Category Archives: Hawai’i

by Joel | 2 December 2009 · 8:13 am

One Child’s Language: at 47 months

Social notes: Her two favorite teachers (and actually best friends) at school are leaving for more gainful employment this month. She’ll miss them, but she is much more willing now to get to know new people. She is still very teacher-oriented, playing the role of teacher at home: directing games and circle time, asking for volunteers so she can do eeny-meeny-miny-moe (often fudging the last bit) to choose one of us.

Physical development: Fine motor skills have also improved. She can spend an hour at a time coloring within the lines, cutting paper with scissors, and writing smaller and neater uppercase and lowercase letters. She may have just finished a physical growth spurt and begun a mental one.

Intellectual notes: One day in the supermarket, Rachel pretended to read a story from the list she was holding. It was about a little boy who went for a walk, crossed the street by himself, got hit by a car, and died, leaving his parents all alone. They propagandize her well at school—she instinctively grabs a hand before crossing a street. But she also spends intervals trying to figure out the meaning of death. Time is another mystery. She knows the days of the week, some months of the year, and a bit about how years are numbered. But she often thinks that her afternoon nap starts a new day, that supper is breakfast and vice versa.

Size and measurements are still vague. We just came back from a weekend trip to the Big Island. She asked whether it was as big as the Soviet Union, asked several times how long a mile is, wanted to plot our course on the map, and monitored our elevation. Numbers are getting easier: she can read up to 99 (often mixing pairs like 25 and 52) and had little trouble singing from 21 bottles of beer on the wall down to zero.

Language notes: One evening as we sat down to dinner, Rachel clasped her hands and recited a complete table grace in Hawaiian. Another evening, she decided she wanted to study sign language and spent about half an hour practicing a few words with Daddy. She is a real language-learner right now. It’s a shame she doesn’t have another language to work on along with English.

She is rapidly expanding her vocabulary, stopping to ask us the meaning of any word she doesn’t know yet. She is on the lookout for familiar words everywhere and asks us to read and explain any public sign that contains a word or two she can recognize or sound out. At school, she has just been introduced to “mystery words” that can’t be sounded out. We encourage her to sound out regular words. She was able to read a note from Mama that said Can I get a hug from you? and she has come up with her own spellings, like jrink water and clowde, wnde, rane, sune day. (WordPerfect’s spellchecker offers the correct choice for some.) She copies whole sentences with all the devotion of a medieval monk reproducing a holy manuscript.

UPDATE: This child is now a 24-year-old teacher in Boston Public Schools.

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by Joel | 25 November 2009 · 7:53 pm

One Child’s Language: at 42 months

Intellectual notes: Of all the Sesame Street characters, Rachel used to resemble sweet, innocent, and imaginative Elmo the most. But now she’s turning into the Count, whose greatest joy in life is to find something to count. She counts steps, parking meters, people on the bus, bites of food, and sips of water. She can now count past 100 without prompting, can count backwards from 10 to 0, and can add and subtract one number at a time so long as she’s dealing with numbers not much over ten. And, finally, she no longer misses 16 on her way to 20.

She is raptly attentive during Sesame Street, and we’ve just started watching the Sunday evening Disney hour with her. She asks a lot of questions. She likes cartoons but has not yet been exposed to Saturday morning TV. So her very active imagination has not turned to violence yet. Instead, she organizes a lot of weddings, birthday parties, travels, picnics, and classroom activities.

Language notes: Rachel is picking up more and more local English at school. One of the most noticeable lately is mines, as in Yours, Mines, and Ours. (That forces an exception to follow the same rule that adds s to the other forms.)

She has finally begun to use Please, Thank you, Excuse me, and Sorry fairly regularly. And she’ll wave good-bye to kids she knows. Her conversational habits are not always polite though. She wants to dominate every conversation around the house, and isn’t happy to yield the floor to either of us. She is very, very verbal, providing a running commentary on everything she does. When she’s tired, the running commentary turns into a babbling stream of consciousness.

