The UK is a very language-diverse society today with more than 300 languages spoken by its citizens. Indeed we hope that the next census will for the first time collect reliable data on languages spoken. Yet 'everyone needs to focus on learning English' is a common sentiment in today’s press, not least because this was the opinion expressed recently by former Education Secretary Ruth Kelly. Whilst English is of course important for full participation in life in the UK, this statement represents a misperception about the nature of language learning.
It is not a question of choosing between two or more languages to focus solely on perfecting one. Instead, as pupils gain skills and understanding in one language, this 'knowledge about language' is integrated into their learning of other languages. So improved literacy in their mother tongue, for example, will have a direct benefit for future progress in English. This is one way in which formal study in a community language aids children’s overall learning. Research has identified clear benefits in cognitive development for children brought up to be bilingual.
There are strong cultural reasons for introducing pupils to their heritage language, or teaching them literacy in a language they already speak at home. It is about helping pupils feel secure about their identity and more in touch with their roots. They will meet other children like themselves, make friends within their community, engage in cultural activities and, most important of all, gain in self-esteem. DCSF research has found a correlation between attendance at complementary schools and higher achievement of Black and Minority Ethnic (BME) pupils in mainstream education.
Families are spread across the world in today’s 'global village' so knowledge of the mother tongue helps to maintain links between family members in this diaspora. Children themselves want to be in a position to send an email to their cousins and to talk to their grandparents when they visit.
Thus language learning cannot be a question only of convenience or material values, of facilitating trade or benefiting tourism. Rather the arguments are deeper and moral: all children need to develop a secure sense of identity and strong self-esteem. The recent legislation, 'Every Child Matters', puts the welfare of the individual child at the heart of our education system.
The case for study of community languages has been made, but it is not widely understood in the UK. All of us working on the 'Our Languages' project are engaged in disseminating these important messages throughout the educational arena. We owe it to all our children to value their bilingualism and promote the benefits of a plurilingual society that enriches us all, linguistically and culturally.
