Language and the Brain

Between the lines: why bilingualism is child's play

PUBLISHED : Tuesday, 25 March, 2014, 10:04am

UPDATED : Tuesday, 25 March, 2014, 10:04am

Annie Holife@scmp.com

A power couple in neuroscience, professors Patricia Kuhl and Andrew Meltzoff were in Hong Kong recently to give a talk on their respective areas of expertise - emotional quotient and intelligence quotient - and the role of each in language acquisition.

The US researchers, who have accumulated a vast amount of data on how babies learn, have presented their findings not only to the Education Bureau, but also to the Clinton and Obama administrations, as well as governments and school boards across Europe and the US.

Language is not the same as communication. Babies can cry to communicate their needs, but until they are able to think about, play with and use words, they have no language skills. Language allows us to talk about the past and project our thoughts into the future. Language acquisition is the most complex brain process.

It is difficult to acquire language later in life because the brain loses its elasticity. In terms of learning new languages past the age of seven, Kuhl posits that the "window of learning" stays open longer for children who were exposed to different languages as babies.

In theory, a 15-year-old growing up in a bilingual environment such as Hong Kong will learn any new language more readily than one who has only ever been exposed to one language.

Meltzoff's leading research supports a growing body of evidence that bilingual people have an advantage when it comes to executive functions, specifically inhibitory control and task switching. Greater task-switching skills can be explained as a natural extension of bilingual people's ability to switch between two languages.

It is difficult to acquire language later in life because the brain loses its plasticity

More interesting is inhibitory control, or better self-control, and the ability to delay gratification. Meltzoff found bilingual people tend to have a highly-developed medial prefrontal cortex - the area of the brain that deals with inhibitory control. We use executive functions when we perform activities like planning, organising, strategising and paying attention to and remembering details.

Using sophisticated brain scans and a wide range of laboratory experiments, Kuhl found early language skills predict future reading abilities, and skills not developed early are difficult to remediate later on.

To support children's early language skills, parents are encouraged to speak clearly, age appropriately and frequently to their children. If the best students are those who exhibit strong language skills and inhibitory control, then bilingual students will have a better chance of success in school. For a more in-depth study, The Scientist in the Crib: What Early Learning Tells Us About the Mind by Alison Gopnik, Meltzoff and Kuhl sets forth their detailed studies and findings.

During their visit to Hong Kong, Kuhl and Meltzoff were amused by the contrast between attitudes toward bilingualism in this city and those in the United States, where they are based.

In the US, many parents and educators worry about introducing a second language before a child has mastered his first language. "Won't early bilingual environments confuse the child and cause language delay?" they ask.

In Hong Kong, parents and educators ask these two experts for advice on the best way and a time frame to introduce third, fourth and even fifth languages to children.

Annika Bourgogne's newly published Be Bilingual - Practical Ideas for Multilingual Families dispels concerns about premature second-language acquisition and provides useful tips for parents, including those of us who already embrace multilingualism. Keen parents can go even further, like d'Armond Speers who spoke only Klingon, the invented language from Star Trek, to his son from birth to age three.

Annie Ho is board chairwoman of Bring Me a Book Hong Kong, a non-profit organisation dedicated to improving children's literacy by reading aloud to them. Visit bringmeabook.org.hk

This article appeared in the South China Morning Post print edition as Why bilingualism is child's play

Sing Song Books

Between the lines: how illustrators use lyrics to inspire

PUBLISHED : Tuesday, 11 March, 2014, 10:14am

UPDATED : Tuesday, 11 March, 2014, 10:14am

Annie Holife@scmp.com

My husband and I recently spent some time listening to The Rolling Stones before attending their show in Macau. Our children did not come to the concert, but listening inspired us to expand their repertoire to songs beyond those about boys named Jack, girls named Mary, and farmyard animals.

I don't want to rely on YouTube music videos as the visual accompaniment to new songs, and I am grateful that the book industry agrees.

It's better to use picture books, as singing is a natural form of repeated reading which is highly effective for improving children's reading skills.

Like many young girls everywhere, they have been faithfully belting out Let it Go

In one study cited by Dr Timothy Rasinski, a professor of literacy education, children who were going to be repeating their grade level sang out written lyrics for 30 minutes, three times a week.

This programme continued for 12 weeks, and it yielded a year's worth of progress, meaning that they caught up to their peers.

My three-year-old has two favourites: Kadir Nelson's He's Got the Whole World in His Hands and Paul O. Zelinsky's Knick-Knack Paddywhack. Books like these are the result of award-winning illustrators envisioning and interpreting song lyrics, as well as the message therein.

A spiritual song, He's Got the Whole World in His Hands , the author of which is unknown, invokes a sense of community and togetherness. Both the tune and the lyrics are so upbeat they beg to be belted out and clapped en masse in church or in school.

Knick-Knack Paddywhack, a moving-parts book, is a great interpretation of a humorous song that I have been singing to my children since they were one month old.

