September 17, 2008

Golestan Center for Language Immersion and Cultural Education opened the doors to its new home on September 2 in the historic Heywood House located at 1808 5th Street, just one block from 4th Street shops and restaurants, in Berkeley California.

What began three years ago as a playgroup among Iranian-American mothers wanting to teach their children their language is known today as the successful language immersion program, Golestan Kids. Currently serving children ages 18 months and up, Golestan Kids is a non-profit organization whose mission is to help children become confident, caring, and empathetic individuals who are fluent in Farsi/Persian and proud of Iranian culture.

Golestan Kids provides an education that rivals the best progressive programs in the San Francisco Bay Area, while offering a fully immersed environment where children do not feel self-conscious about speaking a different language. As a result, they grow up with a sense of confidence and a respect for others and Iranian culture at a time when it is often misunderstood.

While there are a few weekend and after-school classes in Persian/Farsi, Golestan Kids provides the only daily program with full language immersion in the Bay Area – a region with an estimated 100,000 Iranians and Iranian-Americans. Recognizing the challenge of raising bilingual children and the quality of Golestan’s programs, families commute to Berkeley for up to 75 miles each way to enroll their children. While many of Golestan’s students have at least one Iranian parent, they are also of American, German, Chinese, Cuban, Costa Rican, and Peruvian heritage. Over 30% of these children are trilingual.

For some Iranian-American parents, Golestan provides the only hope of teaching their children a language in which they themselves are not fluent. Parent Ladan Sobhani reflects, “Having left Iran at the age of four, I never learned to read and write in my native tongue. When my first daughter was born four years ago, I wasn’t very optimistic that I would actually be able to teach her my language. Because of Golestan, not only have I been successful in teaching Darya Persian, but my American husband and I both learn new words from her every day.”

At a time when the continuing threat of war against Iran weakens the already strained political relations between the two countries, Golestan provides a sense of community and cultural pride not only to its children, but to the diverse community of Bay Area residents.

Golestan Kids currently has limited enrollment available in the daily toddler (18 months -3 yrs) preschool (3yrs- pre-K) and after school (pre-K – grade 1) programs. The organization is actively fundraising to support its operations.

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As children enter American school systems, they often reject their heritage language (or minority language) in an attempt to assimilate with their environment.  They are also challenged by the effort it takes for them to communicate effectively in a language that becomes less and less fluid for them. 
 
There is often a point of no return with children who choose not to speak their heritage language (as opposed to those who just struggle with it due to lack of exposure).  Once they reject the language, these children become increasingly averse to responding in that language, often leading to their parents pressuring them to stop speaking English, which in turn results in a vicious cycle. 
 
Once a child refuses to speak a language, more often than not, they will not pick it up again (as a child) because they have made the choice not to speak it.  As we all know, it is very difficult for any person, be it a child or adult, to renege on a proclaimed action.  All parents of bilingual children should keep an eye out for cues that their child might be heading in this direction. 
 
It is my recommendation that you attempt to minimize your child rejecting a minority language by using some or all of the following techniques:
 
1. Expose your child to other children who speak the language in a closed - not public - environment, as often as possible.  In a public environment, the children are more likely to speak the majority language to each other.  In these play dates, as tempting as it is to spend time with the other parents, take turns engaging and playing with the children in the minority language. 
 
2. As much as I do not want to promote screen time for children, occasional television programming that is educational can be beneficial - especially if watched together.  Note, children under 2 years of age should not be exposed to televised programming.  Other media more innoccuous media include music and audio books for secondary support.  Whenever possible, participate in these activities so that you may answer their questions about the programming or new words.
 
3. Read to them in the heritage language daily.  You can do this by translating books from English if this is your preference as it is mine. 
 
4. Tell them made up stories and fairytales daily.  The beauty of this is that you are not limited by the context of a book - you can embellish your story to your (and your child’s) content.  Have them participate in the storytelling.  Use language that is increasingly sophisticated and articulate clearly so that they may hear and learn new words for a richer repertoire.
 
5. Speak only one language to your child - the minority language.  Even if you’re not completely fluent in that language, you can use this as an opportunity to increase your own fluency.  If you have more than one child, encourage the older sibling to help you teach the younger one. 

6. Do not respond if spoken to in English.  Your child should be asked (or subtly prompted) to respond in your minority language.  If stuck, use the sandwich method: “Ab - water - ab” and have your child repeat the word “ab.”
 
7. Let your child attempt to finish his/her thoughts, even if it slows down your conversation.  If a word is used in English, gently repeat the word in your language and have him/her repeat it.  Eventally, your child will repeat independantly and will not need to be asked.
 
8. Do not finish your child’s sentences for him/her, but offer guidance when they get stuck.  Have them repeat the word they were stuck on by asking them “do you mean xyz?” (for example).  When he/she responds affirmatively say: “what did you mean?”  Conversations may be tediously slow to start, but in time you should notice a reduction in the level of effort your child makes if they are allowed to complete their thoughts while gently helped to get there.
 
9. If you sense your child is speaking in English out of laziness, ask them to think about what they’re saying before they speak.  Ask them to repeat their last sentence because you didn’t understand it.  Remind them to think about what they want to say before repeating the sentence.  
 
10. As difficult as this may be, try not to speak English to other people who speak your language in front of your child (this includes a spouse or family member).  Hearing us speak English sends them conflicting messages, as does mixing languages.

11. You should never be stern with your child.  With loving and playful yet consistent encouragement, your child will soon embrace his/her heritage language.
 
These are all common sense, I know.  Please forgive me for stating the obvious.  I just want to be sure that after all this effort, we, as parents of bilingual/bicultural children, do not reach that dreaded Point of No Return.
 
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In August the kids had a fun filled day at the new playground in the Berkeley Marina and on the shoreline.