Bilingualism and Home Language


Cultural impact of bilingualism and home language use

According to "Brainy Child" (2015), “Bilingualism really isn't something that simply happens. Raising children to be successful in more than one language requires some careful planning and learning about bilingual language development.”

Things to as about your students.

Does the family use English at home? If not, the child may not think learning/knowing English is important.

Does the family push the student to only use English? If so, you may want to reach out and explain the value of their natural language and benefits it brings.

Students may feel peer pressure to fit in and therefore try to forget about their home language and culture.

Sociocultural aspects for bilingual students in the classroom

“We must ask ourselves to what extent these students’ language “problems” are not problems but merely differences.” (“Sociocultural aspects of language and literacy: issues facing educators of students with learning disabilities,” 1993, para. ).

Understanding your students.

Students may feel more comfortable using their base language over English

Students at lower levels of English may feel like they don’t fit in or don’t understand lessons

Students who primarily use a latin-based language (Spanish, French, Italian, Portuguese and German) may easily understandnew vocabulary in English due to similar language roots. In some cases, Better than English speakers.

We are the Inspiration for our Students

Strategies and resources for cultivating home and school partnerships

What is expected of our Teachers:

Teachers can ask students to bring items in to the classroom that represent or show the child’s initial language, such as a students’ favorite story.

Teachers should help the students see the value the fact that they are bilingual. They may not realize it now but will see benefits as they grow and learn more.

Teachers can reach out to the parents and ask that they come into the classroom and teach the class about their language and culture. To help all students gain a better understanding of that culture.

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Strategies for evaluating the effectiveness of the home and school partnerships

Questions we should ask ourselves:

Are we reaching out to the students family or community?

Are our students doing well?

Can the student use and express him or herself in both English and their home language?

Are the students’ parents or family involved in the classroom or with the student?

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

Students should *never* feel that their home language is something to be ashamed or, or afraid of, but rather be proud of.

Students should be prompted to use both English and their home language.


Sociocultural aspects of language and literacy: issues facing educators of students with learning disabilities. (1993, fall). learning disability quaterly, (), .

brainy child. (2015). Retrieved from