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
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Summary
Which language
should we choose?
p. 5
Bilingualism,
p. 7
a real asset
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and post
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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: [email protected]
• 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.
[email protected]
• 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: [email protected]
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 – [email protected]
Les Mini Mômes Drop-in
Ti Glaz – 4 rue J.-M. Pédel – PLOUGASTEL-DAOULAS
02 98 37 57 60 – [email protected]
Galipette - combined childcare
Maison de l’enfance – 7 rue Kernigez – CARHAIX
02 98 93 79 64 – [email protected]
Parent and childminder networks
in Plougastel
Ti Glaz – 4 rue J.-M. Pédel – PLOUGASTEL-DAOULAS
02 98 37 57 34
[email protected]
À la Rue Béole Day nursery
(combined child-care)
Les Ximenias – 12 rue des Frênes – Kerandon
CONCARNEAU
02 98 50 66 20 – [email protected]
Community nursery
Rue Saint-Germain – PLOUGERNEAU
02 98 04 58 28 – [email protected]
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 – [email protected]
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
[email protected]
Les Pitchouns
Maison de l’enfance – 5 rue Jeanne d’Arc
LESNEVEN
02 98 83 16 78 – [email protected]
Childminders network in Cap Sizun
ULAMIR – Rue Abbé Conan – POULLAN
02 98 74 27 71 – [email protected]
Childminders’ Association
Nid d’Anges – Chez Mme Lamer
17 rue Guyader – LESNEVEN
02 98 21 09 51 – [email protected]
Les Petits Mousses
1 rue de Bretagne – Penhars – QUIMPER
02 98 55 25 33
[email protected]
Océane Nursery
Rue Kerdiaoulic – MOËLAN-SUR-MER
02 98 96 58 92
[email protected]
Network of childminders of COCOPAQ
(Community of local authorities of the
Quimperlé commune)
Kermec – TRÉMÉVEN
02 98 35 13 57 – [email protected]
Plabennec Combined childcare
25 rue de l’Aber – PLABENNEC
02 98 37 60 72
[email protected]
Network of childminders
in Trégunc-Concarneau
Trégunc town hall – TRÉGUNC
02 98 50 17 75
[email protected]
La Bambinerie Nursery
Ti Glaz – 4 rue J.M Pédel – PLOUGASTEL-DAOULAS
02 98 37 57 36 – [email protected]
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: [email protected]
• Coop Breizh, books and music publisher, distributor
www.coop-breizh.fr – E-mail: [email protected]
• Éditions Bannoù Heol
www.b-heol.com – E-mail: [email protected]
Including the collections Leo ha Popi, Arzhig Du (little brown bear)
• Éditions Dastum
www.musiques-bretagne.com – E-mail: [email protected]
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: [email protected]
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: [email protected]
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: [email protected]
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
[email protected]
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: [email protected]
 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: [email protected]
 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: [email protected]
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: [email protected]
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 [email protected]
Finistère General Council
Breton Language Mission
Tel.: 02 98 76 20 84 – E-mail: [email protected]
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.