While reading with a student recently, I noticed she consistently struggled to read the phrase “thank you” in print. Knowing she is a multilingual learner, I asked her how her family says “thank you” at home. She taught me what her family says (bedankt) and we both had a chance to giggle at my pronunciation. I mentioned that sometimes in English we say “thank you” and sometimes just “thanks.” She was delighted to tell me there are also many ways it is said in Dutch. Then we talked a little about the similarities and differences in how the words sound in Dutch and in English.
This simple conversation helped the child make a bridge between what she hears at home and what was written on the page. The conversation took no more than a minute, but it helped her transfer something she already knows (how to say “thank you” in Dutch) to two things she is just beginning to control (how to say “thank you” in English and how it looks in print). Multilingual learners are taking on the dual challenge of learning a new language while also acquiring literacy. By taking small, intentional steps, teachers can effectively bridge the gap between students’ current knowledge and the new skills they are developing, creating a solid foundation for their literacy growth.
Three important ways to honor home language in the classroom
Find out what languages are spoken at home.
It is important to understand what language or languages are spoken in the home. However, getting a full picture of the home language may not be as straightforward as it appears. Parents and caregivers may not always report home language(s) on formal paperwork, and family/caregiver composition can change over time. In many cases, there may be multiple home languages that serve different purposes and audiences (e.g. English at work, Telegu at home). So, it pays to ask students and caregivers a few questions about home language. What language(s) do you feel comfortable using? Which language do you prefer to communicate in? What written language(s) is used at home? How much time do you spend hearing or using each language at home?
Learn as much as you can about the sounds and structures of the student’s home language(s).
While every teacher is not expected to be a linguist, learning about the fundamental sounds and grammatical structures in the home languages of students will help you sharpen your instruction by anticipating challenges, targeting support, and being alert for misunderstandings. Are there sounds in English that don’t exist in the student’s home language? How are plurals formed? Where do descriptive words go? Are there any important cognates or false cognates between English and the home language(s)? Luckily, you don’t have to speak multiple languages to learn more about the home languages children speak. Organizations like ¡Colorín Colorado! (https://www.colorincolorado.org/) and the Center for Applied Linguistics (https://www.cal.org/) offer free resources to help you on your journey. The more you understand about a language and its roots (including English) the better equipped you will be to support students as they make connections with their home language(s).
Don’t be afraid to reach out.
We should never assume that caregivers have limited English proficiency just because a child’s home language is something other than English. But, in cases where English is limited at home, it is important that we not back away from making connections with caregivers. It is important to be respectful, patient, and authentic when communicating with any caregiver. When English is limited, teachers may need to try different ways of communicating to see what works, as it may be easier for some caregivers to communicate in person and for others, written communication may be more effective. When communicating with families with limited English proficiency it is also important to keep a few specific things in mind, including:
- Avoid idioms;
- Don’t use acronyms;
- Limit the educational jargon;
- Be a good listener;
- Be patient and authentic.
Conclusion
It is wonderous how much children learn about language before they come to school. Helping them expand that learning is both a profound privilege and a daunting responsibility. By understanding their home languages, learning about the sounds and structures of those languages, and maintaining open communication with families, teachers can create a more effective, welcoming, and inclusive learning environment. These small, intentional steps help bridge the gap between students’ existing knowledge and the new skills they are acquiring, ultimately fostering a stronger foundation for their literacy development.
