Post by Nellie on May 7, 2019 4:29:07 GMT 9
Yes it's a bit frustrating. We could actually choose to have the tests done in either ML or ml1, and we chose ML because it's my daughter’s strongest language. They aren't looking for bilingualism in the children but more the capacity to become bilingual. And they have quotas for different profiles (e.g only a certain percentage of children with ml1 as a « parent » language). They also have a certain quota of children who must have both parents be ML speakers, which we obviously are not. So their selection process is a little different to many other schools! Luckily, I'm very happy with the school my daughter is in now (the only problem being that it's a fully independent school), so I’m not too stressed about the situation.
I have a question for those of you with slightly older children. My daughter is starting to learn to read in ML, and although she's still at the very basic level, it's coming along quicker than I expected in some ways. She isn't close to being able to read a book by herself, but she can read - very slowly - short sentences with basic sounds (no difficult letter combinations yet). I suspect that by the end of this school year, she will be still reading the basic words only, but more fluidly. Next year, they will learn to read « properly » at her school in ML.
I hadn’t planned on introducing her to reading in the mls until she was fairly strong in the ML. But I’m finding it a little hard, as our apartment is filled with ml books! I don’t want to embark on a formal reading programme with her yet, but I was wondering how confusing it would be for her if I were occasionally to point to a word in ml1 or ml2 and ask her to try to read it...would that confuse her when she is still doing the basic learning in ML?
I have a question for those of you with slightly older children. My daughter is starting to learn to read in ML, and although she's still at the very basic level, it's coming along quicker than I expected in some ways. She isn't close to being able to read a book by herself, but she can read - very slowly - short sentences with basic sounds (no difficult letter combinations yet). I suspect that by the end of this school year, she will be still reading the basic words only, but more fluidly. Next year, they will learn to read « properly » at her school in ML.
I hadn’t planned on introducing her to reading in the mls until she was fairly strong in the ML. But I’m finding it a little hard, as our apartment is filled with ml books! I don’t want to embark on a formal reading programme with her yet, but I was wondering how confusing it would be for her if I were occasionally to point to a word in ml1 or ml2 and ask her to try to read it...would that confuse her when she is still doing the basic learning in ML?