummy = mamã sweet = bombom, rebuçado go to sleep = faz óó look at that = olha para isto 26 dog = cão cat = gato fish = peixe Practical information Learn Arabic in Finistère Finistère associations ADELCA, Association for the development of the Arabic and language and culture AMELA, Morlaix Association of the teaching of the Arabic language 1 rue de l’Harteloire – BREST Tel. 02 98 02 55 97 - 06 82 26 59 38 Rue Eugène Pottier – MORLAIX Tel. 02 98 67 23 20 http://association-amela.jimdo.com AAPRI, Association Algerian for intercultural relations 4 B rue Gavarni – BREST – Tel. 02 98 41 44 08 aapri@live.fr Don’t forget libraries, associations and booksellers CDs and books for your child Retail website: Alef Baa Taa Alhayawanat www.abrakadabra.eu Author: A. Norbtilian À l’ombre de l’olivier Publisher: Didier 29 Arabic and Berber nursery rhymes Alkali (Bright baby first words) Television channel received in France Baraem.TV, the first channel in Arabic for pre-school children and their parents: www. baraem.tv or satellite Hotbird 6. VOCABULARY go to sleep, my child = drink = dog = cat = eat = daddy = mummy = sweet = 27 Practical information Learn Turkish in Finistère Finistère associations Cultural Turkish Association of Quimper Bosphore Association of Languages 205 route de Douarnenez – QUIMPER Tel. 02 98 55 55 48 E-mail: www.actq.org 15 rue de Mesgall – GOUESNOU Tel. 06 03 19 10 60 E-mail: languesdubosphore@orange.fr CDs and books for your child Retail website: www.abrakadabra.eu Benim Ilk Sözlügüm Bilmecelerle ABC Author: Can Göknil Author: Helen Melville Publisher: Net Turistik Yayinlari Renkler, Sekiller, Sözcükler Resimli Sözcükler Authors: Caroline Young, Jo Litchfield Television channels received in France TRT çocuk and YumurcakTV on satellite, Turksat 2A and 3A. VOCABULARY daddy and mummy = baba et anne brother and sister = abi et abla sweet = şeker go to sleep, little one = uyusun benim bebeğim teddy = ayıcık toy = oyuncak eat = yemek let’s go = gidelim look = bak 28 Practical information Learn German in Finistère Finistère Associations Maison de l’Allemagne 105 rue de Siam – BREST Tel. 02 98 44 64 07 http://mda.infini.fr E-mail: maison-allemagne-brest@infini.fr CDs and books for your child Retail websites: www. abrakadabra.eu and www.amazon.fr The “Goethe Institut” in Nancy specialises in children’s literature in German: www.goethe.de/ins/ fr/nan/prj/kjl/frindex.htm Rolf Zuckowski sings for children: his songs are very popular in Germany. Especially “Winterkinder” from 1987 and “Die Jahresuhr” from 1994. Mein erstes buntes Bildwörterbuch: Im Kindergarten Hallo, kleiner Elefant ! Amelie Benn, Carlsen Verlag Author: Sandra Grimm Illustrator: Christine Denk Ravensburger Buchverlag Anton ist krank So gehe ich schlafen Judith Drews Beltz Author: Miriam Cordes Publisher: Oetinger Television channel received in France KI.KA or Kinderkanal: on www.kika.de (click on “Fernsehen”, then on “Ki.Ka am PC gucken” and then on “Deine Online-Mediathek”) or on satellite Astra 1M and 1H. VOCABULARY daddy and mummy = teddy = Teddybär cat = Katze Papa und Mama go to sleep = Ab in’s Bett fish = Fisch sweet = Bonbon dog = Hund look at that = Guck mal 29 Practical information Learn Antillean Creole in Finistère Associations Gwa Ka Tam Eddy Dinga – 89 rue Milin Avel – LANHOUARNEAU Tel. 06 64 74 63 65 www.gwakatam.com E-mail: gwakatam@hotmail.fr Courses in dance, percussion and songs, cultural events. CDs and books for your child Je colorie la ferme créole DICO KFE Dictionary in four languages, three CDs included Author: Jala Lafontaine publishers: www.editions-lafontaine.com Lafontaine publishers: www.editions-lafontaine.com VOCABULARY - Creole from Martinique daddy = papa teddy = nounouss mummy = manman go to sleep, little one = pran sonmèy ich mwen sweet = bonbon brother = frê sister = sê let’s go and eat = annou manjé look = gadé Practical information Learn Wolof in Finistère Learning at home Associations Croisade culturelle France I am learning Wolof Tel. 06 60 87 32 74 E-mail: croisadeculturelle@yahoo.fr VOCABULARY daddy = baay mummy = yaay learn = jangg Authors: Jean-Léopold Diouf, Marina Yaguello Publisher: Karthala sweet = taangal eat = lèkk cold = sèdd ! 30 warm = tangg ! toy = fowoukaay The works that have enabled the production of this brochure This brochure uses documents published elsewhere concerning education in the regions participating in the “Multilingual Early Language Transmission” (MELT) project. This project stems from a partnership of four language groups: Breton (Brittany, France), Welsh (Wales, UK), Frisian (Friesland, Holland) and Swedish (Finland). The project focuses on the development of language skills in children from six months to four years old. The MELT project aims to: • define good practices for language and foreign language acquisition; • improve the bilingual competences of care providers in early childhood; • provide children with all the skills they need to become proficient in several languages; • provide parents with information on bilingualism; • reinforce and promote cultural and linguistic diversity. In the section on language development in children, we have taken elements from the Folkhälsan “Språkgroddar” brochure for Swedish speakers in Finland. MELT is one of the projects to come out of the work done by the European Network to Promote Linguistic Diversity (NPLD) which includes Finistère General Council and the Regional Council of Brittany among its members. Education and Culture DG Lifelong Learning Programme Information and contacts for parents The Divskouarn association aims to promote and develop Breton before school alongside parents and childcare professionals in Brittany: you will find plenty of information on their website www.divskouarn.fr with all sorts of examples, testimonies and a newsfeed on early bilingualism. On the website you will also find versions of this booklet in Arabic, Breton, French, Portuguese and Turkish. Tel.: 09 60 04 79 83 – E-mail divskouarn403@orange.fr Finistère General Council Breton Language Mission Tel.: 02 98 76 20 84 – E-mail: bilinguisme-precoce@cg29.fr The Regional Council of Brittany Language Services in Brittany Tel.: 02 99 27 10 10 www.bretagne.fr Acknowledgements This document would not have been possible without the expert advice and invaluable help of many people, including Irène Le Gouill, Pascale Planche, Clarisse Cadiou, Gregor Mazo, Gwenn an Dreo, Natalia Nunes Bonnaud, Erwan ar C’hoadig, Ali Kivrak, Slimane Harrag, Yaroslava Nekhay, Seynabou Badiane, Alex Riemersma, etc. Please accept our grateful thanks! We would also like to thank those who have contributed their testimonies, or kindly allowed us to reproduce their reports or photos.