Cultural Diversity in Early Childhood Promoting Home Languages in Early Years Settings Linda Mullis

Influential Text Foundations of Bilingual Education and Bilingualism: Colin Baker ( rd edition) Four major characteristics of schools which can ‘empower’ or ‘disable’ minority language speakers. 1.The extent to which children’s home language and culture are incorporated into the school’s curriculum. 2.The extent to which minority communities are encouraged to participate in their children’s education. 3.The extent to which education enables children to be independent, active, learners. 4.The extent to which assessment avoids locating problems in children and attempts to adapt the social and educational context in which the child operates.

Early years context Purpose built nursery school East London borough Majority of children speak English as an additional language. Many different languages spoken Groups of children who speak the same language have different countries of origin Some practitioners are bilingual. Core book approach is used.

Language of the Month Project Aims To show respect for other languages and cultures. To give children the opportunity to hear and speak their home language in the nursery. To enable families to become more involved in their children’s learning. To enhance the status of languages other than English. To give everyone the opportunity to develop their knowledge of other languages. To develop an interest in different countries and cultures.

Language of the Month Five different languages were focused on: French, Bengali (Sylheti), Spanish, Urdu, Tamil. Large display was put up in the Nursery entrance hall. Maps showing countries where each language was spoken. Photos and pictures of different countries displayed. Story telling sessions planned. Songs in different languages. Dual language books, tapes, cds Resources given to all staff – basic vocabulary. Input from children’s families encouraged.

Children’s photographs displayed.

Information about languages given.

Maps showing countries where each language is spoken.

Children’s parents contributed information.

Number lines in different languages.

Children and adults encouraged to count in different languages.

Personalised books made for children, using photos from home and nursery. Helped new children to settle. Dual text enabled use of home language and English. Parents were able to help explain nursery routines in a language their child could understand. Children encouraged to use home language in the nursery. Helped adults to use child’s home language.

Observation and assessment. Use of home language provided many opportunities for assessment. Improvement in children’s confidence and self esteem. Use of home language helped children to make progress in all areas of learning. Parents commented positively on their children’s development. Bilingual staff were willing to assess children using home languages where possible. Ofsted inspectors report favourably on the impact of use of home languages.

Examples showing how use of home languages can support children’s development and learning across the Foundation Stage