Dear Katarina,

Yes, I can relate, at least to a good extent.  My
situation is a little different, but I'll be so bold
as to make a few comments.

First, it's probably obvious, but bears repeating
that the more input a child has for a language, the
better the child will learn that language.  That said,
there's no rule that you have to go to great lengths
to pass Swedish on to your children, even though I
would think it great if you were able to pass on at
least some.

Second, speaking is not the same as understanding.
I usually don't pay attention to what language my
children are speaking but just keep on answering them
in Esperanto (sometimes saying dumb things like
asking them how to say a word in Esperanto while I
say even that word in Esperanto too - they get a
little mad.)  In fact, if you can maintain the current
situation in which she continues to understand the
Swedish and answer in English, then you will have
what a lot of parents would love to have -- a child
who understands without yelling "just say it in
English!!"  :-)

Third, passive use of a language is just a few small
steps from active.  The entire language is still
"in there" and will come out if the situation
requires it -- such as these visits to family you
mentioned.

> She likes to read books and most books are in
> English and I really don't want to get rid of
> them, but I read in English and then talk to her
> about it in Swedish.  She shows no signs of being
> confused, but I am a bit!

I can especially relate here.  It gets harder as they
learn to read.  I also struggle with being able to
share American jokes with my kids (I live in and grew
up in the US).  In the end, I try not to make a big
deal about it, although I spend a lot of time
explaining different things like "this is what we
say in Esperanto and this is what we say in English"
because they need to know both -- but even that can
be overdone.

Amike salutas,
Thomas/Tomaso ALEXANDER.
www.NightinGael.Net
---Anything below this line is not from Thomas ---

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