Page 48 - PSPS: A Training guide

In a situation where both a child and parents/family members can
communicate at some level in the official tuition language, it is
important for primary school teachers and other relevant
professionals (special needs assistants, therapists etc.) to see if and
what structured support was already in place for the child in
preschool. By learning that, they can also learn how much the child has
already advanced, what specific needs the child has, how involved the
parents/family members have been and what needs the child has at
their stage of transition to primary school.

It is also important for the primary school teacher to try to learn what major grammar
and sentence structure related differences exist between the child’s mother tongue
and official tuition language in order to be able to spot the child’s efforts to literally
translate concepts and thoughts from one language into another. This is really
important because it helps the teacher to assess whether a child does not understand
the concept, topic and words or just does not know the words needed to express
him/herself in the language of tuition adequately.

Talking to a member of the ethnic/minority group involved with the preschool (i.e.
practitioner, interpreter etc.) can also help the teacher to understand the manner in
which the child reacts best to support. This is especially useful when parents/family
members feel insecure and fear communication with the “officials” from the primary
school, where they feel inadequate. The child senses the fear and discomfort and
becomes equally insecure when communicating with teachers or other professionals
involved in the transition process. Teachers should also understand that these children
sometimes also fear “losing” their mother tongue if they learn the official language
fluently and need to make plans to assist these children to understand that primary
school will not make them forget their own language. Both teachers and parents need
to support the child’s learning and, using both languages, celebrate the fact that the
child will be bilingual and therefore even more talented.

When a child does not understand or speak the official language, and the
pressure is on him/her to learn it as quickly as possible, the child needs not
only support in acquiring the official language skills, but more urgently, (s)he
needs to feel welcome, safe and accepted by the new environment, teachers
and peers even without speaking their language.

These children are already frequently at a disadvantage in many ways (they have
recently moved to another country, have only part of their family around and are
missing the others, have left their friends behind etc.) and they need multiple types of
support. If possible, speaking with the child through someone who speaks both
languages is of great importance. Parents or other family members can also provide
necessary information about the child’s likes, dislikes, what the child is missing etc.
– all the details that can help both primary school teachers and relevant professionals
to understand the particular and holistic needs of each child in this situation.