Football & gendered languages

I had an interesting discussion with a fellow mother at the kindergarten yesterday.  She is Japanese, and mentioned that she had just enrolled her son in football (soccer) classes, organized for other Japanese boys.  She then immediately started to explain that it was actually due to concerns about his Japanese language development, rather than any desires that he already be playing sports (the boy is only 3 years old, which many parents may consider quite young for organized sports classes).

This mother mentioned that Japanese is a gendered language, in the sense that men and boys are expected to use different speech patterns than women and girls.  This family consisted of Mom, Dad, Sister, and Brother, which meant that the boy was home most of the day practicing "polite, gentle" speech with his mom and sister.  The mother mentioned that even Dad, when he was at home, used "polite, gentle" speech patterns, I'm assuming because that's how he preferred to communicate with his wife and daughter, and even son.

It can always be challenging for parents to feel they are successfully raising their children to be truly bilingual when they're living abroad.  The language spoken by Mom, Dad and family members on Skype is often at a disadvantage to developing speaking and listening skills, compared the language spoken by teachers, peers, community members, television programs, and etc.  This is especially so when trips to the home country can't occur often enough.

Language is a multi-faceted treasure of human development, and is made up of vocabulary (semantics), grammar (syntax), and functions (pragmatics).  Vocabulary, for example, is learned when speakers have multiple opportunities to practice words in different settings with a variety of speakers.  Our knowledge related to all the meanings of each individual word in our lexicon becomes richer with each experience using the word or hearing someone else use it.  Likewise, with grammar, children need multiple opportunities to practice a structure before it is truly "mastered"-- think of the irregular past tense in English.  Mastery of the range of language functions for each cultural-linguistic group also takes practice, which is why we would accept and even praise a 1-word demand "COOKIE!" from a toddler, but why, as adults this same way of asking for food would sound rude or even absurd.   In other words, the appropriate way to use language [to request] evolves to something like "Can I have a cookie, please?" or even less direct with, "Did you bake those yourself?"

Socially, males are an interesting species, and when communicating with other males in their peer group, they often do communicate using rough, abrupt, blunt, and teasing language.  With a larger difference in age, respect and politeness come into play.  It's definitely a complex process in social education, as related to gender...

Evidently, use of the gendered forms of language can be considered stylistic in Japanese, and is not obligatory.  So, a man or woman can choose to use as much or as little of the gendered language as they want, and either way, what they say is still "grammatically-correct."  However, a little boy using "gentle" speech patterns with another little boy, during an argument at school over a toy, would be at a disadvantage linguistically.  So, this little Japanese boy was lacking in opportunities to practice the "vulgar, rough, abrupt, and blunt" speech style that is so characteristic of the way males speak to members of their peer group. 

So, what to do, when living abroad and your child is learning the "mother tongue" in a similar manner to a "second language"?  You have to create naturalistic opportunities for the child to practice the language skills that you want him/her to acquire.  In the case of this Japanese family, they decided that the most natural way for a little boy to learn "boy speech" would be a nice, long session of rough play with other little boys. 

Gives new meaning to the saying "boys will be boys"...


To learn more:
http://en.wikipedia.org/wiki/Gender_differences_in_spoken_Japanese
http://www.epochrypha.com/japanese/materials/genderspecific/
http://www.tofugu.com/guides/japanese-gendered-language/

1. Written in 2013, Singapore

Nasal airflow

I'm currently reading Pam Marshalla's Apraxia Uncovered.  In case you don't know her, Marshalla is basically a living guru in the field of speech therapy, often associated with innovative treatments in the areas of apraxia, articulation, and oral motor. 

The book walks the reader through the 7 stages of phoneme development.  We learn how typically-developing babies must learn the "action skill" (among many others) of Differentiating-- learning how to differentially channel airflow through either the mouth (oral pathway) or nose (nasal pathway).  This is important to speech acquisition, since some phonemes are produced through the mouth (e.g. /a/, /t/), and some through the nose (e.g. /m/, /n/).

Marshalla proposes that a typically-developing baby would naturally start to learn about nasal sounds when the tongue, which is very large in babies relative to the size of the mouth, naturally falls back toward the velum as they vocalize while lying on their backs, which they do quite a lot before they can sit up on their own.  The "ng" sound (a nasal consonant) is produced inadvertently. 

In speech therapy, when therapists are working with older children who still haven't learned how to differentiate and control air flow through the mouth and nose, therapists may use mirrors placed close to the nose (because when air flows through the nose, a fog is visible), or other tools like flexible tubes or nose flutes to help teach this skill.

On a different but related note, my 6-month old baby is battling her first cold.  Lately, she can be fussy, bothered by the clear mucus draining from her little nose.