UPDATE: This child is now a 24-year-old teacher in Boston’s Chinatown.

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by Joel | 25 November 2009 · 7:43 pm

One Child’s Language: at 40 months

Physical development: Rachel’s handwriting is much smoother now. She doesn’t have to have little dots to mark the angle-points in A, M, Y and other letters. She has even got S and C down pretty well. She can also write quite small and has done a few exercises at school writing numbers. She jumps well with two feet and can stand on one foot. She likes to show how fast she can run. She is quite active during exercise at her school. We enrolled her in a “movement” class at the YWCA on Saturday mornings, but so far the only thing she has participated in is a balance-beam exercise that she enjoyed at preschool. She doesn’t like receiving a lot of attention from strangers. We doubt she’ll go into show business.

Intellectual notes: She still loves to count and do very simple addition and subtraction. In fact, she has discovered the Associative Principle: “Look, 2 and 2 and 1 make 5; and 3 and 2 make 5, too!” She was counting with her fingers in the stroller one day and announced “2 and 2 and 2 and 2 and 2 make 10!” She knows that 100 is a lot, and can count that high if you prompt her for the even multiples of ten. She no longer misses fifteen now that she knows fif is a funny way to say five, but she usually skips sixteen for some reason.

She also loves guessing and telling. “You don’t know how old Panda is?” [Just say “No!”] “I’ll tell you. He’s two.” “Do you know what we can use? … Think! Think!” She likes to involve us in long imaginary games in which everyone’s role is subject to redefinition whenever the fancy strikes her. She also does a lot of reasoning. This is the bicentennial of Chinese emigration to Hawaii. When Rachel asked why so many Chinese came here, Mama told her that many Chinese wanted to leave China. She said, “Yeah, they wanted to find a cleaner place, and Honolulu was clean enough.”

Language notes: Rachel returned from her Christmas visit having finally switched from referring to herself as Rachel to using I, me, my appropriately. She has also switched to an overcorrected pronunciation of the so that it always rhymes with thee. One of her teachers must have stigmatized the local pronunciation, da. (She has acquired the local auwe in place of ouch.) Her pronunciation of consonant clusters (st, str, sp, spr, etc.) seems to have slipped a bit while she concentrates on new grammatical constructions, especially comparatives (good, gooder, goodest, bad, badder, baddest), even complicated syntax like: “When I’m 100 years old, I’ll be tall enough that my head will touch the ceiling.” “Look, I can push the stroller as straight as you can.” Around us, she is extremely verbal, providing a running commentary on her every action.

UPDATE: This child is now a 24-year-old teacher in Boston’s Chinatown.

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by Joel | 24 November 2009 · 10:11 pm

One Child’s Language: at 39 months

Social notes: Ever since Rachel moved to the bigger kids’ room at school, she has assigned herself a new role in life. She always reminds us of what a big girl she is and almost never goes into the little baby routines she was so fond of before the move: “Look how fast Rachel can run.” “Look how high Rachel can jump now.” In fact, she has changed her role-play at home from Baby to Teacher. She spends a lot of time at home comforting her stuffed animals, showing them things, putting them down on mats for naptime, waking them up again, reading to them, feeding them. She gets the funniest little serious look on her face when she is comforting them for crying. She repeats instructions from school to them, playing the teacher role to the hilt, telling them “This is a table mat activity, not a floor mat activity.”

Another way she marks her change in status is by constantly inquiring how she did things or said things when she was a little baby. “How did Rachel swim when Rachel was a little baby?” “How did Rachel talk when Rachel was one year old?” “How did Rachel say blue when Rachel was in China?” Then she will laugh and imitate our imitations of how she used to say things.

Physical development: Rachel is fascinated by writing now, and likes to take a pen or crayon and write messages on paper. She controls her scribble pretty well, doing a good imitation of a doctor’s prescription scrawl.

