英語(yǔ)教學(xué)法原著選讀總目錄（截至2016年）
原創(chuàng)不易、公益翻譯，請(qǐng)隨手轉(zhuǎn)發(fā)，感謝！
導(dǎo)讀
本篇講的是兒童在嬰幼兒期（出生到學(xué)前）同時(shí)接觸兩種語(yǔ)言，一般都能以和母語(yǔ)學(xué)習(xí)相仿的進(jìn)度學(xué)會(huì)第二語(yǔ)言的情況。這里所說(shuō)的“雙語(yǔ)”可以指多種情況，比如父母各說(shuō)一種語(yǔ)言、官方語(yǔ)言和方言、本族語(yǔ)言和官方語(yǔ)言等。“同時(shí)接觸兩種語(yǔ)言”，不一定是從出生后就同時(shí)接觸到，可以是從兩三歲甚至四五歲開(kāi)始接觸第二語(yǔ)言。
從文中可以看到，兩種語(yǔ)言的發(fā)展不一定均衡，一般來(lái)說(shuō)使用更多的語(yǔ)言會(huì)得到更快、更好的發(fā)展，而且會(huì)有一種語(yǔ)言會(huì)占主導(dǎo)地位。實(shí)際上，與其過(guò)于追求第二語(yǔ)言的發(fā)展，倒不如先學(xué)好第一語(yǔ)言，促進(jìn)孩子的思維發(fā)展，在此基礎(chǔ)上學(xué)習(xí)第二外語(yǔ)，才能事半功倍。
-----------------------
家長(zhǎng)指南
這篇文章里所說(shuō)的“雙語(yǔ)”，是指孩子有不同的場(chǎng)景可以應(yīng)用兩種不同的語(yǔ)言，比如在家里就說(shuō)“家鄉(xiāng)話（the family language）”，在學(xué)校就說(shuō)主流語(yǔ)言（the majority language）。我知道很多朋友看到本文標(biāo)題就想到孩子能否算是“中英雙語(yǔ)”，但抱歉，這很難，因?yàn)橹髁髡Z(yǔ)言是中文，在家、在學(xué)校都是這樣，那么英語(yǔ)就沒(méi)有具體的應(yīng)用場(chǎng)景。
不過(guò)，這并不意味著孩子就一定發(fā)展不了自己的英語(yǔ)——作為第二語(yǔ)言。實(shí)際上，只要能夠創(chuàng)造條件，充分模擬應(yīng)用場(chǎng)景，就能靠近這個(gè)目標(biāo)，幫助孩子以較快的進(jìn)度發(fā)展英語(yǔ)能力。比如，前面我們說(shuō)過(guò)，可以給孩子劃定固定的地點(diǎn)，每次到那里去，就跟孩子說(shuō)英語(yǔ)，而不是每天劃定一個(gè)時(shí)間段說(shuō)英語(yǔ)，因?yàn)閷?duì)年齡比較小的孩子來(lái)說(shuō)，固定時(shí)間段的概念沒(méi)有固定地點(diǎn)的概念好理解；再比如，可以和孩子用英語(yǔ)討論所看的圖片、動(dòng)畫、視頻等，這樣既有了語(yǔ)言輸入，也有了語(yǔ)言互動(dòng)。
總之，要想孩子學(xué)好英語(yǔ)，家長(zhǎng)是不能當(dāng)甩手掌柜的。越早支持孩子——而不是要求孩子！，就越能取得良好的成效。
------------------------
以下英文原文取自上海外語(yǔ)教育出版社引進(jìn)出版、授權(quán)轉(zhuǎn)載的“外語(yǔ)教學(xué)法叢書(shū)”之九《語(yǔ)言學(xué)習(xí)機(jī)制》第一章“Learning a First Language”：
原文（作者：Lightbown & Spada）
譯文（翻譯：武太白）
Heading: Early childhood bilingualism
Many children, perhaps the majority of children in the world, are exposed to more than one language in early childhood. Children who hear more than one language virtually from birth are sometimes referred to as ‘simultaneous bilinguals’, whereas those who begin to learn a second language later are referred to as ‘sequential bilinguals’.
很多兒童，也許是世界上大多數(shù)兒童，在童年時(shí)代早期都接觸到不止一種語(yǔ)言。從出生一開(kāi)始實(shí)際上就聽(tīng)到兩種語(yǔ)言的孩子有時(shí)也稱為“同時(shí)雙語(yǔ)”，而那些后來(lái)才開(kāi)始學(xué)習(xí)第二語(yǔ)言的稱為“順序雙語(yǔ)”。
There is a considerable body of research on the ability of young children to learn more than one language in their earliest years. The evidence suggests that, when simultaneous bilinguals are in contact with both languages in a variety of settings, there is every reason to expect that they will progress in their development of both languages at a rate and in a manner which are not different from those of monolingual children.
關(guān)于年幼的兒童在早期學(xué)習(xí)一種以上語(yǔ)言的能力，有可觀數(shù)量的研究。證據(jù)暗示，當(dāng)同時(shí)雙語(yǔ)者在多樣化的環(huán)境中都能接觸到兩種語(yǔ)言時(shí)，完全有理由相信他們兩種語(yǔ)言發(fā)展的速度與方式都能夠與單一語(yǔ)言兒童無(wú)甚差別。
Naturally, when children go on to have schooling in only one of those languages, there may be considerable differences in the amount of metalinguistic knowledge they develop and in the type and extent of the vocabulary they eventually acquire in the two languages. Nevertheless, there seems to be little support for the myth that learning more than one language in early childhood slows down the child’s linguistic or cognitive development.
