<div>Dear Miquel and all,</div>
<div> </div>
<div>I understand that the concept is very important to you and many parents and sometimes a must in certain situation. I guess what I explained creates a little bit misunderstanding. </div>
<div> </div>
<div>What I said was that </div>
<div>1. Some children are at risk of many problems which leads to language delay (these problems would not show themselves very early)</div>
<div>2. We are not sure that who are those children</div>
<div>3. early simultaneous bilingualism might compound the situation for these kids for unknown reasons</div>
<div>4. Expressive and fluent and creative language development in many instances of bilingualism (based on experiences and papers) would requires more time than usual kids unless one language is dominant and functional and the other just environmental.</div>
<div> </div>
<div>what I have seen is based on clinical study. although we do not have many reports on language delay and bilingualism or autism, we cannot ignore some instances we see around. </div>
<div> </div>
<div>We are facing with <strong>an innocent child</strong> who is supposed to learn <strong>an instrument</strong> through which he develops his cognition, ways of expression, feeling and many other things. Some children, for unknown reasons, have language delay. many bilinguals (most of them) will start speaking fluently and creatively later than their own age. Some of the children have autistic signs and many language and cognitive impairments. Who can say any formula for these situations? All are mystery to us</div>
<div> </div>
<div>What I am suggesting is that we as parents should create the situation for the kid so that he learns one language functionally first and then moves to another language. You may disagree! And I agree to disagree...</div>
<div> </div>
<div>I have seen many bilinguals who <strong>have problems</strong> and their parents became concerned about their problems. because of the same situation you explained: mother was Iranian, Father English speaker, country Arab. The kid didn't speak at the age of three! What the doctor suggested was to stop speaking other languages but one that is mostly dominant. Let's say that the kid has other factors as well.... How would you claim that you can distinguish these kids from the rest when they are one month?! I hope I express my meaning. </div>
<div> </div>
<div>I have seen many instances like this. My son was exposed to English through TV and my interaction, his environment and father's interaction was Persian. His language development is very slow, even we thought that he might have had serious problems. I stopped English. Many instances like these exist that have not developed into papers. finding no paper about similar situation in an ISI journal cannot stop a researcher to ignore many other instances that assure the risk.</div>
<div> </div>
<div>When it comes to <strong><u><em>clinical situation</em></u></strong>, we decide based on few instances. I hope more research to be done regarding the benefits of bilingualism on true early bilingualism or simultaneous bilingualism which would clearly explain what the situation is.</div>
<div> </div>
<div>It would be great if we can learn about ideas of other specialists as well like psychologists, cognitive psychologists, those who are working with problematic children. </div>
<div> </div>
<div> </div>
<div>Best,</div>
<div>Parisa<br></div>
<div class="gmail_quote">On Mon, May 9, 2011 at 6:50 PM, Miquel Serra <span dir="ltr"><<a href="mailto:miquel.serra@ub.edu">miquel.serra@ub.edu</a>></span> wrote:<br>
<blockquote style="BORDER-LEFT: #ccc 1px solid; MARGIN: 0px 0px 0px 0.8ex; PADDING-LEFT: 1ex" class="gmail_quote">Dear Parisa<br>Bilingulism is both, a situation to which a family has to (functionally) adapt and a project for the children to fullfill. It is not (only) a desire of parents or politicians (and academics).<br>
Adaptation depends on many factors and circumstances. And a project depends on long distance goals and means for them. If one is fucntional and has clear goals, there is no problem. But it is more important for the children to admire a culture than to be pressed to learn a distant language.<br>
Miquel Serra<br>U Barcelona, Catalonia<br><font color="#888888"><br>-- <br>You received this message because you are subscribed to the Google Groups "Info-CHILDES" group.<br>To post to this group, send email to <a href="mailto:info-childes@googlegroups.com" target="_blank">info-childes@googlegroups.com</a>.<br>
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<br></font></blockquote></div><br><br clear="all"><br>-- <br>
<div>Parisa Daftarifard</div>
<div>Phd Student of TEFL </div>
<div>Islamic Azad University of Science and Research</div><br>
<p></p>
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