Intellectual notes: The biggest concept Rachel has mastered with her new rite of passage is the progress of time. Yesterday now means the previous day, or at least the other day, not just any time in the past. Tomorrow is also more immediate than it used to be. She knows about relative age and birthdays, knows most of the days of the week and the last four months of the year. She contrasts her life as a baby and her life in China with her present life. In fact, she has a renewed interest in her China past now and asks a lot more questions about her pictures from Chinese preschool.

Her other major fascination right now is numbers and arithmetic. She counts everything and knows the concept of adding one number to another. She will hold up one, two, three, four, or five fingers on each hand and ask “How much is this?” She hasn’t memorized the answers yet, but she can figure it out by counting all her fingers. She can count to twenty, but she tends to miss fifteen and sometimes sixteen.

Language notes: Rachel constantly asks “What’s that spell?” She has memorized an ABC book from the library that goes “A is for angry anteater, B is for bashful bear, ….” Her favorite road sign is the yellow BUMP sign. In fact, on the buses she often reads the yellow sign on every window “C-A-U-T-I-O-N Bump!” She looks for Chevron, Shell, and Union 76 signs; spells out STOP, WALK, EXIT, and NO PARKING signs; recognizes Safeway, MacDonalds, and Burger King logos; asks about the cover, half-title, title, and contents pages in books. She likes to take a pen and write messages which she translates as “Please take a juice can to school tomorrow” or “Let’s meet for breakfast at eight.”

Although she still never uses I, me, my in real communication, she will use them perfectly well when she is play-acting with her stuffed animals. And she now asks “How do you do” such and such rather than “How does Rachel do” such and such. But in talking to us, she still has her own special pronouns Deo or Daytoe (for Rachel) and Deo’s (for Rachel’s).

UPDATE: This child is now a 24-year-old teacher in Boston’s Chinatown.

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by Joel | 23 November 2009 · 5:38 pm

One Child’s Language: at 36 months

Social notes: Rachel was very generous about taking toys to donate to her school before we left China. But she displayed almost no emotion on her last day of school, when her principal (and favorite auntie) was teary and her mama was too choked up to say anything. It was only after we got to Hong Kong and started talking about what her life in Honolulu would be like that Rachel protested, “But Rachel likes China.” She also liked travelling, because she had one or the other of us to herself all the time. Unlike us, she loves to spend time in waiting rooms and hotel lobbies.

Especially while travelling, we tend to praise her for being a “big girl.” But she is afraid to leave babyhood completely behind, so she often reminds us, “When Rachel sucks Rachel’s thumb Rachel is a little baby,” and then promptly demonstrates. She has also invented some baby talk expressions, like titidada. At other times, her conversational style is very adult, like when she says, “Mama, mama! Rachel has two questions. The first question is …. The second question is ….” She also likes to give long-winded explanations why she should or shouldn’t do something in a particular way, often word-for-word renditions of what one or the other of us has told her.

We had far better luck finding a preschool for Rachel in Honolulu than in China. Bamboo Shoots was one we just walked into one day. It was just about to convert to Montessori methods. We walked in during naptime, when the administrator was feeling relaxed and talkative, and had a good look around. We were later told that Rachel shows some of the same problems Chinese immigrant kids have when they enter American preschools: they require a lot of adult attention, and they have trouble going off and doing things on their own. She is adjusting well though. Having a year of Chinese school has helped. And she hasn’t had any trouble getting used to sandwiches for lunch, as some of the Asian immigrant kids have. Rachel seems to be only full haole (Caucasian) kid in the school (as in China).

