"We ARE struggling with some children who are not fluent in english."

​“We are currently struggling with children who can’t speak English and follow around two of our Educators that speak Mandarin. Our other Educators have tried to build connections, but the children don’t go near them. Our Mandarin Educators are struggling to be available for other children as they need to spend most of their time helping these children settle and explain everything to them.”

“Have their parents considered sending them to English classes before they start child care? Extra English exposure would help and probably make the children feel less scared to be in an environment where they don’t know the language.”

“I would suggest encouraging the Mandarin speaking Educators to speak English with the children. I’ve been advised that the children learning English is best as they already have the Mandarin language skills.”
 
These are some Educator comments that we’ve come across recently, on an Early Childhood Resource platform, that prompted us to write this article. We aim to revisit and debunk certain assumptions & myths around attachment theories, supporting meaningful belonging, inclusion and cultural safety, particularly as these pertain to bilingual children who are not fluent in English.
 
Many children from Culturally & Linguistically Diverse backgrounds that attend our Education & Care Services often come to us with either very little or no English, and are only familiar with their home language.  Child Care Centres may be a daunting, unfamiliar, first time experience for them. They may have never been cared for by adults other than friends or family members and have had very little experience socialising with so many children. Culturally, many have experienced non-autonomous child rearing (including feeding, toileting, sleep practices, play).

Imagine as a 4 year old, getting dropped off to a new place, where nothing is familiar, you don’t speak the language, do not understand the routine or what is expected of you and are feeling anxious about your day.  Without fail, the bilingual child is going to look out for and become attached to something or someone familiar to them. This is normal behaviour, as it helps them feel safe, comfortable and secure! They will innately form an attachment with Educators that look and sound like mum or other family members. They will navigate towards children who have a familiar look or speak their language.

Circle of Security theory is foundation to everything, where priority is to nurture relationships with children through consistent, emotional support.
With bilingual children who are not fluent in English, Circle of Security may look and be executed differently, as there are additional layers of barriers that need to be addressed (such as language and culture). For example, extra time and resources (including language support from your Bilingual Educators) may be needed to help build trust and build connections and relationships.

How lucky are Services to have access to Educators that speak the children’s languages or share the same cultural background?! This should be seen as a valuable asset, a human resource that can help facilitate children’s sense of belonging through cultural connection.
As Educators, we need to start with a good understanding around the importance of supporting/nurturing a child’s home language/bilingualism and their unique inclusion and security needs – especially when it comes to helping them settle in, minimising distress, removing barriers to their inclusion and creating a sense of belonging and cultural safety. Children using their home language in our Centres is something that should be encouraged, supported and never discouraged.
 
In the scenario described above, we would encourage the Mandarin speaking Educators allocate time each day to use their home language in order to help the children slowly build connections with other Educators and their peers. They can develop a transition plan to help reduce child attachment to particular Bilingual Educators (which is quite normal, as the children feel culturally safe and connected to them).  For example, introduce a secondary attachment figure with whom the Mandarin speaking Educators can work alongside to build closer & trusting relationships.

Making time to support & settle children who are not fluent in English using your in house, bilingual team members is such a big investment! You have access to a unique human resource that can support their sense of belonging, cultural safety & pathway to English competence. Many Services have to apply for funding to access Bilingual Educators!

Over time, with culturally & language responsive care and support, you will find that those initially clingy, distressed, anxious bilingual children will start building those relationships, feeling more relaxed and settled in their new environment. There is no need to take their home language away from them when they need it most. It is inevitable that the English will follow.

Time spent by Bilingual Educators supporting bilingual children is time well spent and does not take time away from other children. It is valuable time invested in supporting every child, including those that require additional resources to settle, due to inclusion barriers.

​Culturally responsive and competent Educators are aware of the many benefits of maintaining a child’s home language, especially during their initial settling in period. Spending time reassuring, guiding and comforting distressed children in their home language demonstrates Educator sensitivity to and respect for children’s diverse ways of being. Our meaningful, genuine, culturally inclusive interactions with them impact on their sense of belonging and who they are becoming – common themes embedded throughout and aligned with the Early Childhood frameworks.