Mini Module 15:
Families and Home Language: What it Means to Multilingual Communities

by Ardene Niemer, Coordinator, Early Literacy Outreach Project
Puget Sound Educational Service District

According to the 2000 census, the number of people in the United States who speak more than one language has doubled to almost 50 million during the past 20 years. This is a trend that shows no sign of slowing.

Around the country, in cities and the outer reaches, you will hear people speaking Spanish, Russian, Somali, and many other languages. The 2000 census shows that 7% of the Washington state population was identified as “non-English speaking”. In King County that number is 9% and Pierce County it is 5%. This data shows that statewide 11 counties are above that 7% state average.

When identifying adults between the ages of 18 and 64, data shows that King and Pierce County community and technical colleges served a combined 113,085 students in English as a Second Language programs from 1999-2000.

All groups, and consequently all children, have a culture. One way to define culture is to say that it is everything that makes up the life of a people—the objects they use in daily life, their customs, and their values. Culture is the memory of a group of people- history and traditions rooted in their past. But just as important, culture is also all of the details that make up their present lives. Cultures change and do not remain static through time. Some cultural response patterns include:

• Communication styles
• Learning styles
• Interactions styles
• Conflict styles

As a multi-cultural population is becoming more and more common, and as more multilingual families living in the United States, many are asking the question: “Should my child learn more than one language, or only English?”

There are widely differing views on this subject. A look at research suggests that teaching children more than one language at home has its own set of challenges and rewards. We need to remember, however, that language is more than a way to communicate. It is a living expression of culture, community and family. This also includes aspects such as Ebonics, regional dialects, and other “deviations from standard English” spoken in homes and communities across the nation.

There are many who believe strongly in the immersion method of teaching… somewhat like a “sink or swim” approach. This technique supports that only “standard” English is spoken in the classroom, and that there is no value of heritage/home language or translation. Research shows, however, that English-language learners benefit from literacy instruction in their native language. Further, if a student is literate in their first language, they learn their second language faster and better. Being literate in their fluent language allows students to more easily learn basic skills such as sentence structure and how to convey meaning through words. Students don’t have to struggle through unfamiliar vocabulary; they can apply those skills to English as they become more familiar with the vocabulary.

We know from research and practice that oral language is the foundation for literacy, and that parents are naturally the child’s first and “best” teacher. How then, do we include families and the community to educate our children so that they can best succeed in school? How do we discourage the message that children and families should shun their first language in order to learn English better?

I believe that a better approach would be to help families know that they can have it both ways! Teach and support them to take pride in their roots and who they are. Help them to be able to adapt to a new language. Show them that they are no lees of a good student by knowing their native language and taking obvious pride in their culture. These children are actually at an advantage: they can know two languages from the beginning!

Now take this short true/false quiz on the material you just read:

Thoughts on what you've just read? Go to our discussion board now.