Intellectual notes: Rachel is very, very fond of puzzles now. She is pretty quick to spot where each shape goes. After the first time or two, she has just about memorized how to put the simpler puzzles together. She is also a reading maniac. We usually make a trip to the State library’s children’s book section every week. She can spend hours listening to us read all the way through each week’s stack of books again and again. She is especially interested in transportation, which might have something to do with all the travelling we’ve done recently. She likes looking for contrasts between the “new kind of airplane” (jet) and the “old kind of airplane” (propeller craft), between city buses (with more than one door) and tour buses (with only one door), between fast ferry boats (hovercraft and hydrofoils) and slow ferry boats (like the Star Ferry in Hong Kong). In fact, she always tries to compare and contrast new things she learns about, to establish new categories or better define old ones. Her other most absorbing hobby right now is testing every water fountain she sees. She had an interest in water fountains before we went to China but had to do without them for a year. Her old fascination immediately revived as soon as we got into the Taipei airport.

Language notes: Her pronunciation keeps improving. Right now she’s working on getting her word-initial consonant clusters under control (/fr, sp, st, str, tr/ etc.) She hasn’t got /f/ separate from /s/ yet, so straight sounds like freight. She has just started to work on eliminating the /w/ she used to put on over and out, and the /n/ she used to put on the front of on and in. In other words, she has started to master the glottal stop (the abrupt onset before words starting with vowels in English; the sound in uh-uh ‘no’ that helps distinguish it from uh-huh ‘yes’). She also noticed a good while ago that Daddy pronounces why—her favorite word—with a /hw/ sound while Mama pronounces it with a plain /w/. She claims to use both pronunciations.

Rachel was just beginning to speak a good bit of Chinese by the time we left Zhongshan, but now she has just about quit speaking it. As soon as we hit Honolulu, she ceased hearing it around her so much and apparently decided there was no more use for it. In Hong Kong, we took her out to a nice playground near our hotel where she played with a couple of English-speaking kids her age. She wouldn’t say a word to them. Instead, she remarked to us, “They’re speaking English. Why?” At Bamboo Shoots, she has been slow to speak with the other kids, but it’s probably just her natural shyness. One of the teaching assistants there speaks Chinese but couldn’t extract Chinese responses from Rachel. When we would ask her if she spoke any Chinese at school, she would answer, “But it’s an English-speaking school!”

She hardly ever sings much at home now. She hasn’t learned the new school’s repertoire yet. But she is an avid and highly interactive story-telling audience. She nods as you go, asks for meanings of words she hasn’t learned yet, and asks so many questions sometimes that it’s hard to keep the story moving. She never drifts off during a story, but keeps asking for one more. She likes to participate by filling in salient words in the stories she has read many times. She also likes us to spell (“psell”) words, and always assigns us one to spell while brushing her teeth.

Her most remarkable achievement in our eyes is her discovery of what syllables are. On the way home from school one day in China, she asked why “e-le-phant” has three words but “bear” has only one. She was probably carrying over into English what her teachers had told her about Chinese characters, since each character is one syllable. We taught her the word syllable (which comes out Seminole when she says it) and now she can count off the syllables of any word you give her—fairly accurately too. Although she does tend to like to repeat the last syllable enough times to get through all the fingers on one hand.

UPDATE: This child is now a 24-year-old teacher in Boston’s Chinatown.

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by Joel | 11 November 2009 · 3:05 pm

Earl M. Finch Tribute to Windward Oahu KIAs in World War II

Back in February 2009, on a sightseeing trip with my mother-in-law, I stopped at Castle Junction in Kane‘ohe, Hawai‘i, to photograph the Kane‘ohe Ranch Building, which is on the National Register of Historic Places.

Nearby was a small monument I had seen many times without stopping to examine it. I was curious about the relationship between one Earl M. Finch of Hattiesburg, Miss., and the AJA soldiers named on the stone, but I never followed up to find out more about him until this Veterans Day. Here are the words carved into the memorial when it was originally erected.

