Further learning - Blog

If Katerina spoke in Russian again in the classroom, the teacher warned her, her name would be put on the board and she would miss out on certain privileges. 'Katerina' - a seven-year-old Russian speaker newly arrived in the UK - was finding it difficult to let go of her mother tongue (also referred to as 'home language', 'first language' or 'L1') in class, to the frustration of her teacher. Her story is the central point of a recent research paper by Olena Gundarina and James Simpson (see References below).

We are all faced with very different learning situations at the moment and home learning has become the current norm. The challenges it poses are significant. Parents often have limited time available to support learners, limited understanding of where to start, sometimes a lack of technological know-how in accessing online classrooms - or even a lack of access to an online environment altogether. These issues are exacerbated amongst parents with limited understanding of the school language.

"Parental involvement is invaluable for any new arrival in transition. The learner’s family may be the only group of people who truly understand their transition. The parents may have very little understanding of what happens in an English-speaking school or the approach you have to education. Parental involvement will help you to understand more about the child’s life as well as build a valuable rapport and level of trust between all parties.”
(Scott, 2012)

In my experience, teachers often have quite strong feelings about the use of a pupil’s L1 (first language) in the classroom - it is either encouraged or forbidden. Garcia and Sylvan (2011) describe monolingual education as outdated in our current ‘globalized’ world and discourage the practise of imposing only one language. In fact, they suggest that teachers should support students in developing their awareness of their first language as well as the language of instruction.

The lack of a common language between children can be frustrating so we often assign buddies who have a common language to help our learners. Someone who speaks the same language can help the new student feel less alienated by speaking the same language and recounting what is being said and explaining what is happening. Students are often used as interpreters in schools. However, as with any translation, it can result in unintentionally misinterpretation.

Last week I saw a film called 'Shadow in Baghdad', it was a film that pulled my heart strings. I was brought up in Manchester, both my parents spoke Arabic at home, both were from Baghdad. What struck me the most after I watched the film was how much I missed hearing that particular dialect of Arabic, the familiarity and warmth of the Middle Eastern people, the sense of security that came with it as well as a sense of longing and regret for a disappearing culture.

In schools where English is the language of instruction we welcome new arrivals with limited English and, step by step, they become skilled in speaking English. These young learners have a gift, the gift of bilingualism. A skill that has a profound effect on their lives. This skills may affect their identity, the way they are educated, their employment, the friends they keep, marriage, where they choose to live, travel and how they think. The consequences are significant.