Bilingualism and Home Language Use

Beverly A. Paul * SEI/301 * Dr. K. Kopczynski * 6/15/15

Socio cultural aspects for bilingual students in the classroom

  • Lack of understanding of multiple views, lessons, responsibilities, etc.
  • Characteristics of various languages can be misdiagnosed an/or given inappropriate instruction
  • Additional comfort factor in using native language
  • Varied backgrounds can result in stereotypes, prejudices, and discriminatory behaviors
  • Learning in one culture then learning in another culture can result in some confusion and dislocation during the learning process
  • Language primarily learned in a socio cultural content can be influenced by social and cultural conditions by which one is born and raised (Poplin & Phillips, 1993)

Cultural Impact of bilingualism & home language use

  • Encourage native language speaking at home
  • Better chance at academic success when home language is maintained
  • Teacher can provide information, support, and language resources
  • Encourages discussions about class work and home work with parents
  • Regardless of language, being able to understand and work with ideas and concepts enhances education and academics
  • Strong language foundations enables students to learn, speak, and write English better
  • Ability to share personal experiences
  • Maintain bond to native culture and heritage
  • Bilingualism opens doors to business and cultural opportunities (Language Lizard, 2012)

Strategies & Resources for cultivating home & school partnerships

  • Value the importance of being bilingual
  • Build a shared vision among family, school staff, and the community
  • Encourage parental involvement at home and in the classroom
  • Develop new collaborative relationships with mutual respect, trust, and friendships
  • Build a broad base of support
  • Identify opportunities for sharing resources
  • Participation in joint activities (Molloy, et. al., 1995)

Strategies for evaluating the effectiveness of the home & school partnerships

  • Utilize partnerships that are committed to accomplishing a goal
  • Involve structure, flexibility, trust, and confidence
  • Provide effective leadership
  • Encourage parental involvement at home and in the classroom
  • Value the importance of being bilingual
  • Provide mutually beneficial interactions between diverse partners
  • Work to improve programs, policies and practices (Harvard Family Research Project, 2005)

The role of leadership in cultivating a positive home & school partnership for ELL students

  • Encourage ELL parents to take on leadership roles such as become more familiar with school policies and the environment
  • Encourage parents and partners to advocate for school programming and/or improvements
  • Encourage parent advisory groups and PTA groups
  • Take on teacher and administration leadership roles by becoming familiar with new cultures and different environments
  • Understand the necessity for professional development and the impact it will have on becoming a better teacher
  • Encourage leadership from school partnerships and communities to improve programs and opportunities for ELL students such as inviting local services to the school to discuss their services , organizations, and/or opportunities (Breiseth, 2011)
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Breiseth, L. (2100). A guide for engaging ELL families: Twenty strategies for school learners. Retrieved on June 11, 2015 from http://www.colorincolorado,org/pdfs/guides/Engaging-ELL-Families.pdf

Harvard Family Research. (2005). Evaluating partnerships: Seven success factors. Retrieved on June 11, 2015 from

Images. (2015). Various images. Retrieved on June 11, 2015 from

Language Lizard. (2102). Supporting bilingualism-4 reasons parents should speak heritage language at home. Retrieved on June 11, 2015 from

Molloy, P., Fleming, G., Rodrigues, C., Saavedra, N., Tucker, B., Williams, D. (1995). Building home school community partnerships: The planning phase. Retrieved on June 11, 2015 from

Poplen, M. & Phillips, L. ((1993). Socio cultural aspects of language and learning. Retrieved on June 11, 2015 from