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Our Spanish Nursery teacher guides toddlers in language learning.

Raising a Bilingual Toddler: FAQs and Expert Tips for Success

December 16, 2024/in Bilingualism, Curriculum, Language Learning, Parenting /by Tessa School

Can young children handle exposure to two languages? Absolutely! Research shows that bilingual infants – as young as 20 months – are capable of processing two languages efficiently. Bilingual acquisition is a natural and rewarding journey for our toddlers that not only enriches communication but also brings unique cognitive and developmental advantages. Below, we have addressed common concerns parents have about raising bilingual toddlers, backed by research and expert insights.

Commonly Asked Questions

1. Is it too early to start teaching my 2-year-old a second language?

No, starting early is highly advantageous. Early language acquisition is strongly supported by the way children’s brains develop. Toddlers naturally absorb languages without consciously realizing it. A study shows that even babies as young as 4 months can differentiate between language inputs, emphasizing the potential in cognitive development from dual language exposure.

According to the U.S. Department of Education, children who begin learning second languages before the age of six will have an easier time:

understanding math concepts and solving word problems;
developing strong thinking skills;
using logic;
focusing, remembering, and making decisions;
thinking about language;
and learning other languages.

For more insights, watch the last webinar by Kathleen Visconti, our Head of School, on the benefits of bilingualism. You can download the recording of the session here.

2. Will learning two languages confuse my child?

No. Research for decades has debunked this common misconception. In fact, children who have regular and rich exposure to both languages achieve the same milestones in language development at roughly the same pace as monolingual children. Additionally, evidence proves that bilingualism enhances children’s cognitive abilities, such as understanding others’ perspectives and improving problem-solving skills.

Two French Track toddlers actively engage in bilingual learning.

Early exposure to another language ignites children’s learning.

3. How do I balance exposure to two languages?

The “One Parent, One Language” (OPOL) strategy offers a great way to ensure balanced exposure, where each parent consistently speaks only one language to the child. While popular, OPOL can be demanding to maintain.

Alternatively, to ensure later bilingualism, many experts recommend providing more early input in a minority language and promoting children’s interaction with peers who speak the same language. In this light, a high-quality nursery school program is greatly beneficial, forming a supportive language-immersed environment.

This is what Tessa International School’s Immersion Model is about. In our nursery program, toddlers start learning French, Spanish, or Mandarin with 80% of the communication and learning activities in the target language. The 80:20 immersion stage builds a strong foundation for bilingual fluency.

4. What if I don’t speak the second language fluently?

That’s okay! There are still numerous ways to foster second language development. Books, songs, and other resources can be utilized to create an environment that encourages language exploration and learning.

Don’t know where to start? We curate an array of language-promoting resources for you. For example, you can find French resources recommended by teachers from Tessa French track, accredited by the French Ministry of Education, on our school website. Learning another language with your child will be a unique parenting experience and strengthen your role in their educational journey.

5. What are the long-term benefits of bilingualism for young children?

The advantages of mastering another language are crystal clear: around 60% of the world population knows more than one language as of 2018. Therefore, bilingualism broadens communication skills, fosters cultural awareness, and opens doors to academic and professional success.

More importantly than a higher annual salary bracket, there are fascinating and meaningful findings that bilingualism appears to delay the onset of degenerative cognitive diseases such as Alzheimer’s and Dementia. The cognitive stimulation for managing two languages activates multiple aspects of brain activity and compensates for cognitive decline, promoting our children a happier, healthier and more fulfilling life.

6. What should I do if my child mixes languages?

Language mixing, or code-switching, is a natural phenomenon among non-monolingual learners. It signifies active usage of both languages and bilingual thinking rather than confusion.

Some researchers suggest that code-switching reflects an intellectual advantage by demonstrating the comprehension of different cultures as well as an understanding of the fundamental structures and functions of language systems. Therefore, the key to supporting your child through language mixing is to encourage appropriate expression and celebrate their bilingual development.. With the right support, your child will learn to separate languages sooner than you can imagine.