In Memoriam to the men of this community killed in action in World War II

Teruo Fujioka, Kahuku, Oct 26, 1944, France
Stanley K Funai, Waimanalo, Feb 8, 1944, France
Takemitsu Higa, Kahaluu, Dec 1, 1943, Italy
Genichi Hiraoka, Kaneohe, Jul 11, 1944, Italy
Edward Y Ide, Kaneohe, Nov 6, 1943, Italy
Haruo Kawamoto, Kailua, Feb 6, 1944, Italy
Sadao Matsumoto, Waimanalo, Jun 4, 1944, Italy
Kaoru Moriwake, Waikane, Nov 5, 1943, Italy
Shigenori Nakama, Kahuku, Apr 6, 1945, Italy
Yutaka Nezu, Waimanalo, Jan 10, 1944, Italy
Chuji Saito, Waimanalo, Apr 19, 1944, Italy
Takeo Shintani, Kahuku, Jul 6, 1944, Italy
Douglas Tamanaha, Waiahole, Nov 13, 1944, France
Shiro Togo, Kahuku, Oct 24, 1944, France

Presented to the Windward Oahu Community
by Earl M. Finch, Hattiesburg, Miss., March 28, 1946

June Watanabe tells more about Earl M. Finch in a Honolulu Star-Bulletin Kokua Line feature dated 17 March 2001, headlined ‘Patron saint’ of nisei soldiers became outcast.

Question: What happened to Earl Finch of Hattiesburg, Miss., who befriended the Japanese-American soldiers who were stationed in Hattiesburg during World War II? He made the soldiers feel at home when other Americans were turning their backs on them.

Answer: Finch died in his adopted home of Honolulu in 1965 at age 49.

At his funeral service at Central Union Church, then-Gov. John A. Burns delivered the eulogy before hundreds of mourners, including many veterans of the 442nd Regimental Combat Team and the 100th Battalion.

Finch was a rancher and businessman in Mississippi who became an outcast when he went out of his way to befriend the nisei soldiers in 1943.

He became known as a “one-man USO” (United Service Organization), “the Patron Saint of the Japanese-American GI” and “a citizen of the world.”

“Unpopular though it may have been with his neighbors, Earl recognized that those who were willing to make sacrifices in the face of adversity deserved no less than the hand of friendship,” Burns eulogized.

In 1946, after the war, many of the soldiers he befriended chipped in to pay his way to Hawaii, where he was given a hero’s welcome. At the time of his death, the Star-Bulletin noted that Finch’s arrival in Honolulu 55 years ago was “the biggest reception ever accorded a visiting private citizen.”

Among Japanese Americans, Finch was so beloved that many parents named their sons after him. Finch eventually made Hawaii his home, running a small trading company and acting as a talent broker.

Seiji Finch Naya, director of the state Department of Business, Economic Development and Tourism, was an orphaned college student in Japan who met Finch when the college’s boxing team traveled to Hawaii in 1951.

Finch was so impressed with the young man, he sponsored a four-year scholarship to the University of Hawaii for Naya and eventually adopted him.

Finch also adopted another young man from Japan, Hideo Sakamoto.

Windward motorists may be familiar with the huge boulder, with a plaque, sitting on the makai side of Castle Junction.

Finch and Windward Oahu groups erected the memorial in honor of those who died fighting in World War II and, later, the Korean War.

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by Joel | 30 October 2009 · 7:20 pm

One Child’s Language: at 18 months

Her attention span is getting longer and longer. She can concentrate for 10 or 15 minutes on taking things apart and putting them back together, on putting all 10 or 20 shapes through the matching holes in one of her puzzle toys, on reading books with one or the other of us. She can spend even longer listening to her tapes of children’s songs, although sometimes she spends more time pushing the play and stop buttons than listening to her songs. She is especially fond of the Finger Band song, during which she imitates the clarinet, piano, and trombone motions; the Buzzing Bees song, during which she imitates the buzzing sound by blowing a ‘raspberry’ (or ‘Bronx cheer’); the Teddy Bear song, during which she holds her big teddy bear up by the ears and dances back and forth; and, of course, Twinkle, Twinkle, Little Star, during which she ‘twinkles’ her hands.

