Tóth József (szerk.): Nyelv, kultúra, megértés: új kutatási módszerek a humán tudományok területén
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2. Nyelvhasználat és interkulturalitás
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Multilingual children in Hungary: teachers’ experiences • Melinda Fürész-Mayernik
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3. Results
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3.4. Results of the interviews
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3.4.2. Knowledge about multilingual children

3.4.2. Knowledge about multilingual children

Jegyzet elhelyezéséhez, kérjük, lépj be.!

According to their own statements, they have hands-on experience interacting with bilingual and multilingual children, and importantly, they are attuned to a nuanced understanding that encompasses both the challenges and benefits associated with language diversity.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Below are the answers given by teachers:

Jegyzet elhelyezéséhez, kérjük, lépj be.!

  • “Their nervous systems are susceptible to early foreign language. They are more interested in a foreign language.”
  • “They tend to associate the second or third, or even fourth language with a person or place. They can filter out from the beginning which adults understand which languages and which they do not.”
  • “Most bilingual or multilingual families I know or have known over the years use the OPOL strategy. This requires proper attention and concentration and determination from parents too!”
  • “They are most receptive around the age of 3-4, and it is not uncommon for them to fully master a language in 3 months with almost zero knowledge.”
 

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Teachers have knowledge about the speech development of multilingual children, the OPOL strategy was also mentioned. As they encounter a higher number of multilingual children in international and bilingual institutions, their knowledge is certainly deeper. Also, because they need knowledge, communication with parents and support for children in their daily lives, they are more motivated, more interested and more involved in promoting multilingualism.
 
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