7. How can I make learning two languages fun for my toddler?

Toddlers thrive on playful interactions. There are numerous fun and engaging opportunities for language building through play, music, and books. You can learn more about play-based learning activities practical at home here.

A parent feels proud for her twin boys' Mandarin Chinese development through Tessa Nursery Program.

At Tessa International School, we provide a bilingual education based on happiness.

8. How much exposure does my child need to become fluent?

There is no exact formula for fluency. Factors like the quality of exposure, age, and family background all play a role in children’s language development.

“Finally, there is no good measure of ‘enough exposure.’ “
– Dr. François Grosjean, a Professor Emeritus and former Director of the Language and Speech Processing Laboratory at the University of Neuchâtel.

Like any other skill, language learning takes practice and time. Evidence above shows that children who experience two languages from birth consistently have the potential to develop into native speakers of both languages.

At Tessa International School, our nursery, preschool, kindergarten, and elementary programs provide children with everyday opportunities to practice both languages, fostering natural and lasting fluency.

9. Will my child eventually prefer one language over the other?

The notion of perfectly balanced bilingualism is ideological. In other words, bilingualism is not static, existing on a continuum in which one’s proficiency is constantly changing over time. Bilinguals often have a dominant and a minority language based on complex strands of social, cultural, and educational influences, so it is understandable for people to display language dominance.

However, Tessa’s Immersion Progression Model is thoughtfully designed to help your child maintain a balance instead of losing these valuable language assets.

80:20 Immersion Stage: At Tessa, from Nursery through Kindergarten, the majority of instruction (80%) is conducted in the target language to ensure sufficient exposure of the minority language, allowing students to build strong, life-long foundations in the language.
50:50 Dual Language Stage: Starting in Grade 1, students will receive instruction and absorb knowledge in English and the targeted language equally in order to gain proficiency in both.

You can learn more about the Model here.

10. Are there specific programs or schools that support bilingualism for toddlers?

Yes! At Tessa International School, we offer world-class bilingual education for ages 2-10. Differing from other schooling programs, our nursery program provides a special introduction to initiate your child to a second language, develops their creativity through various play-based activities, and prepares them to become lifelong learners.

A Bilingual Program: When it comes to bilingualism, the earlier the better. Daily exposure to dual languages builds children’s confidence and communication skills, preparing them to become bilingual, adaptable, and active citizens.
A World-Class Education: Guided by the International Baccalaureate, our nursery program provides a “roadmap” for toddlers to travel, with options for detours when their curiosity is peaked or the need for student-initiated action occurs.
A Play-Based Curriculum: Balancing structured activities and free play, we encourage children to learn while having fun, inquire and make discoveries for themselves, aligned with one of the three educational pillars of our school mission – Happiness.

You can download our Nursery Curriculum here.

Are you ready to discover Hoboken’s leading international private school?

Contact Tessa International School to learn more!

A parent happily looking at her two chilren's work at Tessa International School

How to Prepare for Parent-Teacher Conferences

November 8, 2024/in Parenting, Teaching and Learning /by Tessa School

In the International Baccalaureate (IB) Primary Years Programme (PYP), parents are viewed as strong partners in our learners’ journey. Your active involvement and collaboration with teachers can make a significant difference in your child’s academic and personal growth. One essential way to foster this collaboration is through Parent-Teacher Conferences (PTCs).

Parent-Teacher Conferences are an opportunity for caregivers to connect with educators and discuss their child’s academic progress, wellness, social and emotional development, and overall performance in school. As conferences for this semester at Tessa International School approach, here are some suggestions to help you have an effective conference and sustain a positive partnership in your child’s learning community.

A mother proudly hugging her daughter and getting informed about her child's progress at Tessa International School

When parents and teachers work together, everyone benefits.