She has finally started to take a real interest in language. Her earliest words several months ago were mostly imitations of sounds. (The first sound she ever imitated was—incredibly—the hooting of an owl, something she has never seen nor heard in real life.) For persons, places, and things, she has followed the Universal Language strategy recommended by the scientifically minded inhabitants of Lagardo that Gulliver met in his travels: just make sure you have available (by carrying them around if you have to) a sample of every object you care to refer to. That way, you can just point to what you want to say, without having to translate from one language to another. For actions, rather than objects, she usually performs the motions herself. This reduces a lot of our own conversation with her to one-word utterances. But now she is starting to produce some of her own.

The first consonants she tackled were [t] and [d]. She has them under relatively good control now and has definitely mastered [dadi] (the word as well as the person). Next, she began to work on words starting with [p] and [b]. Sometime last month, she suddenly realized that her counting word [tuti] had two components and started saying just [tu]. It wasn’t long before she was counting [tu] for one step and [ti] for the next. Then one day she counted out [pai] as well. Now she can repeat [tu], [ti], [po], [pai], but she hasn’t mastered the meaning of any except [tu]. Another [p]/[b] word she has added recently is [bow] ‘go’ (versus [taa] or [paa] ‘stop’). The [oh] vowel is also new, and she stretches it—and her lips—to great lengths pronouncing it. Another lip sound she has added is [w]. Her first [w] word was a strangely produced [weyl]. Her tongue tip shot all the way out of her mouth during the [l] (ell) part of it. It used to be one of her babbling sounds, but we attached it to the picture of a ‘whale’ in one of her books, and she has since used it to label ‘wheels’, ‘nails’, and ‘mail’. The other new vowel is [eh], which appears in [wey] ‘away’, another favorite word. It also appears in [tu-tu tey] ‘choo-choo train’. She seems to make no attempt to repeat a word unless it contains sounds close to those she is working on at any particular moment.

When she mastered [w], she promptly added [wow] to her verbal expressions. But she has never attempted [m], [n], or [ng].

UPDATE: This child is now a 24-year-old teacher in Boston Public Schools.

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by Joel | 30 October 2009 · 7:15 pm

One Child’s Language: at 16 months

Her passive language ability still far exceeds her active speaking ability, but she has added a few words to her repertoire. During our Christmas trip, she attached the meaning ‘all gone, all done, finished’ to a high-pitched [datii], with a high-pitch first vowel and a mid-pitch, long second vowel, accompanied by appropriate upturned empty hands. This contrasts with her lower-pitched (mid + low) and shorter [dati], meaning ‘thank you.’ (She doesn’t seem to distinguish [t] and [d].) Finally, there is a low-plus-high-pitched [dati] that she uses to call whichever one of us she can’t find. There is also a [daa], with long rising-falling tone, which seems to mean something like ‘wow, look at that’; and a steady high-tone [daa], meaning ‘stop’ or ‘stoplight’. The former contrasts somehow with [iyati], meaning roughly ‘voici, voilà, here it is, there it is’. She has recently added another word: [daau(b)], meaning ‘(fallen or dropped) down’ (or ‘dirty, no longer edible’ in the case of food). She also seems to be in the process of extending the meaning of [dudu] to cover any fundamental contribution to the ecology of her diaper. She must be about ready to start toilet-training.

At this point, her total inventory of significant sounds doesn’t amount to much: one consonant /d/ (or /t/), and three vowels /a/, /i/, and /u/. The consonant sounds like both a [b] (or [p]) and a [d] (or [t]) except when it precedes the open vowel /a/. She seems to leave her lips closed before a closed vowel like /i/ or /u/ and to let the air through them only after she releases the /d/ to let the vowel sound come out. Besides [dudu], the other case where this is very noticeable is in her word for counting: [du]-[di] (‘two-three’?).

She elicits words as labels all the time, and wants us to supply running commentary on her actions, but most of her use of spoken language is exclamatory rather than descriptive. When she wants to refer to actual events and objects, she points—relentlessly. Here is a very common languageless dialog, with translation:

Action: Taps on mommy’s wrist until mommy acknowledges.
Meaning: ‘Excuse me, I notice you’re wearing a wristwatch.’
[Establishing topic to be ‘wristwatches’]

Mommy says, “Mommy’s watch,” meaning “Yes, I am.”