I had never been able to conjure up my own images to the words of this song until I saw the book. I was never sure what it meant to be "playing knick-knack", or how the old man "came rolling home".

Zelinsky depicts a different way in which the old man rolled for each time the refrain is repeated. He is well known for The Wheels on the Bus, another sing-song masterpiece of paper engineering.

My six-year-old's favourite sing-song book is Over the Rainbow, illustrated by Eric Puybaret. It includes a CD of the song performed by Grammy award winner Judy Collins.

My daughter loves this rendition of the song, which was originally sung by Judy Garland in the classic film The Wizard of Oz. She always finds something new each time we flip through the pages as we sing, admiring the dream-like images.

We enjoy the illustrations so much that I've already put in a book order for Puybaret's Puff, the Magic Dragon.

My husband's favourite is Bob Dylan's Man Gave Names to All the Animals, illustrated by Jim Arnosky. The richly coloured scenes evoke the primeval world of this Eden-set song.

It includes a CD with the original recording. We never attempt the tune ourselves; we always listen to Bob Dylan's distinct voice as we "read" this book.

My chosen book is What a Wonderful World illustrated by Ashley Bryan, because it is one of my favourite songs. The bright rainbow-hued drawings of multicultural children putting on a puppet show pay homage to Louis Armstrong.

Satchmo's gentle and emotional recording of this song is considered one of the greatest jazz performances of all time.

Even though my daughters aren't quite ready for the Rolling Stones, at least I can proudly state that they've graduated from nursery rhymes to Oscar-winning songs.

Like many young girls everywhere, they have been faithfully belting out Let it Go, the theme song from the animated movie Frozen, at least half a dozen times a day.

Annie Ho is board chairwoman of Bring Me a Book Hong Kong, a non-profit organisation dedicated to improving children's literacy by reading aloud to them. Visit bringmeabook.org.hk

This article appeared in the South China Morning Post print edition as Illustrators right on song for a lyrical awakening

Dinosaur Museum

Between the lines: children of all ages love to read about dinosaurs

PUBLISHED : Tuesday, 25 February, 2014, 11:32am

UPDATED : Tuesday, 25 February, 2014, 11:32am

Annie Holife@scmp.com

My daughters and I joined a dozen of their friends on a visit to the Legends of the Giant Dinosaurs exhibition at the Hong Kong Science Museum during the last school holidays. Our expectations were low but, to our surprise, it was a world-class educational experience that kept the group entertained for an entire morning.

There were robotic dinosaurs and a "petting zoo" where the children took turns prodding a stick at an animated Agilisaurus that responded with short forward lunges, swishing its tail or baring its teeth.

Children love to learn dinosaur names, and this point has not been lost on book publishers

The reconstruction of a fossil dig showed the important work done by palaeontologists. Scattered throughout were interactive games and electronic presentations designed to appeal to tech-savvy children.

Dozens of dinosaur fossils, including a replica of the 30-metre-long Daxiatitan that was discovered on the mainland, made up the finale.

Shaheen Bilgrami's Amazing Dinosaur Discovery is the perfect book to prepare ahead of this outing. It tells the story of Tom, a boy who loves dinosaurs, visiting a museum with his father. The book is arranged with the left-hand side showing pages from Tom's scrapbook to provide readers with trivia about each dinosaur.

The dinosaur fossils are on the right-hand pages, with clever acetate sliding panels. Pull out the panel and the fossilised bones are transformed into a full-colour creature from 100 million years ago in its natural environment.

"Bones. Bones. We look for bones. We look for the bones of dinosaurs." The work of palaeontologists is simply explained in Byron Barton's Bones, Bones, Dinosaur Bones.

Progressing from setting out to dig for bones, to wrapping and packing them for assembly at the museum, this picture book uses bold colours to help young children learn about dinosaurs as well as the fossils they see at museums.

One consistent factor about dinosaur books is that no matter the genre, whether fiction such as Jane Yolen's How Do Dinosaurs Say Good Night? or a non-fiction resource book such as Bob Barner's Dinosaur Bones, they all come with a back page containing an illustrated list of dinosaur names.

This doesn't happen with other animals. Picture books about birds, butterflies and bears rarely include an introduction to the different members of their species.

The exception to this dinosaur book phenomenon is Dinosaur! by Peter Sis. Why? Because it is a wordless picture book. The clean line drawings show the delightful experience of one boy's bath time when he takes his dinosaur bath toy into the tub with him.

Children seem to love learning the names of dinosaurs, and this point has not been lost on book publishers.

As I re-acquaint myself with those wonderfully multi-syllabic dinosaur names, my mind returns to Land of the Lost, the 1970s television series that was the genesis of my fascination with dinosaurs, and provoked my interest in science fiction and time travel.

Another indication of my old age is discovering that the large dinosaur that used to be called a Brontosaurus is now known as an Apatosaurus.

Legends of the Giant Dinosaurs, Hong Kong Science Museum, TST East until Apr 9

This article appeared in the South China Morning Post print edition as Take some big steps back in time