Before the Parent-Teacher Conference

Prepare A List of Questions

Preparing a list of questions in advance helps you have a productive and focused conversation. Consider topics like your child’s curriculum, academic achievements, social interactions, and/or emotional well-being. To prioritize your concerns, review your child’s recent work and feedback from the teacher. Additionally, asking for input from other caregivers, such as your spouse or family members who care for your child, can offer further insights.

Coordinate a Time and Way to Meet

When you receive information about the upcoming Parent-Teacher Conferences, promptly review any instructions regarding the date, time, and format for the meeting—whether it is in person or online. Make sure to confirm your availability and reach out if you need to adjust the timing. Planning in advance helps ensure you and the teacher can engage in an unhurried, focused discussion about your child’s progress.

During the Parent-Teacher Conference

Be Active Listeners

Active listening not only demonstrates respect for the teacher’s insights but also helps you gain a comprehensive view of your child’s progress. Listen attentively to what the teacher shares about your child’s strengths, areas for growth, and overall school experience. You can always ask clarifying questions and take notes to show your engagement.

Offer Your Perspective

Your insights as a parent provide invaluable context that can enrich the teacher’s understanding of your child. Share relevant observations, such as your child’s attitudes toward homework, any challenges they might express at home, and specific interests or hobbies. This exchange of perspectives creates a fuller picture of your child’s development and enables the teacher to tailor their approach.

After the Parent-Teacher Conference

Update Your Child

Take time to discuss any key points from the meeting with your child in an encouraging way. Highlight their achievements and acknowledge areas for growth with a positive tone, reinforcing that the conference is a chance for everyone to support their learning journey. This conversation can reassure them and inspire confidence and agency as they continue their studies with a growth mindset.

Keep Frequent Communications with teachers

Maintain regular contact with your child’s teachers throughout the school year. Whether by email, school apps, or follow-up conversations, open communication helps you stay informed and engaged in their learning process.

FAQs

Q: How does Parent-Teacher Conferences work at Tessa International School?

A: PTC is a collaborative meeting where educators and parents discuss a student’s academic progress, behavioral development, and strategies for future learning and support. It is an opportunity for the partners within the learning community to stay informed. Conferences typically last 15-30 minutes, depending on both sides’ schedules and needs.

Q: Can I bring my child to the Parent-Teacher Conference?

A: Policies vary by school. At Tessa, students are not encouraged to attend the PTC. However, students will participate in Student-Led Conferences (SLCs), where they are expected to take charge of the meeting, present their learning process and progress, and receive detailed feedback from parents and teachers. You can read more about SLCs here.

Q: Can I request additional meetings if I have ongoing concerns?

A: We encourage open communication, and additional meetings as needed are possible. If you have continuing questions or concerns, feel free to reach out to your child’s teacher to see what forms of conversation work best and arrange further discussions.

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Visible Learning – How Can Parents Help at Home?

August 28, 2019/in Language Learning, Parenting, Teaching and Learning /by Dan Buck

A core belief at Tessa International School is that all of our teachers should continually improve our teaching practices. Over the summer I read a book that is receiving a lot of praise from renowned educators: 10 Mindframes for Visible Learning: Teaching for Success by John Hattie and Klaus Zierer.

Unlike many books devoted to pedagogy, Hattie and Zierer used scientific-based evidence (for example, several meta studies) to determine ten key ‘mindframes’ for excellent teachers.

One simple take-away for teachers: instead of going into a classroom and asking oneself, ‘How can I be a great teacher?’ or ‘How can my students learn the best?’ 10 Mindframes suggests that teachers should say to themselves: ‘My job here is to evaluate my impact on my students.’

I invite you now to reflect when you were a child: which teachers made the greatest impact on you? Why? Which moments with your parents impacted you the most? Why? How can you make similar impactful moments on your own child?