Action: She immediately taps her own wrist
Meaning: “I seem to be missing mine.”
[Making her observation about the topic]

Mommy says, “Where’s your watch?”

Action: She either points in the direction of her watch or goes off to find it.

UPDATE: This child is now a 24-year-old teacher in Boston Public Schools.

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by Joel | 29 October 2009 · 7:37 pm

One Child’s Language: at 15 months

Her biggest accomplishments are social. She walks up to the babysitter’s door and knocks on it herself. She waves bye-bye to one or the other of us leaving or staying without her and doesn’t get upset. She knows not only our daily cycle, but also has a good feel for our weekly cycle of routines. She warms up to friends and strangers much more quickly than before and plays with other kids, not just near them. She gets very jealous, though, when another kid plays with her toys or her parents. She loves to get rowdy and runs back and forth shrieking and carrying on when the babysitter’s kids are being rambunctious. She’s at the perfect age to pay a visit to her little cousins.

She is at a wonderfully cooperative age now. She enjoys helping us clear the table and take things to the kitchen or pick up things and put them away. It’s too good to last. If she senses it’s time to go out, she always grabs her lunch basket. If we buy a package of something at the store, she insists on carrying it, or at least trying to.

She is also very communicative, but still not very verbal. When she wants something out of the refrigerator, she runs over and yanks the towel off the door handle, then tugs at the door looking over her shoulder and calling our attention. When she wants her vitamins, she points to the bottle on top of the refrigerator and calls our attention. She will stand up on the bed after a diaper change and grab Daddy’s hands to play round after round of London Bridge Is Falling Down. If she wants music, she will go up to the table the tape player sits on and rock back and forth several times, then point to the tape recorder and call our attention. When she wants to nurse, she goes up to Mommy and lifts her shirt.

UPDATE: This child is now a 24-year-old teacher in Boston Public Schools.

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by Joel | 29 October 2009 · 7:23 pm

One Child’s Language: at 14 months

Linguists sometimes differentiate between active and passive bilinguals, the active ones speaking as well as understanding more than one language, the passive ones understanding a second language well enough but speaking in their own language. On that scale, our child could be classified as a passive monolingual. She understands a lot of words and expressions and social rituals but doesn’t try to use the appropriate words very actively. She recognizes so many words that we are tempted to switch languages or spell things out sometimes so that we don’t get her all keyed up to do something we’re not ready to do immediately—like eat or go out for a walk. She gets confused by some near-rhymes, like hedge and head, tongue and thumb, knees and sneeze. She is most fond of d, t, j, and associated consonants, together with i, a, and u for vowels. So far, she hasn’t pointed and labelled things for herself, only elicited labels from us or pointed at things we label. Her first “parroted” word was the sound of an owl she picked up from reading an animal book with the babysitter’s daughter. Now when the mood strikes her, she runs to a picture-map of the zoo and points to the owl, saying “Hu! Hu!” But of course she’s never attempted owl. The only real words she has tried to imitate are Jeep, juice, zoo, and one attempt at boo that came out pretty close to zoo.

Of course, adults don’t usually sit around naming things at each other. There are other more appropriate social rituals that involve language. She is starting to master some of them. After months of observing us waving bye-bye to each other every morning for her benefit, she has finally figured out what it means and now waves bye-bye to parting friends and vehicles, to bushes whose flowers she has stopped and patted, and to the automatic money machine whose buttons she often stops to play with on the way to the babysitter. She has just begun to say “Hi” appropriately every once in a while, but never on demand. She recognizes yes/no questions addressed to her and often responds with a vigorous shake of the head. At other times, she responds to every question, statement, or command with “huh?”

UPDATE: This child is now a 24-year-old teacher in Boston Public Schools.

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