| Abstract | Dok odrasle osobe uče drugi strani jezik najčešće iz potrebe te im zbog posla i drugih životnih obveza često nedostaje samomotivacija i disciplina, djeca imaju prirodnu želju za znanjem i motivaciju koja ih potiče na učenje o svijetu koji ih okružuje. Djeca najbrže i najlakše uče kroz pokret, zvuk, rimu, igru i zabavu pa na taj način usvajaju i bolje razumiju strane jezike. Materinski jezik usvaja se spontano, dok je za usvajanje stranoga jezika potrebno zadovoljiti određene kognitivne, lingvističke i socijalne uvjete (Radoš 5).
Djeca koja od rane dobi nauče dva jezika istovremeno nazivaju se dvojezičarima (eng. bilinguals). Ako od samoga rođenja djeca uče oba strana jezika istovremeno, tada govorimo o istovremenoj (simultanoj) dvojezičnosti, a ako najprije nauče materinski jezik, a zatim drugi jezik, tada govorimo o slijednoj (sukcesivnoj) dvojezičnosti. Međutim, rijetko možemo govoriti o savršenome poznavanju dvaju jezika istovremeno jer je uvijek jedan od jezika dominantniji i na njega se više oslanjamo.
Proces usvajanja materinskoga i stranog jezika odvija se prema određenim fazama. Fred Genesee i suradnici Elena Nicoladis i Johanne Paradis 1995. u radu „Language Differentiation in Early Bilingual Development“ slažu se da prilikom usvajanja stranoga jezika dijete najčešće prolazi kroz dvije faze. Prva je faza nediferenciranoga jezika, u njoj se dijete koristi elementima i strukturama obaju jezika pa tada dolazi do takozvanoga „miješanja dvaju jezika“ (eng. code mixing). Druga faza je ona u kojoj se jezik razlikuje i dijete se koristi svakim jezikom kao zasebnim sustavom (eng. code switching).
Iako se roditelji često boje da miješanje dvaju ili više jezika prilikom govora kod djece može izazvati konfuziju i probleme u učenju jezika te kašnjenje u učenju drugoga jezika, situacija je upravo suprotna: dvojezičnost u ranoj dobi ne samo da pozitivno utječe na kreativnost, koncentraciju, snalaženje u novim situacijama, sposobnost kritičkoga razmišljanja, razvoj spoznajnih sposobnosti te društveni razvoj, već u kasnijoj dobi štiti od pojave Alzheimerove i drugih neurodegenerativnih bolesti te problema s pamćenjem i koncentracijom („Bilingualism for Dementia“).
U razvoju dvojezičnosti ključna je uloga i potpora roditelja kao i odabir odgovarajuće metode učenja stranog jezika koja najbolje odgovara njihovu djetetu. Roditelj najbolje poznaje svoje dijete i može pronaći najbolji način za poticaj učenja. Međutim, ne smijemo zaboraviti ni ulogu vršnjaka i drugih osoba u djetetovu okruženju koje ga mogu potaknuti na usvajanje stranog jezika u interakciji i komunikaciji s drugima kao ni ulogu poticajnoga okruženja glede učenja i razvoja materinskoga i stranog jezika i djetetovih društvenih i spoznajnih sposobnosti. |
| Abstract (english) | While grown-ups usually acquire another foreign language out of necessity and due to their obligations at work and their daily chores, they often lack motivation and discipline, children have a natural desire to learn, as well as a motivation driving them to learn about the world surrounding them. Children learn in the quickest and easiest way through movement, sound, rhyme, play and fun, thus being able to acquire foreign languages with a deeper understanding. Mother tongue is acquired spontaneously, while in order to learn a foreign language one must meet the specific cognitive, linguistic and social conditions (Radoš 5).
The children who have learnt two languages at the same time since the early age are called bilinguals. If they manage to acquire both foreign languages at the same time from infancy, this is called simultaneous bilingualism. If they learn their mother tongue first and then acquire another language, this is called sequential or successive bilingualism. However, we can rarely talk about the perfect knowledge of two languages at the same time, because one of the languages is always somewhat more dominant and we rely more on it.
F. Genesee et al. (1995) agree that a child goes through two stages when learning a foreign language. The first one is the undifferentiated language stage during which the child uses the elements and structures of both languages and where there is a so-called code mixing. During the second stage language is differentiated and the child uses each language as a separate system. This is called code switching.
Although parents are often afraid that mixing two or more languages when speaking may cause confusion and language learning problems in children, as well as a delay in learning the other language(s), the situation is quite the opposite. Namely, bilingualism at an early age not only positively influences creativity, concentration, coping in new situations, the ability to think critically, the development of cognitive abilities and socio-cognitive development, but at a later age it protects against the appearance of Alzheimer’s and other neurodegenerative diseases, as well as memory and concentration loss („Bilingualism for Dementia“).
The role and support of parents in the development of bilingualism is crucial, as well as the selection of the appropriate foreign language learning method for their children. However, we must not forget the role of peers and other persons within the child's environment who can encourage them to acquire another foreign language through interaction and communication with other people, as well as the role of a stimulating learning environment in learning and developing the mother tongue and a foreign language and the child's socio-cognitive abilities. |
