I knew my youngest children would learn to read and write in the US and as a result I would have to accept that they would spell differently and use American phrases and grammar. There are some unexpected differences however that I hadn’t considered.
A few days ago my 4-year-old remarked,
“Mummy, all the other children at preschool don’t write t’s properly”
“Really! Can you show me”
It is a bit like an x, like this……
My youngest is 4, I taught her to write her name but it never crossed my mind that letter formation might be different here.
I asked my kindergartener
” Do you write a curly bit on the bottom of the letter t at school?”
“No we do it like a cross”
I checked with the teacher and she explained that they use the ball and stick method where letters such as t, w and y use straight lines rather than curves as they feel it is easier for the young children to master. It is one of many differences that I hadn’t anticipated.
I always believed the transition would be most difficult for my eldest, who went to school in England until she was 8, so learned to read, spell and write ‘the English way’. The first thing she noticed, was that punctuation had different names; full stops were periods and brackets became parentheses. We were really keen that she wouldn’t lose her knowledge of British spelling, so school agreed that she could learn both. As an avid reader and proficient speller this wasn’t really difficult.
Choosing books wasn’t simple either. Most books by British authors are rewritten for an American audience. When we borrow books by British authors from the library or buy books here, they are American versions. My daughter is really eager to maintain her ‘Britishness’, so we often order books from the UK. This way she can still read books with British spelling and vocabulary and is able to read literature from both cultures. Tonight we read an American translation of Pippi Longstocking. This was my daughter’s favourite book for many years, so she knew much of the text by heart. Every time she spotted a difference, she would quote the British text. In the end we got her old battered copy down to compare. I was surprised that though the meaning remained the same, the texts were very different. The monkeys name was different and the language in the British version was more detailed and poetic (although I am sure that the original Swedish is even more rich).
“A remarkable child” said one of the sailors, wiping a tear from his eye when Pippi disappeared from view. (British translation)
” A remarkable child” said one of the sailors as Pippi disappeared in the distance (American translation)
My daughter’s desire to maintain her British identity isn’t without its pitfalls. Once she was marked down in a piece of writing because she referred to a ladybird rather than a ladybug (which I felt was a little harsh).
I thought things would be simpler for the younger ones because they started school here but they have been faced with different challenges:
1. The alphabet ends with zee (my daughter has decided that it makes more sense the American way because the song rhymes).
2. What sound does a short ‘o’ make? To us it is o as in fox, box and top but American pronunciation is different, instead it makes the sound a as in fax, bax or tap. Confusing but also a little amusing to the girls who still have perfect English accents. I think I was fortunate that my daughter was beginning to read when she went to school and had already learned basic phonics so this wasn’t too much of an issue.
3. School reading books have American phrases which to a Brit’s ears sound totally wrong and often make me shudder. An examples from today’s reading book is :
Let’s go find Leo.
The omission of “ly’ at the end of adverbs is common as in ‘We need to be real quick’. I suppose one positive is that the girls generally notice and remark that it sounds different. When my daughter reads a word that we don’t use, she substitutes it for the British word “I’m just going to say mum not mom”.
4. Sometimes they complete worksheets where they have to circle pictures that begin with particular letters. This can be confusing if the British word is different from the American or if it is something traditionally American like baseball equipment.
On the whole I think the girls awareness of the differences gives them a far richer experience of the written word. It certainly gives us a lot to talk about.