Bilingualism and Home Language Use
by Keith Porter
Sociocultural Aspect for Bilingualism in the Classroom
Cultural Impact of Bilingualism and Home Language Use
"For many decades there has been a common misconception that immigrant families will help their children most by completely switching to English in the home. The belief is that the more a family uses English together, the stronger their English language skills will become. While it is true that family members can help one another by practicing English together, English should not supplant the native language in the home. In fact, dropping the home language in favor of English can end up having many negative consequences" (Language, 2012, para. 2).
From a cultural and practical standpoint, there are several reasons to stress bilingualism and continue using the home language. The first of these reasons deals with academics. When focusing on anything from an academic or educational perspective, it is important that students and parents feel comfortable conversing and conveying ideas and concepts. Many times this requires reverting to their home language because their English language skills may not efficiently cover the range of communication that they need to access (Language, 2012, para. 6).
The next reason deals with the emotional aspect of the student. When there are deep emotional issues to discuss or convey, sometimes, the best way to share these are through the language that we feel most comfortable with. Often times, this would mean our home language. The way that we share our emotional ups and downs are deeply tied to the language that we speak (Language, 2012, para. 7).
The next reason to maintain the home language is more closely tied to the cultural significance of it. "By choosing to switch to the community language, we are sending a message to our children that our native language, culture, history and extended family are somehow inferior to the American culture, language and way of life" (Language, 2012, para. 8). Instead, we should be encouraging our students to embrace their culture and understand that it is part of what makes them special.
The final reason for holding on to the home language has to do with our purpose in education. As teachers, we are trying to prepare our students for the life outside of the four walls of the academic world. In the workplace today, and increasingly so in the future, bilingualism is an attribute that is highly-sought in any industry that serves the public. The importance of being able to communicate efficiently with a large group of people will give these students an advantage in the job market that will set them up for success. "Children may not appreciate it now, but down the road they will be thankful that their parents gave them the gift of a home language" (Language, 2012, para. 9).
Strategies and Resources for Cultivating Home and School Partnerships
- "Parenting: Assisting families with parenting and child-rearing skills, and assisting schools in understanding their families.
- Communicating: Developing effective communication from home-to-school and school-to-home.
- Volunteering: Creating ways that families can be involved in the school or school programs and effective methods of recruitment.
- Learning at home: Linking families with their children's curriculum through learning activities that can be done at home, as well as homework.
- Decision making: Including families as decision makers, advocates, members of school councils, and committees.
- Collaborating with the community: Coordinating services in the community with family needs, and providing services to the community" (North, 1998, para. 13-18).
If the families know what types of involvement we are looking for, it becomes easier to let them choose which areas to commit to. The important thing is to let them know that we are interested in working together to increase the quality of education for their children.
Evaluating the Effectiveness of Home and School Partnerships
Role of Leadership in Home and School Partnerships
- "How is the home language the same and how it is different from English?
- Are there words in the home language that sound the same and mean the same thing in both languages?
- Are there words in the home language and English that sound the same but mean different things?" (Genesee, 2012, para. 15-17).
Additionally, you can ask these students to read a book written in their home language out loud to the other students as they follow along in an English version of the book.
References
- Genesee, F. (2012). The Home Language: An English Language Learner's Most Valuable Resource. Retrieved from http://www.colorincolorado.org/article/50323/
- Language Lizard. (2012, January 11). Supporting Bilingualism: 4 Reasons Parents Should Speak Heritage Languages at Home. Language Lizard Blog. Retrieved from http://blog.languagelizard.com/2012/01/11/supporting-bilingualism-4-reasons-parents-should-speak-heritage-languages-at-home/
- North Central Regional Education Library. (1998). Critical Issue: Constructing School Partnerships with Families and Community Groups. Retrieved from http://www.ncrel.org/sdrs/areas/issues/envrnmnt/famncomm/pa400.htm
- Saville-Troike, M. (1978). Culture in the Classroom. Retrieved from http://www.ncela.us/files/rcd/BE000443/Culture.pdf
Keith Porter
Dr. Karolina Kopczynski
06/15/2015
Email: keith62185@yahoo.com
Location: Columbia, SC, United States
Phone: 803-243-8920
Facebook: facebook.com/keith62185