As a parent of a 4 year-old and a 2 year-old and a teacher myself, I often ask myself how we as parents (whether we have education backgrounds or not) can help our children become better learners and world citizens. So I have written a few suggestions for parents who wish to make learning more impactful for students, based on many of the mindframes.

1. I am an evaluator of my impact on my child’s learning

As a parent you have a tremendous impact on your children. Do you occasionally reflect upon the memories that you are making during ‘teachable moments?’ As an example, my family and I just moved all of our belongings from house to another. Needless to say–it was an intense two days and there was a fair share of unexpected moments. My children were a part of the moving process and they saw moments that were a bit, shall we say….frustrating? As my wife and I occasionally got discombobulated I remained very aware that my children are learning how to deal with frustration—from us.

Your children, especially if they are young, are learning so much…from you! Are you evaluating the impact you are making on your child on a day to day basis?

2. I collaborate with my peers about my conceptions of progress and my impact

Do you consult other parents from time to time, or are you so confident that you are the best parent in the world that you never need to speak to anyone? In my humble opinion, having an open mind, key to the IB Learner Profile, is extremely important to becoming a better parent. Just because something worked with you as a child, for example, doesn’t mean that it will necessarily work the same way on your own child. As an aside, I’d like to suggest that you check out a fascinating review of a book that compares parenting styles in France, the US, and Peru here.

As a general rule, the biggest issue that I see with American parenting is ‘helicopter parenting.’ Giving your children opportunities to take risks is extremely important. And check out Erika Christakis’s The Importance of Being Little if you want some advice on this.

3. I am a change agent and believe my child can improve

Do you have fixed beliefs about your child? ‘My son is great at… singing, but not so good at sports.’ Have you ever said or thought something like this? Though these observations and ‘rules-of-thumb’ may at times be helpful to you to better understand your child, you also might be making assumptions that simply are not true. And why would such assumptions be bad? Well, if your child implicitly knows that he or she is not good at ‘x’ or is not meant to be ‘x,’ then guess what? He might just stop trying entirely to be ‘x.’ And he may only be two years old!

4. I strive to provide my child with challenge and not merely have him or her do his or her best

Teachers often learn about Lev Vygotsky’s concept of the Zone of Proximal Development during teacher training. This fancy-sounding concept is essentially the idea of giving every child just the right balance of challenge and support. Do you give your children too much support? This is often what I see as an educator when I watch parent-child interactions. Don’t be afraid to challenge your children. Personally, I have learned the most when I was suddenly on my own with a challenge. Remember the first time you drove a car on your own? How you suddenly knew, ‘This is real.’ And how quickly you learned a million things? The same is true with children.

5. I give feedback and help my child understand it, and I interpret and act on feedback given to me

Do you give your child specific feedback relating to the way he or she acts? Manners such as saying ‘please’ and ‘thank you,’ for instance, don’t come naturally to children. When you see your child acting politely or impolitely, do you give him specific feedback?

6. I engage as much in dialogue as monologue

Are you ‘the rule of law’ in your home, or do you give your children choice? Naturally, not everything can be a choice. But do you listen to your children when they say what they like or don’t like?

7. I build relationships and trust so that learning can occur, where it is safe to make mistakes and learn from others

How is your relationship with your child? What could you do to improve it?

8. I identify and build on my child’s prior experiences and initial learning level

Do you make connections to other things that have happened to your child? For instance, if you have been on vacation with your child sometime in the past, and see something that reminds you of this event, do you help the child make the connection? In a way, this relates to the teaching concept of spiraling. This is the idea that in the classroom you always return and review what you have learned previously. Imagine teaching your child a concept such as octagon. You look at Stop signs, you draw them, and your child really understands what an octagon is. Do you ever bring up the topic of octagon again or do you assume that your child knows what it is without reinforcing it? Naturally, you bring it back.

I hope that some of these suggestions can help you be an even more awesome parent than you are now!

Here is to a great year at Tessa International School!