But... there are other moments when she seems to be playing with nasal airflow,  now that the runny nose makes air flowing through it much more audible than normal.  Quick, slightly forceful exhalations through her nose where you can even see her diaphragm moving inward to push the air out.  Longer, more drawn out exhalations through the nose when there is more movement of mucus to give her that audible feedback of what's happening to the air.

eeewwwwww...

And I wonder... should I visit www.pammarshalla.com, tell her all about my daughter's discovery, and suggest this be included in her list of ideas for therapy??

(Actually, as I write this, I'm thinking that my daughter probably isn't the first child in the world to play with nasal airflow in this manner.  Along our paths of acquiring all the skills we need to learn to be functional adult humans, I'm sure there are countless "accidental" learning experiences that actually teach us much more than any parent or teacher could ever do.  Let's celebrate colds, mucus, and learning!)

Addendum, 5/4/2013--
I think Baby did learn about nasal airflow, because later that day, the day she had so much mucus, she produced a prolonged, definite /m/.  Wow!

What happened to the verbs?

There are times when I just have to wonder, as I listen to my preschooler talk...
What happened to the verbs??? What happened to their morphemes? the past tense? the third person -s marker? the auxiliaries?
And the subjects, where are they? And the word order?

There may be other mothers out there, raising their children in a diverse linguistic environment, who wonder the same thing. Here are some languages samples to show you what I mean, and what she means in Standard American English:

A little bit draw my arm. (I drew on my arm a little bit.)
Why that baby cry? (Why is that baby crying?)
Why you laugh? (Why are you laughing?)
You see my hand? (Do/can you see my hand?)
This one go here. (This one goes here.)
This one wrong side. (This is the wrong side.)
He don't want pancake. (He doesn't want a pancake.)
How to close this up? (How do/can we close this up?)

Well, I can't really tell you where the verbs went. I guess that they're still in her head, but often hide there when she's at childcare all day, immersed in Singaporean** [childspeak] English. I know that they're still in her head, because I take it upon myself to use focused stimulation techniques to give her multiple models of the Standard English forms, and to hopefully elicit her use of them. I wanted to pass this along for any parents/teachers/caregivers/etc who want to know how to encourage bidialectalism (yes, this is a real word. I even looked it up to be sure I wasn't just making it up), without overwhelming yourself, your child, or making the child feel as if they're speaking "wrongly" when they use the other dialect.

A brief note here-- I don't mean to pick on my 4 year-old daughter in all of these posts. She just happens to be a very dynamic moment of language development. It would be fascinating to observe her language development now anyway, even if there weren't multiple languages and dialects involved. The diverse linguistic exposure only adds a little "spice." I have had to use similar language enrichment techniques with my 6 1/2 year old son, but basically they "worked," so he can switch back and forth between American and Singaporean English with great ease and fluency.

Following are some sample conversations my daughter and I might have to demonstrate use of the techniques. They basically involve:
- multiple repetitions of the desired form
- highlighting the target word (ex. saying it a bit louder, and/or with higher intonation, slowing down your rate of speech)
- demonstrating use of the target form in many similar but slightly different sentences and questions
- talk to keep the conversation going on that topic, because more often than not, the child will comment on what you said about what s/he said... but now using the desired form.

It ends up to be a very natural way to elicit use of the specific language target.

Child, "Why that baby cry?"
Adult, "Why IS that baby crying? I don't know. He IS crying."

Child, "You see my hand?"
Adult, "Yes, I DO see your hand! I DO. I DO see it. DO you see mine? I think you DO!"

Child, "This one wrong side."
Adult, "Oops! That IS the wrong side. It IS. Ah, look-- this IS the right side."

Child, "He don't want pancake."
Adult, "No, he DOESN'T want A pancake. He DOESN'T, no, he DOESN'T."

It may look a bit awkward, but I find that if you maintain eye contact with the child, and keep your voice animated about what you're saying, it ends up being quite natural. Conversations with children are different from adult conversations anyway. If anything, a child with typical language development will talk over you, especially if you try a lot of repetitions.

It may be tricky when the 1st and 2nd person forms are used. For example, "Why you laugh?" Is it better to repeat what the child says in 2nd person even though s/he was talking to you, and you should technically use 1st person to refer to yourself? Or is it better to model the language form in 1st person?

I usually end up stepping out of the indirect, naturalistic mode, and go towards a more explicit practice. I'll say, "You say, 'Why are you laughing?'", with a slowed down rate of speech, and then ask the child to repeat the question to me that way. I also often feign misunderstanding because "not all the words were used and I don't know what she means." So the child basically learns that sometimes, things have to be said in a specific way in order for understanding to occur and for the conversation to continue as desired.

I don't want my children to end up self-conscious of their speech & language. Or feeling that there's a cultural divide between them and their parents, who spent their childhoods on other sides of the planet, and had very different linguistic and personal experiences as they're having. But I do think that it's important for them to get practice using Standard English forms. Standard English is what they will encounter in school (and what will be expected of them in writing tasks). The should use Standard English in the future when looking for a job.

