We Care About Your Privacy
By clicking “Accept all”, you agree to the storing of cookies on your device to enhance site navigation, analyze site usage, and assist in our marketing efforts. View our Privacy Policy.
Often, for busy EAL teachers, the focus is on the child. However, it is important to remember that, for some parents, the transition period can be just as difficult.
Approaches to bilingual upbringing
Some parents worry about bringing up their child with two languages and question whether it would be more beneficial for the child if they speak the language of the new country to help them become more competent in the new language and learn it faster. We need to discourage this approach, supporting parents in understanding the value of using their mother tongue.
Parents need to appreciate that language is as much about communication as it is about identity (Baker, 2007). Language is fragile and easily lost (Cummins, 2001), and to continue to support and teach a child’s mother tongue actually provides a better platform for developing a second or third language.
Supporting parents
It’s essential to provide parents with the right information about how to successfully support their learners at home. Some books to assist both teachers and parents in understanding more about bringing up a bilingual child include:
Summary
It is crucial that families are encouraged to maintain their mother tongue to remain connected to their parents and extended family. As Joseph Shaules points out, "a positive and encouraging attitude to a child's home language is motivating and can only have favourable repercussions." (Shaules, 2007).
You can download a free parent information card on maintaining children's mother tongues by clicking on the download buttons at the top and bottom of this article.
References:
Shaules, J (2007) Deep Culture: The Hidden Challenges of Global Living
Cummins, J (2001) Bilingual Children's Mother Tongue: Why Is It Important for Education?
Parents are important stakeholders in their children’s education; they are often agents of educational change as they join a school community with social needs that tend to mirror general social trends, which should not be overlooked by school staff (Enever & Moon, 2009).
Brewster, Ellis and Girard (2012) discuss the idea of playing Bingo or Dominoes as games for connecting various curriculum areas. Brewster (2012) explains that playing games like these can be a support for learning target vocabulary, for example, playing a Dominoes game before or after reading where learners can either match the words or the pictures together as they listen is an excellent way to learn the target language. You may be studying the human skeleton vocabulary in the game and making connections to the class book e.g.
On the last day of term I asked a student, who was leaving her school in London to return back to Italy, the best and worst things about moving. She said the worst thing was leaving friends and teachers and the best was going back to her old school to be with her old friends.