自然地，當(dāng)兒童進(jìn)展到僅使用一種語(yǔ)言的學(xué)齡階段，他們?cè)趦煞N語(yǔ)言的元語(yǔ)言知識(shí)的發(fā)展方面和最終習(xí)得的兩種語(yǔ)言的詞匯類型與程度方面都會(huì)有可觀的不同。不過(guò)，似乎沒(méi)有什么證據(jù)支持這種傳說(shuō)：在孩提時(shí)代早期學(xué)習(xí)一種以上語(yǔ)言會(huì)減緩孩子語(yǔ)言和認(rèn)知的發(fā)展。
There may be reason to be concerned, however, about situations where children are virtually cut off from their family language when they are ‘submerged’ in a second language for long periods in early schooling or day care. In such cases, children may begin to lose the family language before they have developed an age-appropriate mastery of the new language. This is referred to as subtractive bilingualism, and it can have serious negative consequences for children from minority groups. In some cases, children seem to continue to be caught between two languages: not having mastered the second language, they have not continued to develop the first.
然而，有理由感到擔(dān)憂的是，在一些環(huán)境下，兒童完全和他們的家庭語(yǔ)言切斷了聯(lián)系，他們?cè)谠缙谏蠈W(xué)或入托的時(shí)候被“浸入”在第二語(yǔ)言中。在這種情況下，兒童可能在形成合乎他們年齡的新語(yǔ)言的掌握之前就開(kāi)始丟失家庭語(yǔ)言。這種情況被稱為“減法雙語(yǔ)”，可能對(duì)少數(shù)族群的兒童產(chǎn)生嚴(yán)重的負(fù)面影響。在一些情況下，兒童似乎持續(xù)“困”在兩種語(yǔ)言之間：尚未掌握第二語(yǔ)言，也沒(méi)有繼續(xù)發(fā)展第一語(yǔ)言。
Unfortunately, the ‘solution’ which educators often propose to parents is that they should stop speaking the family language at home and concentrate instead on speaking the majority language with their children. The evidence seems to suggest that the opposite would be more effective. That is, parents who themselves are learners of the majority language should continue to use the language which is most comfortable for them. The children may eventually prefer to answer in the majority language, but at least they will maintain their comprehension of their family language. This also permits the parents to express their knowledge and ideas in ways that are likely to be richer and more elaborate than they can manage in their second language.
不幸的是，教育家們經(jīng)常向家長(zhǎng)提議的“解決方案”是在家里也不要再說(shuō)家庭語(yǔ)言，而是轉(zhuǎn)而專注跟孩子說(shuō)主流語(yǔ)言。證據(jù)似乎暗示反過(guò)來(lái)會(huì)更有效。也即，家長(zhǎng)自己還在學(xué)習(xí)主流語(yǔ)言的，應(yīng)該繼續(xù)說(shuō)讓他們感覺(jué)最舒服的語(yǔ)言。孩子可能還是選擇用主流語(yǔ)言來(lái)回答，但至少他們能夠保持對(duì)家庭語(yǔ)言的理解。這也使家長(zhǎng)能夠以很可能更豐富也更詳盡的的方式來(lái)表達(dá)他們的知識(shí)和想法，而不是用第二語(yǔ)言去將就。
There is no evidence that a child’s brain has a limited capacity for languages such that their knowledge of one language must shrink if their knowledge of the other one grows. Most minority language children do eventually master the majority language, but second language acquisition takes time. It may take several years for children to know the language well enough to use it for school learning with the same ease as children who have learned the language from birth.
沒(méi)有證據(jù)表明兒童的大腦學(xué)習(xí)語(yǔ)言的能力有何種局限，以致一種語(yǔ)言知識(shí)增長(zhǎng)另一種語(yǔ)言就一定會(huì)萎縮。絕大部分少數(shù)族裔的孩子最終都能掌握主流語(yǔ)言，但二語(yǔ)習(xí)得畢竟需要花費(fèi)時(shí)間?？赡苄枰脦啄?，孩子們才能把（主流）語(yǔ)言掌握到能和出生就在學(xué)這種語(yǔ)言的孩子一樣輕松地進(jìn)行學(xué)校學(xué)習(xí)的水平。
Eventually, however, it is likely to become their preferred language. Demographic research shows that minority languages are usually lost in the second generation after immigration. Children who have the opportunity to learn multiple languages from early childhood and to maintain them throughout their lives are fortunate indeed, and families that can offer this opportunity to their children should be encouraged to do so.
不過(guò)，最終主流語(yǔ)言很可能就成了他們更喜歡的語(yǔ)言。人口學(xué)研究表明，少數(shù)族裔語(yǔ)言在移民的第二代通常就湮沒(méi)了。能夠從孩提時(shí)代就學(xué)有機(jī)會(huì)學(xué)習(xí)多種語(yǔ)言并將其保持到成年的孩子實(shí)在是幸運(yùn)的，而能夠給孩子提供這種機(jī)會(huì)的家庭應(yīng)該得到鼓勵(lì)要這樣做。
聯(lián)系客服