I try to encourage my children to become good communicators. I'm proud that they've been able to acquire the local English so that they're effective communicators with their peers and teachers. But I also want them to communicate effectively with English speakers outside the island... namely, their family "back home"! Experiences with learning language must include listening to language as well as multiple opportunities for practice; using these techniques allows us to do both.

** post written in Singapore, 2011

Reduplication

For most all mothers, it can be fascinating to observe how your child develops language, whether s/he is exposed to one or many languages at home.

My youngest is now 18 months old, and has recently added his first "Singlish"** word to his expressive repertoire. Sadly enough, from slipping so often on a wet floor, he has always had a high interest in shiny, wet surfaces. This past week, he started saying "wet-wet" when he sees such a surface, complete with proper Singlish phonology, voicing, and intonation (the vowel is of rather short duration and the /t/ is produced as a glottal stop).

His use of "wet-wet" demonstrates use of Reduplication, which evidently has roots in Chinese and Malay. Verbs, adjectives, or nouns are repeated to add qualitative information to the modified word and/or entire utterance. For example--

verb: "You roll-roll the play-doh?" (the speaker is emphasizing the action, denoting that it is just for a short while)

adjective: "My tummy very fat-fat." (the speaker is simultaneously emphasizing the descriptive aspect of his/her stomach, while also suggesting that this isn't a case of morbid obesity, but just maybe a little chubby post mealtime)

noun: "Where the cat-cat?" (again, drawing attention to the cat, and possibly adding an endearing aspect)

Reduplication has an effect on modifying the entire utterance, rather than just the single word, to increase intimacy. As I tend to think of when the interaction involves children, use of Reduplication can increase the "cuteness" of what you're saying, and serve to make your speech more appealing to children, as it draws them in closer. Its use reminds me of the diminutive in Spanish, the suffixes "-ito", "-ico", "-uca", and etc, or "ina/ino" in Italian. As in Singlish, these suffixes can be added to many different parts of speech, and often simply add affection to the entire utterance. In many cases, the use of the diminutive has nothing to do the modified word being of a smaller size. In English, we have the "-y" suffix for nouns (ex. "doggy", "piggy"), but, the English version isn't used nearly as often and for such a wide variety of purposes as similar features are employed in other languages.

To quickly define some useful terminology-- simultaneous bilinguals are typically those children who are exposed to more than one language before 3 years of age; sequential bilinguals are exposed to a 2nd or additional language after 3 years of age. Although my 3 children are, being raised in the same household, they're having quite different preschool language experiences. That story would warrant its own blog entry, but let me just say that my nearly 4-year old daughter came to Singapore 1 year ago as a simultaneous multilingual for English, Spanish, Italian, and German (although she has not maintained Italian and German). She was sequentially exposed to Singlish and Mandarin.

Over the past year, my daughter has been processing the features of Singlish relative to the base of language knowledge she had already constructed in the first 3 years of life. She was really focusing on Reduplication for a period of time. She was reduplicating everything; appropriately, inappropriate, it didn't matter. "Can I have more-more snack-snack?" "Let's put it there-there." It was happening multiple times per utterance, and going way beyond the typical part-of-speech boundaries of verbs, adjectives, and nouns. I suppose she had her language system map of how things typically worked in English, but not ignoring the fact that she had been exposed to potential other uses of language in general from the experiences she had had with the 3 other languages in her repertoire. Maybe she focused so much on Reduplication in English because it was reminiscent of ways her family in Spain or her teachers in Italy would use language-- being able to play with words in an affectionate way, while also drawing attention to specific parts of the utterance or even making a comment about the size. Maybe it was just fun to get to do that in English.

My youngest will probably never make such overgeneralizations of Singlish features. His exposure to Singlish began at around 8 months of age. His use of Reduplication will probably fall more naturally in step with the local population's rules for use of Singlish. But that's not to say that use of overgeneralization of a specific language feature by native language speakers does not occur-- it does, all the time.

During the course of typical development, overgeneralization is quite common. Who hasn't heard a child talk about who "wonned" the game, or that they saw 2 "mouses" running outside? Children typically demonstrate overgeneralization of features for which they have recently learned the "rule"; they will overgeneralize the newly learned grammatical rule for the irregular exceptions to that rule (ex. past tense -ed and plural -s, respectively, for the previous examples). That's probably why my daughter soon stopped reduplicating everything. She heard the feature, liked it, learned how to do it (the rule), tried it out, found the inappropriate usage less socially-reinforcing than the appropriate usage, and stopped using it inappropriately.

I don't know why, but I just have a hunch that maybe there won't be so much overgeneralization with my baby's use of Reduplication, and other Singlish features. We'll see what else happens in his language development. And hopefully formal research will soon help us understand the patterns of language acquisition in the local population.


** written in Singapore, 2010