Cultural Diversity in Early Childhood

Promoting Home Languages in Early Years Settings

Linda Mullis

Influential Text

• Foundations of Bilingual Education and Bilingualism: Colin Baker (2001 3rd 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 ProjectAims

• 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

Stepping Stones/Early Learning Goals Curriculum Guidance for the Foundation Stage Page 34

Observations during ‘Language of the Term Project’

Area for future development.

Personal social and emotional development : Self confidence and self esteem.

Have a sense of belonging Talk f reely about their home and community. Have a sense of self as a member of diff erent communities. I nitiate interactions with other people.

Children whose photographs were displayed on the ‘Language of the Term’ board of ten came to look at them and point them out to other children. The display helped to affi rm that they were welcomed and included as members of the Nursery. Saima was talking in Bengali whilst playing with the dough. She spoke about her Grandad who had come to visit f rom Bangladesh. He went to the Mosque with dad; she didn’t go with them because only boys go to Mosque. Rahat told Halima in Bengali that he went to the Mosque at Eid.

Collect a bank of resources such as maps, signs in diff erent languages, photographs, artefacts f rom children’s countries of origin. Encourage children to talk about their own home and community lif e in their Home Language. Provide resources such as books, photographs and pictures depicting a range of diff erent cultures, languages and religions.

Links to Stepping Stones/Early Learning Goals .Curriculum Guidance for the Foundation Stage page 98

Observations during ‘Language of the Term Project’

Area for future development.

Knowledge and understanding of the world – Cultures and belief s

Begin to know about their own cultures and belief s and those of other people.

Children and their families shared food, music, and dances f rom diff erent countries on the School’s ‘Traditional Day’. Some wore traditional clothing f rom diff erent countries. Children showed interest in the ‘Language of the Term’ board and of ten came to look at the photographs. Families contributed information, photographs, maps and pictures. Two parents who were f rom Ecuador made a very large poster containing written information, pictures and hand-written comments which was displayed on the board. Parents and carers of ten came to look at the board and were willing to share information about their countries of origin.

Regularly invite families to come together to share diff erent aspects of their culture, including their languages. Ensure that all f amilies have the opportunity to share information about their cultures and belief s. Be aware that not all f amilies will have photographs of their country of origin and that there may be sensitive issues involved – eg if the family lef t their country because of war or to seek asylum.

Stepping Stones/Early Learning Goals . Curriculum Guidance for the Foundation Stage Page 124

Observations during ‘Language of the Term Project’

Area for future development.

Creative development: I magination

I ntroduce a story line or narrative into their play. Play alongside other children who are engaged in the same theme. Play co-operatively as part of a group to act out a narrative.

Bengali speaking children had several opportunities to hear the story of the Gingerbread Man read to them in their home language. When props such as gingerbread men cutters, rolling pins and cutters were put into the ‘home corner’ they acted out the story together, speaking in their home language, using the props, saying the English words ‘Gingerbread Man’ every now and again. Two Spanish speaking children were playing with the large blocks, planning and negotiating the building of houses for the Three Little Pigs using their Home Language.

Find ways of ensuring that as many children as possible hear the core books read to them in their home language, either at home by providing dual text- books or by listening to tapes. Family members could be invited to read or tell stories in their home languages. Try to ensure that children who speak the same language sometimes have the opportunity to play together in the role- play area. Encourage staff who speak and understand diff erent languages to use them when joining in with children’s play if appropriate and to note down observations to pass onto other Key Workers.