• Introduction
• Literacy
• Good practices
• Portraits
  First language use in your classroom Your portrait
• Reflection and exercices
• Advice
• Further readings
• Library
• Functional Multilingual Learning

Ewa

Today is Ewa’s first time at school. She has been in the Netherlands for a month with her mother. Her father is still in Poland. Ewa spends lot of time with her Polish friends. Ewa is put in a group with three other students. One is Katarzyna, a Polish girl who has been in this class for five months already and who knows Ewa. The teacher allowed Katarzyna to explain some things in Polish the first weeks if, for example, Ewa did not understand an assignment. However, a month later the teacher notices that, during independent work, Katarzyna and Ewa still often speak Polish among themselves. He calls them to his desk and says they are now only allowed to speak the school language.

Several studies have shown that the use of the first language of a student in the classroom benefits both learning the school language (Prasad, 2013)iand the development of cognitive and other (academic) skills (Trammell, 2016)i. Based on what the student can do, for example, maths in language X or sing in language Y, a bridge can be created between what the student has already mastered and still has to learn (Le Pichon, 2012)i. Therefore, it is only positive that Ewa, together with Katarzyna, link what she knows, namely Polish, to what she has to learn.

Unfortunately, the multilingualism of newcomers is not included as a positive factor in many school policies. In many cases, the languages of the students are even ignored or considered inferior. According to researcher Auger (2009)i, teachers often confuse the academic and linguistic skills, giving them a negative image of multilingualism in the classroom. By stimulating / using their own languages, students can make cognitive and linguistic connections that help with (language) development and also add additional value to their existing knowledge. It is best if there are school-wide policies and lesson plans in which their own languages, for support, are processed and offered (Rivera et al., 2010)i.

First language use in your classroom, yes or no? and why?

When are students in your classes allowed to discuss or speak in their mother tongue? Is this even allowed? Think of the reasons why they are or aren’t allowed to do so. After doing so, consider then, based on what you’ve just read, why it might actually be useful.

How do you involve the languages of the students in the class?

In what ways could you integrate the various mother tongues in your classroom or classes? Do you already do that? Why or why not?