Cater for children who speak other languages with advice
from Rehana Ahmed, acting head of service, Hounslow Language
Service. There are many ways in which early years practitioners
can support children for whom English is not the first language,
but perhaps most important is having an awareness of how
their culture and background will have given them different
experiences. An understanding of this will be helpful in
creating a welcoming environment where all children feel
safe and secure.
A positive attitude is supported by the Curriculum
Guidance for the Foundation Stage, where the advice
is 'to value linguistic diversity and provide opportunities
for children to use their home language in play and learning'.
All children benefit from a multicultural setting. It prepares
them to become sensitive members of a multicultural community.
Both nursery and home have an important role to play in
laying this foundation.
Early years settings should ensure they provide opportunities
for all children to develop social and academic language
through:
- Recognising that young bilingual learners need time
to observe, tune into the new language and try out things
that are unfamiliar.
- Ensuring that stories and books have some link with
different cultures, clear illustrations, repeated actions
and language patterns, and offering visual support in
the form of pictures, puppets and real objects.
- Keeping activities practical and repeating key vocabulary
and phrases.
- Allowing time for the rehearsal of new phrases by
ensuring young bilingual children are placed third or
fourth in turn-taking games so they can hear repeated
phrases before responding.
- Encouraging turn-taking by using songs and rhymes
with actions.
- Providing bilingual support where possible in order
to extend vocabulary and help develop children's understanding.
A child's home language is closely linked to their identity
and has ties with their culture, background and the community.
If children are encouraged to use their home language in
the nursery, they are given a sense of pride and self-esteem.
The home language is the foundation on which the second
language is built, and both languages can be built together.
English does not replace the home language.
It is important to explain the benefits of maintaining
the home language to parents. Many parents are so keen for
their children to learn English, they do not see the value
of speaking the home language with their child. Parents
are a child's first and most important educators and their
contributions must be valued. If parents are invited into
the classroom to read or tell stories in the home language,
this has a positive impact on the children and gives a clear
message that their language is valued.
Practitioners can hold meetings for parents in which the
importance of the multicultural focus of the curriculum
is explained. They can share multicultural information with
parents through newsletters, videos and even bulletin boards.
Other steps could involve parents in making multilingual
resources such as labels for display, recording stories
in the home language and translating story books. Parents
can be invited to speak at religious events and to organise
fundraising and social gatherings. They can also be involved
in other activities, such as cooking and arts and crafts
activities related to their home culture.
Regular events for parents and carers can be offered in
settings, such as discussion sessions with other childcare
professionals on such issues as managing problem behaviour
and regular visits from health visitors offering advice
to everyone. Settings could also provide a place where adults
can sit, have coffee and chat with other parents, or simply
relax and read a magazine.
(Nursery World, 07.12.06)
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