ACT bilingual storytimes
Organisation
Libraries ACTLocation
ACTProject description and objectives
By delivering a program of bilingual story times, the library aimed to:
- Introduce the concept of languages other than English to young children;
- Enable families from a non-English speaking background to share their language with the rest of the community; and
- Encourage children and adults who speak languages other than English to visit the library and experience story time in that language.
Staffing and volunteers
Two people were needed for presentation / delivery of bilingual story times.
This was either:
- A member of the library staff (taking lead role in delivering story time), and a volunteer 'assistant' with background and proficiency in the language.
OR
- Two library staff members - one with background and proficiency in the language and one as a support staff member to help delineate between stories in the two languages.
Time frame
Story times have been on an occasional basis and were one hour in duration (20 – 30 mins storytelling and the remaining time in a related craft activity). Participants were encouraged to stay at the library as long as they wished to socialise and explore.Consultation strategy
Several different strategies were used to find volunteer presenters with a proficiency in a language other than English.
1. Call for expressions of interest from library staff
2. Advertisement in internal ACT Govt Employee notices seeking an expression of interest
3. Advertising to bi-lingual preschools in Canberra and via ACT Bilingual Education Alliance
Once the programs were planned and dates finalised, the same channels were used to promote the program. The volunteer presenter also utilised their networks to promote the program.
Resources used
Bilingual picture books were selected from the library's community language collections. In some cases the volunteer presenter also used their personal collection of resources, and where possible these items were sourced and added to the library collection. Songs and rhymes were usually based on the presenter's experience. Craft activities used were related to the stories presented.
Promotion
Bilingual story times were promoted through those channels used for other library events, including by media release, flyers in the library, and information distributed to various networks, e.g. ACT Bilingual Eduation Alliance.
Outcomes
The project enabled young children to experience their mother tongue beyond the home and gave children from the broader community an opportunity to experience another language, encouraging social inclusion. It was also an opportunity to promote the language resources held by the library.
Contact Name
Libraries ACTPhone
02 6205 9000Useful web links
ACT Bilingual Education Alliance http://actbilingual.weebly.com/
Useful tips
Volunteers:
- Volunteer presenters proficient in languages other than English came to the program with varying skills and experience. Some were parents or grandparents who had shared stories with their own children, others teachers, and some just wanted to be involved.
- In preparing for story time library staff met with volunteers to discuss and practice content, how to present, and what to expect. This practice of story time was valuable support for all volunteers.
Audience and delivery:
- The story times which the most popular were held during normal storytime session times and included the wider community as well as children from the language group involved.
- The presenter or staff member who spoke the language other than English told a story or rhyme first, and then the staff member re-told it in English. This helped keep all the children engaged.
Resources:
- It was important to select stories which were traditional to the culture or which had bilingual text (mother language and English), however finding appropriate books for the target age group (3 – 5 year olds) was challenging at times because most of the resources of this nature were text heavy or too long for the age group.
- As a result, books with recognisable characters were used e.g. Maisy, Spot. These books had simple concepts and language play could be drawn out. This was popular with children who already were familiar with the book in English.
- Simple traditional or recognisable rhymes were used and repeated throughout the story time session as reinforcement.
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